gloucester township public schools science grade 7gloucestertownshipschools.entest.org/ngss 7th...

Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

Benchmark Assessment: Noted for each Unit

Gloucester Township Public Schools

Science

Grade 7

Module/Unit Content Area Key Core Concepts

Unit 1: Forces and

Interactions

Physical Science • Newton’s 3rd Law of

Motion

• Newton’s 1st and 2nd Law

of Motion

• Electromagnetic Forces

• Law of Universal

Gravitation

• Forces

Unit 2: Energy Physical Science • Kinetic Energy/Potential

Energy

• Thermal Energy

• Transfer of Energy(Forms)

• Forces and Energy

Unit 3: Matter and

Energy in Organisms

and Ecosystems

Life Science • Photosynthesis

• Energy Flow

• Relationship in an

Ecosystem

• Flow of Energy in Ecosystem

• Changes in Populations in an

Ecosystem

Unit 4: Interdependent

Relationships in

Ecosystems

Life Science • Interactions Among

Organisms

• Ecosystem Dynamics,

Functioning, and Resilience

• Biodiversity and Humans

Unit 5: Earth’s

Systems

Earth Science • Rock Cycle

• Water Cycle

• Natural Processes of Earth

Renewable vs Nonrenewable

• Earth’s Resources

7th Grade

Science Curriculum Overview

Science Curriculum Overview

Grade Six Model Curriculum OverviewIntroduction: The sixth grade course focuses on five topics:Lab SafetyUnit 1: Waves and Electromagnetic RadiationUnit 2: Weather and ClimateUnit 3: History of EarthUnit 4: Space SystemsUnit 5: Structure, Function, and Information Processing

Grade Seven Model Curriculum OverviewIntroduction: The seventh grade course focuses on five topics:Lab SafetyUnit 1: Forces and InteractionsUnit 2: EnergyUnit 3: Matter and Energy in Organisms and EcosystemsUnit 4: Interdependent Relationships in EcosystemsUnit 5: Earth's Systems

Grade Eight Model Curriculum OverviewIntroduction: The eighth grade course focuses on five topics:Lab SafetyUnit 1: Structure and Properties of MatterUnit 2: Chemical ReactionsUnit 3: Natural Selection and AdaptationUnit 4: Growth, Development, and Reproduction of OrganismsUnit 5: Human Impact

How can one describe physical interactions between objects and within systems of objects?

Students are able to apply Newton’s Third Law of Motion to relate forces to explain the motion of objects. Students also apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena including beginning ideas about why some materials attract each other while other repel. In particular, students develop the understanding that gravitational interactions are always attractive but that electrical and magnetic forces can be both attractive and negative. Students also develop ideas that objects can exert forces on each other even though the objects are not in contact, through fields. Students apply engineering practices and concept to solve a problem caused when objects collide. The crosscutting concepts of cause and effect; system and system models; stability and change; and the influence of science, engineering, and technology on society and the natural world serve as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in asking questions, planning and carrying out investigations, and designing solutions, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 7Unit 1: Forces and Interactions

Length: Approx. 15 days

Essential Questions

• How do we know objects in motion have energy?• How will the motion of an object change when forces become unbalanced?• How is a reference point used to determine if an object is in motion?• How does friction affect the motion of an object?• How does acceleration affect the speed of an object?• How can you describe the motion of an object using speed and velocity?• How can analyzing the motion of an object demonstrate Newton’s Laws?• How does mass affect gravitational interactions?• How would you demonstrate an increase in the area of attraction around a magnet?

Corresponding DCIs and PEs

Performance Expectations

Newton’s 3rd LawMS-PS2-1

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]

Newton’s 1st and 2nd

LawsMS-PS2-2

Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]

Electric and Magnetic Forces

MS-PS2-3

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.]

Gravitational AttractionMS-PS2-4

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]

Forces/ ElectricityMS-PS2-5

Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.]

Revised

: 7/2

01

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7th-Unit 1: Forces and Interactions

7th-Unit 1: Forces and Interactions

Recommended Activities/Resources:

Domain Specific Vocabulary: motion, forces, gravity, friction, speed, velocity, acceleration, Newton’s Laws,

Law of Universal Gravitation, Kepler’s Law, momentum, inertia, average speed, constant speed, positive acceleration, negative acceleration, centripetal motion , free fall, air resistance, terminal velocity, projectile motion, mass

Other Activities:Unit Project: Engineering Stomp Rockets- Explore how Newton's Third Law of Motion comes into play when launching a projectile like a stomp rocket. Students will work in small groups to design and launch a stomp rocket. Using their knowledge of Newton's Third Law of Motion, students will discuss how they could modify their rocket's trajectory.

