CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUMRevision Date: 07/31/2013
Submitted by: Laura M Capriotti
7th Grade Integrated Science
Page 1 of 52
Table of Contents
Topic Page
Grade 7 Standards Overview 3
Standards of Science Practice 4
Scopes and Sequence 5-9
Critical area 1- Science Process Skills: 10-13
Critical area 2- Earth Science: 13-16
Critical area 3- Life Science: 17-24
Reading Standards Overview 24-25
Reading Standards for Literature Grades 6-8 25-35
Writing Standards Overview 35
Writing Standards for Grades 6-8
Grade 7 Mathematics Standards Overview
Mathematics Standards
37-42
43
44-52
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COURSE OVERVIEW
In Grade 7, instructional time will focus on three critical areas in Integrated Science: (1) Science practices skills; (2) Life Science and (3) Earth Systems. Science 7-intergrated is an exploratory science course designed to enable our students to acquire knowledge of the natural world through understanding the systems that function within it. This course will place students in the role of a science explorer through a variety of inquiry activities and provide an in-depth coverage of all important concepts for today’s middle school grade student. It further builds on advancing processing skills and tools.
Student understanding of the course will be enhanced by using in-lab activities, class discussions, textbook study, note-taking, along with videos and computer related activities.
Primary Resource(s)
TextbookTitle: Inside Earth
Publisher: Prentice Hall
Copyright: 2009
Series Title If Applicable: Science Explorer
Supplemental/Other
Primary Resource(s)
TextbookTitle: Cells and Heredity
Publisher: Prentice Hall
Copyright: 2009
Series Title If Applicable: Science Explorer
Supplemental/Other
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Science Standards Overview7th Grade
Science Practices (standard 5.1) embodies the idea of "knowledge in use" and include understanding scientific explanations, generating scientific evidence, reflecting on scientific knowledge, and participating productively in science. Science practices are integrated into each science domain in recognition that science content and processes are inextricably linked; science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
Science content is presented in Life Science (standard 5.3) embodies the knowledge of the natural world through understanding the systems that function within It, and Earth Systems (standard 5.4), embodies the energy flow and movement of materials from the Earth’s interior causing geologic events on Earth’s surface.
Standards for Scientific Practice
1. Science Practices.All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
2. Life Science. All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
3. Earth Systems Science. All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
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Scope and Sequence
Unit DescriptionCommon Core
Standard(s)Domain & Standard
SuggestedTimeline
Pacing(must equal 165 days for full-year or 83 days for
half-year course)
Benchmarking SuggestedInterdisciplinary ActivitiesExample for Each Subject
Area(Unit 1)Science Practices
Students build core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. They will master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. They will reflect on scientific knowledge building on itself over time. They will participate productively in science through critiquing and communicating, which are social practices that are governed by a core set of values and norms.
Students will address these questions:
What are lab rules and how are they represented? What is an observation? What is an inference? How do we observe/experience our world? What observations can we make with the five
senses? What is a scientific question? What is a hypothesis? What is the difference between a hypothesis and a
guess? What is the format in which a hypothesis should be
written? (if/then statements) What are the steps in planning an experiment? What is a control? What is a variable? How will you make sure that you are controlling for
variables?
5.1.8.A.1-3,5.1.8.B.1-4,5.1.8.C.1-35.1.8.D.1-4
CCSCS:ELA-RST.1-10 (Grades 6-8),ELA-WHST.1, 2, 4-6, 8-10(Grades 6-8)Math: M.7.NS, 7.SP & 7.G
Sept. 15 Days Screening Test(Course Pre-Test and Unit Test)
Writing responses
Labs
Unit Test
Lessons and Checkpoints
Quizzes
Projects
Career EducationShare scientific results through Public speaking as in politics
Health/PEDevelop a hypothesis to predict sporting events results on TV or Gym class and compare final scores.
