Foxborough Regional Charter School PHYSICAL SCIENCE GRADE 6 Curriculum Map 16 Objectives Covered in Grade 6/16 Total Objectives Grades 6-8

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Introduction The purpose of curriculum is to focus instruction in a grade level content / skill area. The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching & Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers, paraprofessionals, special educators and other staff. This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able to do by the end of a given year in a specific subject or skill area. The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at FRCS and beyond! The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior to entering this grade and what he or she will master upon promotion to the next grade level.

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Vertical Curriculum Articulation What is vertical articulation? Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students should master each standard in that subject.

What is the purpose of vertical curriculum articulation? Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century) How is this applicable for my classroom? No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which

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Vertical Articulation by Standards Science: 2010-2011SY Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Earth Science (ES) Earth Materials

ES1

ES2

ES1, ES2

ES1, 3, 4

ES2-5

ES1-5

Weather

ES3

ES3

ES3

ES7, 9

ES6

ES6, 7, 9

Earth/Solar System

ES4

ES4

ES 13, 15

ES13-15

ES13-15

ES8-12

ES5

ES10, 11

ES10, 11

ES10, 11

ES3, 4

ES12

ES12

ES12

ES5-7

Patterns

ES5

Earth History

ES2

Mapping

ES1

Life Science (LS) Living Things

LS1-3, 7

Heredity

LS1, 3, 6

LS1-3, 6-8

LS4

LS4

Evolution

LS5

LS1-3, 11

1, 2, 4, 11

LS1-4, 11

LS13-16 LS7-9

LS6, 8, 9

LS6, 8, 9

LS6, 8, 9

LS10-12

Environment

LS17, 18

Classification

LS1

Systems

LS5, 6

Cells

LS2-4

Physical Science (PS) Properties

PS1

Matter

PS1

PS1

PS1

PS1

PS1

PS2

PS2

PS2

PS2, 3

PS2, 3

4, 7, 9-10

4-5, 7-10

PS4-12

Energy Motion

PS3

PS4

PS3-5

Elements

PS1, 2, 4 PS13-16 PS11, 12 PS6-8, 10

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Tech.Eng. (TE) Materials and Tools Design

TE1.1, 1.3

TE1.1-1.3

TE1.1-1.3

TE1.1-1.3

TE1.1-1.3

TE1.1-1.3

TE1.1-1.3

TE1.1-1.3

TE1.1-1.3

TE2.2

TE2.1

TE2.1, 2.2

TE2.1, 2.2

TE2.1, 2.2

TE2.1, 2.2

TE2.1, 2.2

TE2.1, 2.2

TE2.1-2.6

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Curriculum Map Overview: How to read your grade level Curriculum Map Organization of Map  The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction  Each unit has the following elements and each element is described on the following pages  Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the curriculum

Term 2 Forms of Energy Unit 4 How does Energy Change Forms? State Standard

Physical Science (6-8) #13: Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.

Student Learning objective(s)

1. 2.

Analyze the differences between potential and kinetic energy. Design transforming situations between potential and kinetic energy.

Required vocabulary

Inertia, momentum, force, drag, friction, air resistance

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Learning Plan: Activities, Resources & Experiences Delta Science. Newton’s Toy Box. (2006) Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009

State Standard: Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.

Measurable Student Learning Objective: (“The Students Will Be Able To”): For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor should communicate to students each day prior to the start of a lesson. Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’ core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning objectives for a given standard first. The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning. To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with 7

follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching activities. As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also greater; perhaps an open response or Venn Diagram explaining the two concepts. With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!

Learning Plan: Resources, Activities and Experiences This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many. The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate an instructional approach to reach different populations of your students. . The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies, 8

ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader any time!

Vital Vocabulary: These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of these words and the underlying concepts is critical for students to understand and master the learning objective.

Essential Question(s): This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction, this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential question as an open response question at the end of each unit.

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Term 1 Properties of Matter Unit 1 In what Ways can we Describe Matter? State Standard

Student Learning objective(s)

Physical Science (6-8) #1: Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object.

1.

Physical Science (6-8) #2: Differentiate between volume and mass. Define density.

1.

Physical Science (6-8) #4: Explain and give examples of how mass is conserved in a closed system.

1.

2. 3.

2. 3.

Required vocabulary

Learning Plan: Activities, Resources & Experiences

Compare and contrast mass and weight. Propose a method to find the mass of an object. Evaluate the common units used to measure mass.

balance, mass, matter, spring scale, weight, International System of Units ( gram, liter, meter)

Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Teacher created power point.

Compare and contrast volume and mass. Propose a method to find the volume of a substance. Characterize density.

volume, density, graduate (graduated cylinder), meniscus, solid, liquid, gas

Bill Nye video. Phases of Matter. Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). United Streaming. Measurements in Science.