Activity: Design Water Rockets

Demos: Who is moving? Scenarios such as riding in a car, elevator. Reference Point.

Lab: Build an electromagnet

Lab: Static Electricity Lab (Use different materials to electrically charge a wand.)

Activity: Seatbelt Safety Project- Students need to identify which of Newton’s Laws are demonstrated during an accident.

Activity: Design a circle foldable for Newton’s Laws summarizing the different concepts.

Demo: Newton’s Cradle

Simulations: PhET- Simulate Balloons and Static Electricity/ Collision Lab/ Electric Field Hockey/ Forces and Motion/ Friction/ Gravity Force Lab/ Magnets and Electromagnets / Projectile Motion/ Ramp: Forces and Motion

Online Resources:Teach Engineering Curriculum for K-12 Teachershttps://www.teachengineering.org/index.php

Khan Academyhttps://www.khanacademy.org/

Edheadshttp://www.Edheads.org

BrainPophttps://www.brainpop.com/

Study Jamshttp://studyjams.scholastic.com/studyjams/

Jason Learning- Education Through Exploringwww.jason.org

Master’s in Data Science- The Ultimate STEM Guide for Kidshttp://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/

eGFIhttp://www.egfi-k12.org/

Ck-12http://www.ck12.org

Phet – Interactive Simulationshttp://phet.colorado.edu/

Recommended Assessments

Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

https://www.teachengineering.org/index.php

https://www.khanacademy.org/

http://www.edheads.org/

https://www.brainpop.com/

http://studyjams.scholastic.com/studyjams/

http://www.jason.org/

http://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/

http://www.egfi-k12.org/

http://www.ck12.org/

http://phet.colorado.edu/

How can energy be transferred from one object or system to another?Students understand qualitative ideas about energy including that the interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another, and that that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students also understand that when objects are moving they have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students know the difference between energy and temperature, and begin to develop an understanding of the relationship between force and energy. Students are also able to apply an understanding of design to the process of energy transfer. The crosscutting concepts of scale, proportion, and quantity; systems and system models; and energy are called out as organizing concepts for these disciplinary core ideas. Students demonstrate proficiency in developing and using models, planning investigations, analyzing and interpreting data, and designing solutions, and engaging in argument from evidence; and to use these practices to demonstrate understanding of the core ideas in Energy. The Grades 3-5 Storyline provides a summary of theunderstandings that students developed by the end of 5th grade.

Science- Grade: 7Unit 2: Energy


Essential Questions

• How is potential energy related to kinetic energy?• Why cant energy be created or destroyed?• How is thermal energy transferred?• How does the motion of an object demonstrate the transfer of potential and kinetic

energy and back?• How does energy change forms?



Kinetic EnergyMS-PS3-1

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.]

Potential EnergyMS-PS3-2

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]

Thermal EnergyMS-PS3-3

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

Exothermic and Endothermic

ReactionsMS-PS3-4

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

Transfer of EnergyMS-PS3-5

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]

Revised

: 7/2

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5

7th-Unit 2: Energy

7th-Unit 2: Energy


Domain Specific Vocabulary: potential and kinetic energy, thermal energy, conduction, convection,

radiation, Law of Conservation of Energy, Law of Conservation of Matter, nuclear energy, chemical energy, mechanical energy, electromagnetic energy, electrical energy

Other Activities:Unit Project: Amusement Park Attraction Project- Design and build a working model of an amusement park attraction for a new theme park. Explain how science plays a role in this attraction. Write a proposal and pitch your idea to persuade a panel why you attraction is best.

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

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

Lab: Design a Paper Airplane Lab (calculating speed)

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

Lab: Calculate acceleration of toy cars using ramps.(can also implement graphing)

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

Lab: Liver Lab (measure temperature change when you put liver in a test tube of peroxide)

Lab: Ice cream- Observe Exothermic, Endothermic reactions.

Lab: Bouncing Ball Lab- Drop a ball and calculate the height of each bounce. (Forces & Motion textbook) Identify/predict the amount of potential energy converted for each bounce.

Activity: Create a foldable or jigsaw activity for the 6 types of energy.

Activity: Assemble a tri-fold for conduction, convection, & radiation.