English Language Arts & LiteracyRead current science news article and write analysis (based on instruction and rubric) displaying the Scientific Method Format: www.sciencenewsforkids.org
MathCollect data during labs that will collect data through measuring physical properties (length, width height, mass and temp) and analysis data for conclusion.
History/Social StudiesInvestigate the formation of the Scientific method and its inventor
Technical SubjectsUsing the Scientific Method
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How do you choose which tools to use to gather data?
What are the methods to measure and record data? Does the data collected support the conclusion? What will be measured during the experiment? Why is it important to measure the changes that
occur or don’t occur during an experiment? What type of organizer will be used during data
collection? How often will data need to be collected? How did you organize the results of the data
collection? Did the data show any changes? What can you infer about any patterns or trends
found in the data? What is a conclusion? Was your hypothesis supported by the data you
collected? Do the results lead to new questions or new ideas? Based on your data, what conclusions can you
make? What are the steps of the Scientific Method?
devise a plan to build a new room.
World LanguagesObserve, hypothesis, collect data, and then graph the different language spoken in our 7th grade class. Share a new word you learned.
Unit DescriptionCommon Core
Standard(s)Domain & Standard
SuggestedTimeline
Pacing(must equal 165 days for full-year or 83 days for
half-year course)
Benchmarking SuggestedInterdisciplinary
ActivitiesExample for Each
Subject Area(Unit 2)Earth Sciences
Students will understand that Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. Students’ will build on that and understanding that the theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth Additionally, understand that the biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere,
5.4.8.B.1-25.4.8.C.1-3,5.4.8.D.1-35.4.8.G.1-2
CCSCS: ELA-RST.4-6 (Grades 6-8), ELA-WHST.1, 2, 4-6, 8-10 (Grades 6-8)Math: M.7.RP & 7.G
Oct-Jan 70 Days Screening Test(Unit Pre-Test)
Writing responses
Labs
Unit Test
Lessons and Checkpoints
Quizzes
Career EducationResearch a tool a Geologist uses. Diagram a poster that demonstrates is parts and functions.
Health/PEModel the different rates of volcanic material eruption based on its viscosity but running laps in gym at different rates
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or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.
Students will address these questions:
How have Geologist learned about Earth’s inner structure?
What makes up the layers composition and characterizes of the Earth?
How is heat transferred (the principle of Uniformitarianism)?
What are convection currents? What causes convections currents in the Earth’s
mantle? What was the original hypothesis about the
continents and how did it change? How do fossils provide information about Earth’s
past ()? What is the process of sea-floor spreading? How do ocean trenches support sea-floor
spreading? What is the theory of plate tectonics? What are the three types of plate boundaries? How does stress in the crust change Earths
structure? Where and how are faults found? What types of land features form from the forces of
plate movement? How does the energy of an earthquake travel
through Earth? How are earthquakes measured? What damage does Earthquakes cause? How can we increase safety during an earthquake? Where do most Volcanoes form? What is the difference between magma and lava? What factors determine the viscosity of magma? What are the different types of eruptions What are the different stages of volcanic activity? What landforms from lava and ash? How does human impact affect environmental
factors (e.g. global warming/recycling)?
ProjectsEnglish Language Arts & LiteracyDesign a Concept Picture using Science Terms- using to play charades.
MathDetermine the physical and chemical properties of different liquids and make comparison to the velocity of volcanic materials.
History/Social StudiesTechnical SubjectsUse computers/internet to research global positioning programs.
World LanguagesWrite a persuasive/informative essay about local environmental issues that affect your area and its living organisms. Make a recommendation for change.
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Unit Description Common CoreStandard(s)
Domain & Standard
SuggestedTimeline
Pacing(must equal 165 days for full-year or 83 days for
half-year course)
Benchmarking SuggestedInterdisciplinary ActivitiesExample for Each Subject
Area(Unit 3)Life Sciences
Student’s will build an understanding that living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. They will understand that food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. Also that all animals and most plants depend on both other organisms and their environment to meet their basic needs. Additional, organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Students will address these questions:
What are cells? How did the invention of the microscope contribute
to knowledge about living things? What is cell theory? What are the function of the organelles in cells? How is an animal and plant cell similar and different
than each other? How do bacterial cells differ from animal and plant
cells? What is the cell environment like and what does it
need to survive?
