Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Teacher: Ms.Ginger, Mr.Jordi Subject: Science Grade Level: 5th Six Week: 4th

TEKS List Time Frame Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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Staff Development Day Student Holiday

DAY 1

Please check all that apply:

Third Six Week

Assessment

Sixth Six Week

Assessment

Reasoning Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

5.8D – Identify and compare the physical characteristics of the Sun, Earth and Moon.

DAY 2

LO: Students will demonstrate an understanding of the physical characteristics of the Sun, Earth, and Moon.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based their understanding of the physical characteristics of the Sun, Earth, and Moon.

5.8D – Identify and compare the physical characteristics of the Sun, Earth and Moon.

DAY 3

LO: Students will demonstrate an understanding of the physical characteristics of the Sun, Earth, and Moon.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based their understanding of the physical characteristics of the Sun, Earth, and Moon.

5.8D – Identify and compare the physical characteristics of the Sun, Earth and Moon.

DAY 4

LO: Students will demonstrate an understanding of the physical characteristics of the Sun, Earth, and Moon.

DOL: Students will answer the cloze activity with 80% accuracy based their understanding of the physical characteristics of the Sun, Earth, and Moon.

5.8D – Identify and compare the physical characteristics of the Sun, Earth and Moon.

DAY 5

LO: Using STAAR-like assessment, students will demonstrate an understanding of the physical characteristics of the Sun, Earth, and Moon.

DOL: Students will complete a STAAR-like assessment related to the physical characteristics of the Sun, Earth, and Moon with 70% accuracy.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Teacher: Subject: Grade Level: Six Week: 1st 2nd 3rd 4th 5th 6th

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

DAY 1

LO: Students will demonstrate an understanding of the Earth’s rotation on its axis and its effects on the day/night cycle.

Please check all that

apply:

Third Six Week

Assessment

Sixth Six Week

Assessment

Reasoning

Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based their understanding of the Earth’s rotation on its axis.

5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

DAY 2

LO: Students will demonstrate an understanding of the Earth’s rotation on its axis and its effects on the day/night cycle.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based their understanding of the Earth’s rotation on its axis.

5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

DAY 3

LO: Students will demonstrate an understanding of the Earth’s rotation on its axis and its effects on the day/night cycle.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based their understanding of the Earth’s rotation on its axis.

Field Trip

DAY 4

5.3C Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works. 5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

DAY 5

LO: Using STAAR-like assessment, students will demonstrate an understanding of the Earth’s rotation on its axis and its effect on the day/night cycle.

DOL: Students will complete a STAAR-like assessment related to the Earth’s rotation on its axis with 70% accuracy.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Teacher: Subject: Grade Level: Six Week: 1st 2nd 3rd 4th 5th 6th

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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MLK Holiday No School

DAY 1

LO:

Please check all that

apply:

Third Six

Week

Assessment

Sixth Six Week

Assessment

Reasoning

Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

DOL:

5.8A Differentiate between weather and climate. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.

DAY 2

LO: Students will demonstrate an ability to differentiate between weather and climate.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their ability to differentiate between weather and climate.

5.8A Differentiate between weather and climate. 5.2G Construct appropriate simple maps to organize, examine, and evaluate information.

DAY 3

LO: Students will demonstrate an ability to differentiate between weather and climate.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their ability to differentiate between weather and climate.

5.8A Differentiate between weather and climate. 5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 4

LO: Students will demonstrate an ability to differentiate between weather and climate.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their ability to differentiate between weather and climate.

5.8A Differentiate between weather and climate. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2G Construct appropriate simple maps to organize, examine, and evaluate information. 5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 5

LO: Using STAAR-like assessment, students will demonstrate an ability to differentiate between weather and climate.

DOL: Students will complete a STAAR-like assessment related to the Earth’s weather and climate with 70% accuracy.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Teacher: Subject: Grade Level: Six Week: 1st 2nd 3rd 4th 5th 6th

Prioritized TEKS List Time Frame Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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5.8B Explain how the Sun and the ocean interact in the water cycle. 5.2C Collect information by detailed observations and accurate measuring.

5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 1

LO: Students will demonstrate an understanding of how the Sun and the ocean interact in the water cycle.

Please check all that

apply:

Third Week

Assessment

End of Six

Week

Assessment

Reasoning

Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the Sun and the ocean interact in the water cycle.