Justify how mass is always conserved in a closed system.

physical properties, physical changes, chemical properties, chemical changes, Law of Conservation of Mass,

Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009. Teacher created power point.

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Term 1/2 Elements, Compounds, and Mixtures Unit 2 What is the Relationship Between Elements, Compounds, and Mixtures? State Standard

Student Learning objective(s)

Required vocabulary

Learning Plan: Activities, Resources & Experiences

Physical Science (6-8) #6: Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound).

1.

Construct a table of differences and commonality between atoms and molecules.

Atom, electron, nucleus, proton, neutron, atomic number

Bill Nye video. Atoms. Fisher. Just the Facts: Physical Science. (2009). Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Prentice Hall. Physical Science. 2009.

Physical Science (6-8) #7: Give basic examples of elements and compounds.

1.

Characterize how the periodic table of elements is organized. Name the chemical symbols for hydrogen, oxygen, carbon, and nitrogen. Characterize the composition of a compound. Identify the elements found in a compound from its chemical formula. Characterize the composition of a mixture. Construct a table of differences and commonality between mixtures and pure substances.

Dalton, Rutherford, Mendeleev, atomic mass, period, group, chemical symbol

Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Lehrer Records. The Elements. 1959. Prentice Hall. Physical Science. 2009.

Compound, mixture, substance, element, atom, molecule, chemistry, heterogeneous mixture, homogeneous mixture, solution, solute, solvent

Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009.

Compare and contrast how chemical changes are different from physical changes.

energy, temperature, thermal energy, endothermic change, exothermic change, texture, flexibility, flammability, tarnish, rust,

Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009.

2. 3. 4.

Physical Science (6-8) #8: Differentiate between mixtures and pure substances.

1.

Physical Science (6-8) #10: Differentiate between physical changes and chemical changes.

1.

2.

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Term 2 Motion of Objects Unit 3 In what Ways can we Describe Motion? State Standard

Student Learning objective(s)

Physical Science (6-8) #11: Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.

1.

Physical Science (6-8) #12: Graph and interpret distance vs. time graphs for constant speed.

1.

2. 3.

Required vocabulary

Learning Plan: Activities, Resources & Experiences

Diagram the location of an object in the x, y, and z axis. Create a simple vector that shows an object’s direction and speed. Deduce an object’s speed from time and distance data.

Motion, position, reference point, distance, displacement, speed, average speed, velocity

Delta Science. Newton’s Toy Box. (2006) Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009.

Create and evaluate time-distance graphs.

variables

Delta Science. Newton’s Toy Box. (2006) Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009.

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Term 2 Forms of Energy Unit 4A How does Energy Change Forms? State Standard

Physical Science (6-8) #13: Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.

Student Learning objective(s)

3. 4.

Analyze the differences between potential and kinetic energy. Design transforming situations between potential and kinetic energy.

Required vocabulary

Inertia, momentum, force, drag, friction, air resistance

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Learning Plan: Activities, Resources & Experiences Delta Science. Newton’s Toy Box. (2006) Holt Science and Technology. Introduction to Matter. (2007). Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009.

Term 2 Nunnery Orthotic and Prosthetic Technology Unit 4B How can we learn by experiencing many different facets of Science? State Standard

Science (3-5): Inquiry Skills

Student Learning objective(s)

1. Ask questions and make predictions that can be tested. 2. Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment.

Required vocabulary

Scientific Method Steps Question Hypothesis Procedure Conclusion/Results Analysis

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Learning Plan: Activities, Resources & Experiences •

Experiential learning in many different venues in research/development and technology

Term 3 Heat Energy Unit 5 What are the Characteristics of Heat? State Standard

Student Learning objective(s)

Physical Science (6-8) #14: Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system.

1.

Physical Science (6-8) #15: Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase.

1.

Physical Science (6-8) #16: Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.

1.

2.

2.

2. 3.

Required vocabulary

Learning Plan: Activities, Resources & Experiences

Relate thermal energy to temperature and heat. Characterize what it means to have high specific heat.

Temperature Fahrenheit scale Celsius scale Kelvin scale Absolute Zero Heat Specific Heat

www.SciLinks.org (scn-1361) Analyzing Data, text p. 476 Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009.

Propose the causes for matter to change state. Evaluate a substance’s changes as its thermal energy increases.

State Change of State Melting Freezing Evaporation Boiling Condensation Thermal Expansion Conduction Convection Radiation Conductor Insulator

http://faculty.washington.edu/crowther/KidsZone/lessons.html

Appraise the three forms of heat transfer. Predict the direction that heat moves in real world situations. Compare and contrast conductors and insulators.