5.3.8.A.1-25.3.8.B.1-25.3.8.C.15.3.8.D.1-35.3.8.E.1-2
CCSCS:ELA-RST.4-6 (Grades 6-8)ELA-WHST.1, 2, 4-6, 8-10(Grades 6-8)Math: M.7.RP &7. G
Feb-June 80 Days Screening Test(Course Pre-Test)
Writing responses
Labs
Unit Test
Lessons and Checkpoints
Quizzes
Projects
Career EducationJob qualifications_ Imagine you’re a leaf applying for a job in a photosynthesis factory – given a set of words summarize your qualifications and practice the interview in front of the class
Health/PETrace and Track your daily eating habits. Records nutritional values and draw conclusion for improvement – Health
English Language Arts & LiteracyWhat would you do? Provide story to read- “When New Medicines should be made available?”- Research by identifying the problem, analyzing options and finding a solution. Write a conversation between patient and doctor discussing pros and cons of new drug.
MathWhat are Genotypes analyzing data problems-Probability
History/Social StudiesTrace the history of disease your students family and make a family tree- Social Studies
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How does living things get their energy? How does one population of organisms affect other
plants and/or animals in an ecosystem? What effects (positive and negative changes)
happen on population size of a symbiotic pairing? What is the cell cycle and how does it occur? How does cell cycle relate to disease? What controls the inheritance of traits in organism? How does genetic crossing occur? What is Meiosis and what role does chromosomes
play in this process? What role does genes and environment play? What are the major causes of genetic disorders in
humans? What are ways of producing organisms with
desired traits? What is evolution? How does natural selection lead to evolution? How do fossil form and how do we determine its
age? What is the Geological Time Scale?
Technical SubjectsBuild a microscope
World Languages
Explain the process of Mitosis in another language
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Critical area 1: Science Process Skills for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)5.1.8.A.1-3,5.1.8.B.1-4,5.1.8.C.1-35.1.8.D.1-4
To understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines and revises knowledge. The four science practice stands encompass the knowledge and reasoning skills that students must acquires to be proficient in science.
Students will be able to:Understand ScientificExplanations:Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and considerations of alternative explanations.
Use mathematical, physical,and computational tools to build conceptual-based modelsand to pose theories.
Use scientific principles and models to frame and synthesize scientific arguments and pose theories.
Generate Scientific Evidence Through Active Investigations:Design investigations and use scientific
Teacher Process skills Resource book with practice worksheets
Scientific ArticleAnalysis GradingRubric
Safety symbols/rulesPowerpoint
NJCCCS for Science,2009
Standardizedtest prepmaterials
Powerpoint presentation on Science Skills
Online Interactive
DiscoveryChannel videos
GuidedInstruction ofcontent using:
*daily warm-ups
*notebook note taking and diagramming
*reinforcing and practice worksheets
*Text and storybook reading
*Open-ended questions
*Labs
*Projects
*Problem-solving activities
* NJ ASKexample testitems
Evaluate science relatedarticles and write a formalanalysis. Monthly requirementto promote reading andwriting across the curriculum
Analyze laboratory safetysymbols, safety rules andidentify good laboratory safetypractices.
Review scientific theory.