5.8B Explain how the Sun and the ocean interact in the water cycle. 5.2C Collect information by detailed observations and accurate measuring.

5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 2

LO: Students will demonstrate an understanding of how the Sun and the ocean interact in the water cycle.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the Sun and the ocean interact in the water cycle.

5.8B Explain how the Sun and the ocean interact in the water cycle. 5.2C Collect information by detailed observations and accurate measuring.

5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 3

LO: Students will demonstrate an understanding of how the Sun and the ocean interact in the water cycle.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the Sun and the ocean interact in the water cycle.

5.8B Explain how the Sun and the ocean interact in the water cycle. 5.2C Collect information by detailed observations and accurate measuring.

5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 4

LO: Students will demonstrate an understanding of how the Sun and the ocean interact in the water cycle.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the Sun and the ocean interact in the water cycle.

5.8B Explain how the Sun and the ocean interact in the water cycle. 5.2C Collect information by detailed observations and accurate measuring.

5.4A Collect, record, and analyze information using tools, including notebooks.

DAY 5

LO: Using STAAR-like assessment, students will demonstrate an understanding of how the Sun and the ocean interact in the water cycle.

DOL: Students will complete a STAAR-like assessment related to the impact of the Sun and ocean in the water cycle with 70% accuracy.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Teacher: Subject: Grade Level: Six Week: 1st 2nd 3rd 4th 5th 6th

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DAY 1

LO: Students will demonstrate an understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

Please check all that

apply:

Third Six Week

Assessment

Sixth Six Week

Assessment

Reasoning Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DAY 2

LO: Students will demonstrate an understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DAY 3

LO: Students will demonstrate an understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DAY 4

LO: Students will demonstrate an understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DAY 5

LO: Using STAAR-like assessment, students will demonstrate an understanding of the way organisms live and survive in their ecosystem by interacting with the living and non-living elements.

DOL: Students will complete a STAAR-like assessment related to the way organisms live and survive in their ecosystem with 70% accuracy.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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SIX

5.9B Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

DAY 1

LO:

Students will demonstrate an understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

Please check

all that apply:

Third Six Week

Assessment

Sixth Six Week

Assessment

Reasoning Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

DOL:

Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

5.9B Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

DAY 2

LO:

Students will demonstrate an understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers. DOL:

Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

5.9B Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

DAY 3

LO:

Students will demonstrate an understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers. DOL:

Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

5.9B Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

DAY 4

LO:

Students will demonstrate an understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers. DOL:

Students will answer 4 out of 5 STAAR-like questions accurately based on their understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

5.9B Describe how the flow of energy derived from the Sun, used by producers to create

DAY 5

LO: Using STAAR-like assessment, students will demonstrate an understanding of how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

their own food, is transferred through a food chain and food web to consumers and decomposers.

DOL: Students will complete a STAAR-like assessment related to how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web with 70% accuracy.

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

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President’s Day Student Holiday Staff Development

DAY 1

LO:

Please check all that apply:

Third Six Week

Assessment

Sixth Six Week

Assessment

Reasoning Mind

ESTAR

Istation

ACP

Other:

Resources (please list them)

DOL:

5.9C Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. 5.9D Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

DAY 2

LO:

Students will demonstrate an understanding of the effects of changes in ecosystems caused by living organisms.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their

understanding of the effects of changes in ecosystems caused by living organisms.

5.9C Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. 5.9D Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

DAY 3

LO:

Students will demonstrate an understanding of the effects of changes in ecosystems caused by living organisms.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their

understanding of the effects of changes in ecosystems caused by living organisms.

5.9C Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. 5.9D Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

DAY 4

LO:

Students will demonstrate an understanding of the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

DOL: Students will answer 4 out of 5 STAAR-like questions accurately based on their

understanding of the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and non- DAY 5

LO: Using STAAR-like assessment, students will demonstrate an understanding of the ecosystem interactions.

Bryan Adams Feeder Pattern

Academic Year 2013-2014

Curriculum Map

Prioritized TEKS List Time Frame

Lesson Objectives & Demonstrations of Learning Assessment Plan and Resources

living elements. 5.9B Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers. 5.9C Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. 5.9D Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

DOL: Students will complete a STAAR-like assessment related to the ecosystem interactions with 70% accuracy.