Simulation: PhET- Simulate Energy Skate Park/ Energy Forms and Changes

Online Resources:Teach Engineering Curriculum for K-12 Teachershttps://www.teachengineering.org/index.phpKhan Academyhttps://www.khanacademy.org/Edheadshttp://www.Edheads.orgBrainPophttps://www.brainpop.com/Study Jamshttp://studyjams.scholastic.com/studyjams/Jason Learning- Education Through Exploringwww.jason.orgMaster’s in Data Science- The Ultimate STEM Guide for Kidshttp://www.mastersindatascience.org/blog/the-ultimate-stem-guide-for-kids-239-cool-sites-about-science-technology-engineering-and-math/eGFIhttp://www.egfi-k12.org/Ck-12http://www.ck12.orgPhet – Interactive Simulationshttp://phet.colorado.edu/













How do organisms obtain and use matter and energy?

How do matter and energy move through an ecosystem? Students use conceptual and physical models to explain the transfer of energy and cycling of matter as they construct explanations for the role of photosynthesis in cycling matter in ecosystems. They construct explanations for the cycling of matter in organisms and the interactions of organisms to obtain the matter and energy from the ecosystem to survive and grow. Students have a grade-appropriate understanding and use of the practices of investigations, constructing arguments based on evidence, and oral and written communication. They understand that sustaining life requires substantial energy and matter inputs and the structure and functions of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. Adding to these crosscutting concepts is a deeper understanding of systems and system models that ties the performances expectations in this topic together. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 7Unit 3: Matter and Energy in Organisms and Ecosystems


Essential Questions

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

• How do biotic and abiotic factors interact within an ecosystem?• How is the sun the original source of energy on earth?• How is energy transferred through a food web and food chains (natural systems)?• What are the different roles organisms play in a food web?• What has impacted the different populations in an ecosystem?• What are the components of an ecosystem needed to support life?



PhotosynthesisMS-LS1-6

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

Chemical ReactionsMS-LS1-7

Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]

Resource Availability on

OrganismsMS-LS2-1

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

Energy Flow in an EcosystemMS-LS2-3

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]

Changes inPopulations

MS-LS2-4

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

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7th-Unit 3: Matter and Energy in Organisms and Ecosystems

7th-Unit 3: Matter and Energy in Organisms and Ecosystems


Domain Specific Vocabulary: photosynthesis, respiration, organism, population, ecosystem, biotic, abiotic,

food chain/web, habitat, species, energy pyramid, producer, consumer, communities.

Other Activities:Unit Project: Future City- Students will utilize their science, math and engineering knowledge to create cities that exist at least 100 years in the future. They will identify existing problems today and find a solution for it in their model.

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

Demo: Compare and contrast- Elodea leaves in water (20 min) vs. plain beaker of water

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

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

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

Activity: Create food webs and food chains. “Project Flow” (http://oceanservice.noaa.gov/education/yos/curriculum/project_flow.pdf )













http://oceanservice.noaa.gov/education/yos/curriculum/project_flow.pdf











How do organisms interact with other organisms in the physical environment to obtain matter and energy?

Students construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems. Students use models, construct evidence-based explanations, and use argumentation from evidence. Students understand that organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors. They also understand the limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources. Crosscutting concepts of matter and energy, systems and system models, and cause and effect are used by students to support understanding the phenomena they study. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 7Unit 4: Interdependent Relationships in Ecosystems


Essential Questions

• In what ways do organisms interact within an ecosystem?• How does symbiotic pairing affect populations?• What has impacted the different populations in an ecosystem?• What role do humans play in an ecosystem?



Interactions Among Multiple

EcosystemsMS-LS2-2

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

BiodiversityMS-LS2-5

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

Revised

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7th-Unit 4: Interdependent Relationships in Ecosystems

7th-Unit 4: Interdependent Relationships in Ecosystems


Domain Specific Vocabulary: ecosystems, populations, symbiotic relationships, habitat, species,

communities, biotic, abiotic, biodiversity, symbiosis, predator, prey, parasitism, hosts, parasites, commensalism, competition, predation, mutualism, carrying capacity.

Other Activities:Unit Project: Biodiversity Hospital- In this ARKive activity, from National Stem Centre, students work in medical teams and balance competing priorities for the conservation of an endangered species and devise a ‘treatment’ plan. Students learn the importance of biodiversity and species conservation, the fine balance of the ecosystem and how to measure competing priorities. This could be done with endangered plants as well. (http://www.nationalstemcentre.org.uk/elibrary/resource/3244/biodiversity-hospital )

Activity: Graph predator and prey relationships

Lab: Simulate a food chain using predator and prey cards. Predator Prey Lab-Hawk and Mice (using hawk and mice cards)

Video: Watch videos to synthesize the class material to relate it to the concepts being taught- Over the Hedge/Ferngully

Activity: Observe a picture prompt to determine the abiotic/biotic factors observed.