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Discover Activity, text p. 479

Houghton Mifflin Science. Discovery Works. (2003). Fisher. Just the Facts: Physical Science. (2009). Prentice Hall. Physical Science. 2009. www.SciLinks.org (scn-1363) www.emints.org/ethemes/resources/500001582.shtml

Discover Activity, text p. 486 Prentice Hall. Physical Science. 2009.

Appendix A: Assessing Student Learning

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Measurable Action Words & Formative Assessment Types As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind; developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state. This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they should attain and the means through which we assess their understanding. Objectives and assessments: Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed. Developing formative and other classroom assessments:  Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding. You don’t need to give nearly as many questions and students are required to really show what they know.  Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments  Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards and objectives  Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.

Reading the chart below:  Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy  “Skill definition” is the action verb for a given objective. It’s what the student should be able to do 17



“Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can demonstrate the particular level or depth of understanding



Analytical & Evaluative Skills

Skills Definition Analyze: Given or collect information or data to support a conclusion. Categorize / Rank: Students are given or collect a set of examples or specimens and must sort them into appropriate groups or classes based on their characteristics. Compare & Contrast: Identify and explain the similarities and differences of two or more concepts Differentiate Between: Students describe the differences between two or more concepts, specimen, examples or items. Simplify: Summarize Evaluate: Determine the significance

Assessment format expectations and suggestions Expectations for analysis are some form of explanation based on given or collected data. Written assessments are usually in the form of a lab report (i.e.: conclusions section) Students usually test the examples or specimen to determine their characteristics. Students organize their categorization in a table and support with data and written or oral explanation. Expectations for this skill focuses on writing about science concepts: essay or graphic organizer form (i.e.: Venn Diagram) This can be done using a ‘T-chart’ or other graphic organizer. This can also be incorporated into a written response Written or oral explanation of a concept in students’ own words Usually assessed in written form. Students support their evaluation with data or background knowledge

Synthesis & Application Skills Skills Definition Determine: Decide upon or identify Diagram / Illustrate: Students create a drawing that includes labels and written explanation. Solve / Calculate: find the answer or solution (usually mathematically) Design / Create / Develop / Construct: Make or build

Assessment format expectations and suggestions Pick out the correct term or concept from a group. Provide and fill in the correct term or concept. Expectations are that students can generate scientific diagrams or illustrations. Labels and explanation should be included. Given some data set, students find the answer or solution. Include work and units. Formulas are provided by instructor This is very broad, but the expectation is that a performance assessment of some kind is given 18

Demonstrate: show

The expectation for this is that students physically show a skill or demonstrate an understanding in written form.

Comprehension Skills Skills Definition Classify: Arrange and assign to a category Describe: Students’ written or oral description

Explain: Written explanation, usually with a diagram Predict: Forecast or hypothesize an outcome based on supporting data or background knowledge Summarize: Paraphrase content into simpler terms Distinguish Between: Determine differences between

Assessment format expectations and suggestions The assessment expectation is that students can arrange examples into appropriate categories. This may be matching or listing and may or may not include a brief explanation Expectations are that students can describe (orally or written) a concept in their own words. ‘Describe’ objectives focus more on broad comprehension than explanation of detailed mechanisms Students should be able to explain a concept in detail and provide supporting fact and/or data; diagrams often accompany this in sci. This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that students support hypotheses with ‘why’. Summaries are usually written and often act as follow up assessments to a passage that is read. The expectation is that students can accomplish ½ of the compare-contrast essay by identifying key differences between two (usually similar) concepts or ideas. Usually written.

Recall Skills Skills Definition Define: Provide a definition. Label / Name: Provide or choose a name for an item, object or concept. Recognize: pick out from a variety of possible choices Sequence: Place the concepts or items in a specific, relevant order Identify Select or list (usually characteristics) label, list or identify

Assessment format expectations and suggestions Assessing this skill is more effective if put in the student’s own words or description. Matching or student generated definitions The expectation is either to match or write in a label for a given diagram or fill in the blank Multiple choice is the most common recognition skill assessment Expectations are that students can either select or write a series of concepts in an appropriate and accurate sequence Students should be able to select or write in the appropriate concept or vocabulary word

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Organize / List: Put associated concepts in order

Students create an order that may or may not be based on a standard criterion. This can be written, oral or physically done

Appendix B: FRCS Unit Plan Template

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FRCS Unit Plan Teacher __________________________ Unit Title ___________ Essential Question(s): _________________________________________________________________

Student Learning Outcomes/Objectives (SWBAT):

Assessments:

Learning Experiences:

Reflection:

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Grade Level Length of Unit

_______________ ______________

Appendix C: Content Specific Terminology Glossary

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Grade 6 Glossary Evaluate Contrast Construct Rate Appraise Characterize Rank Produce Assess Create Predict Interpret Organize Classify Develop 23

Prove Analyze

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