Activity: Create a foldable for producers and different types of consumers.

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

Activity: Research/recreate a food chain/web.

Activity: Complete activity “Ball of Yarn”---Book E: page 44

Lab: Design a food chain mobile; food chain/web scramble stations













http://www.nationalstemcentre.org.uk/elibrary/resource/3244/biodiversity-hospital











How do the materials in and on Earth’s crust change over time?

How does water influence weather, circulate in the oceans, and shape Earth’s surface? Students understand how Earth’s ecosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges, for the identification and development of resources and for the mitigation of hazards. The crosscutting concepts of cause and effect, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. The Grades 3-5 Storyline provides a summary of the understandings that students developed by the end of 5th grade.

Science- Grade: 7Unit 5: Earth’s Systems


Essential Questions

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

• How does weathering and erosion affect the composition of soil and the rock cycle?• How does water cycle through the earth?• How does energy flow through the rock cycle?• What affect to humans have on nonrenewable resources (geoscience processes)?



Rock CycleMS-ESS2-1

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

Water ChangesMS-ESS2-4

Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]

Nonrenewable ResourcesMS-ESS3-1

Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]

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7th-Unit 5: Earth’s Systems

7th-Unit 5: Earth’s Systems


Domain Specific Vocabulary: weathering, erosion, rock cycle, mechanical weathering, chemical weathering,

oxidation, sedimentary rock, igneous rock, metamorphic rock, melting, crystallization, deformation, sedimentation, magma, lava, acid rain

Other Activities:Unit Project: Earth’s Processes Project- Design a multimedia presentation identifying one of the earth’s processes and explain what would happen if that process ceased to exist. Identify the negative impacts on the ecosystem and what other processes would be effected.

Activity: Make your own water filter.

Activity: Investigate the rock cycle in stations- “Journey Through the Rock Cycle”

Activity: Illustrate the rock cycle.

Activity: Create a foldable on types of rocks.

Simulation: PhET- Simulate glaciers























Maryland STEM: Innovation Today to Meet Tomorrow’s Global Challenges.

Skills Advanced

4

Proficient

3

Partially

Proficient

2

Needs

Improvement

1Creativity &

Innovation: How does

your project show

creativity?

The project shows

advanced creativity and

has unique aspects

The project is creative

and unique

The project has some

creative or unique

aspects

The project has little

creative or unique

aspects

Communication and

Collaboration: Is the

information

presented in a logical

sequential way? Do

you have graphs or

other visual

representations that

communicate your

plan/results?

All information and data

are presented in an

organized manner and

accurately

Most information is

clear and organized.

Data is represented

accurately

Some information is

clear and organized but

still reduces the impact

of the project

Information is not

organized. Information is

presented with random

data or data is presented

inaccurately.

Research and

information: What

research was done to

accomplish the

project? Use of

resources

The project

demonstrates

intentional research/

inquiry. All sources

were cited correctly.

Students used resources

responsibly

The project

demonstrates

research/inquiry. Most

sources were cited

correctly. Students used

all resources responsibly

The project

demonstrates some

research/inquiry. Some

sources were cited.

Students used resources

responsibly.

The project

demonstrates no

research. No sources

were cited. Students did

not use resources

Critical Thinking,

Problem solving,

Decision Making:

What problems did

you have to solve to

accomplish your goal?

Student demonstrates

high level thinking and

has taken logical steps to

accomplish their goal

and solved their

problem.

Student has taken logical

steps to accomplish their

goal and solve their

problem.

Student has taken steps

to accomplish their goal

and solve their problem

but were not logical or

clear.

Students did not

accomplish their goal or

communicate their

process clearly.

Technology

Operations and

Concepts: What

technology was used

on the project and

was it used correctly?

Multiple technology

resources were used on

the project correctly.

Student used all

technology in a

appropriate manner.

Technology was used on

the project correctly.

Student used all

technology in a

appropriate manner.

Little technology was

used on the project or

was not used correctly.

Student used all

technology in a

appropriate manner.

No technology was used

on the project or was

used incorrectly.

Student used technology

in an inappropriate

manner.

Comments: TOTAL: _____/20

STEM Project Rubric

Title of Project: ________________Name: _______________________

Category: (Circle One) Lab Project Investigation

Appendix A

Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or

removes a barrier to learning for any student.

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

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS

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

Only when written in an IEP.

Special Education Instructional Accommodations

Teachers shall implement any instructional adaptations written in student IEPs.

Teachers will implement strategies for all Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Teacher will implement Adaptations for Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

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

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

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

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

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

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Give a handout of an outline of the chapter concepts Repeat/rephrase directions on a daily basis Provide a checklist or step by step written directions Break assignments in to chunks – provide deadlines for each section or chunk when certain parts of project are to be completed by to keep student focused and moving on the assignment. Provide samples of desired products of both acceptable and not acceptable projects Provide a rubric of expectations and point value

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed

notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists and rubrics of desired results and point values Model expectations and examples of desired possible answers Provide frequent feedback and encouragement Proofread rough copies and provide feedback Have students provide peer review and feedback

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The

learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Relate all material to real life situations –“What would you do if?” Ask students about their personal point of view and how they relate to a situation. Complete Webquest.com activities. These are individual tasks performed on the computer. Review games Give alternative assignments to dive deeper into the concepts Individual Research Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The

learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments Stations activities – Timing them at each station to keep them focused and moving on the task Scavenger Hunts - make a sheet with 20 blank squared numbered 1-20. Have an index card with a question posted on it that is assigned a specific number. Answer the question in the blank. If correct pick another card. Extra credit to teams that come in 1st 2nd, 3rd. Learning menu – Student picks their won activity to complete a task – Learning Tic-tac-Toe. Review Jeopardy More video added to class notes and power point presentations to break up information. Complete – students must answer questions from movie they are watching. Questions are usually in order of the movie. Design your own review game – Have students design a board game that goes with chapter concepts.

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX C

Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

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

Provide Multiple Means of Representation

Strategy #1: Options for perception

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

Use visual demonstrations, illustrations, and models

Present a power point presentation-make sure to use

graphics in presentation to keep students focused on

material.

Provide real world examples as you move through

information.

Do not put too much info on each powerpoint slide.

Hand on lab activities. Cut and paste

Foldables

Stations activities – moving around the room to perform

different tasks teaching the same type of information.

Closure Activities – Edhelper.com

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

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

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

Strategy #3: Options for Comprehension

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

Use KWL strategies or charts.

Provide written notes

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

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically utilize

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

Strategy #5: Options for expression and communication

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

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

Strategy #6: Options for executive function

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

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

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

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

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

Strategy #8: Options for sustaining effort and persistence

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

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

Strategy #9: Options for self-regulation

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

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

Appendix D

Gifted and Talented Instructional Accommodations

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

Those students who possess or demonstrate high levels of ability, in one or more content areas, when

compared to their chronological peers in the local district and who require modification of their educational

program if they are to achieve in accordance with their capabilities.

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

The State of NJ Department of Education regulations require that district boards of education provide

appropriate K-12 services for gifted and talented students. This includes appropriate curricular and

instructional modifications for gifted and talented students indicating content, process, products, and

learning environment. District boards of education must also take into consideration the PreK-Grade 12

National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match

between the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with

the use of appropriate classroom management, retesting, flexible small groups, access to support personal,

and the availability of appropriate resources, and necessary for gifted learners and students who exhibit

gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

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

Strategy Description Suggestions for Accommodation

High Level Questions

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

Require students to defend answers

Use open ended questions

Use divergent thinking questions

Ask student to extrapolate answers when given incomplete information

Tiered assignments

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

Use advanced materials

Complex activities

Transform ideas, not merely reproduce them

Open ended activity

Flexible Skills Grouping

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

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

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

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

Primary Interest Inventory

Allow student maximum freedom to plan, based on student readiness for freedom

Use preset timelines to zap procrastination

Use process logs to document the process involved throughout the study

Learning Centers

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

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

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

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

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

Allow gifted students to work independently using a contract for goal setting and accountability

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

Use pretesting and formative assessments

Allow students who complete work or have mastered skills to complete enrichment activities

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers

of Other Languages guidelines, State of NJ Department of Education Bilingual

Science

Instruction:

Assign a buddy (who might speak same language)

Pre-teach difficult vocabulary

Simplify language, clarify or explain directions.

Provide translated test items. Translated test items can be read by the student and/or another bilingual

individual.

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

to make the text meaningful.

Highlight key words or phrases.

Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.

Allow ELL students to hear the text twice and have a second opportunity to check their answers.

Allow ELL students extended time.

Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:

Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).

Allow for oral response instead of written response (Provide bilingual directions).

Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)

Allow the use of word walls and vocabulary banks.

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