Demonstrate qualitative andquantitative observationalmethods on practice and labs
Write questions, make observations, construct hypothesis, make inference, identify difference variables and draw conclusions in
Written responses toquestionsrelating to BigIdeas andEssentialQuestions
Studentdaily warm-ups
Students monthly article analysis
Skill Benchmark
Teacher-Created Rubrics
Lesson QuizzesPerformanceTasks or hands-on activity labs
Science Process Resource Assessments anteacher-madetest
Utilize variouswebsites, includingbut not limited to:
Brain-Pop
www.sciencenewsforkids.org
www.sciencespot.net
Lab safety -http://designsuperhighway.com/Flash/flash_files/labsafety.html-
Mythbusters episodehttp://dsc.discovery.com/videos/mythbusters/
Provided by Special Education teacher:Lesson Plans foradditionalmodifications
Model article analysisusing Smartboardand supporting article
Read aloud as class
Modified gradingcriteria for articleanalysis rubric
Extended testingtime
Copy ofteacher’s class notes for modificationby special education teacher
Provide fill-in blankteacher class notes
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Critical area 1: Science Process Skills for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.
Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.
Use qualitative and quantitative evidence to develop evidence-based arguments.
Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.
Reflect on ScientificKnowledge: monitor one’s own thinking as understandings of scientific concepts are refined.
practice and labs.
Use metric system,measure various items. Makeconversions from English tometric units and vice versa
Review steps of scientific methods steps and apply to solve problems
Work with partner
Modified lab reportgrading
Provide study guide
Extended/additionaltesting time
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Critical area 1: Science Process Skills for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)Revise predictions orexplanations on the basis of discovering new evidence, learning new information, or using models.
Generate new and productive questions to evaluate and refine core explanations.
Students will be able to:Participate productively inScience: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.
Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and
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Critical area 1: Science Process Skills for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)model-building.
Demonstrate how to safely use tools, instruments, and supplies.
Handle and treat organisms humanely, responsibly, and ethically.
Critical area 2: Earth Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)5.4.8.B.1-25.4.8.C.1-3,5.4.8.D.1-35.4.8.G.1-2
To understand that Earth operates as a set of complex, dynamic, and interconnectedsystems, and is a part of the all-encompassing system of the universe.
Correlate the evolution of organisms and the environmental conditions on Earth as they changed throughout geologic time.
Evaluate the appropriateness of
Prentice Hall ~Science ExplorerSeries by PearsonEducation, Inc. or itsaffiliates, ©2000,©2009 (Inside theEarth)
Glencoe ~ EarthScience, Geology,the Environment, and
GuidedInstruction ofcontent using:
*daily warm-ups
*notebook note taking and diagramming
*reinforcing and
Explain how fossils provideinformation about the Earth’spast.
Relate fossil record to Pangaea theory.
Investigate molds and casts in lab
Written responses toquestionsrelating to BigIdeas andEssentialQuestions
Studentdaily warm-ups
Students monthly
Website resources:http://quake.abag.ca.gov/kids.html
http://maccallum.wikispaces.com/Lesson+6+Volcanoes+Online
Provided by Special Education teacher:Lesson Plans foradditionalmodifications
Layered Curriculum(Rocks & Mineral
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Critical area 2: Earth Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)increasing the humanpopulation in a region (e.g., barrier islands, Pacific Northwest, Midwest United States) based on the region’s history of catastrophic events, such as volcanic eruptions, earthquakes, and floods.
Determine the chemicalproperties of soil samples in order to select an appropriate location for a community garden.
Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of landforms.
Model the vertical structure ofthe atmosphere using information from active and passive remote-sensing tools (e.g.,
the Universe byMcGraw HillCompanies, Inc.©2002 (Ch 4-6, 15-16, 17-19 and 21-24)
NJCCCS for Science,2009Uncovering StudentIdeas in Science – 25FormativeAssessment Probes– Volume 1 NSTApress ©2005New Jersey ASK7Coach ~ Science, by Triumph Learning©2009 (Chapter 1)
Blooms TaxonomyRevised, 2004Science gradingrubrics/projectsPrentice Hall InsideEarth Transparencies
Prentice Hall InsideEarth StudentWorkbookVideos:Brainpop“Crystal Gazing –Rocks and Minerals”“Earth’s Structures”
practice worksheets
*Text and storybook reading
*Open-ended questions
*Labs
*Projects
*Problem-solving activities
* NJ ASK Practiceexample testitems
work.
Identify the major differencesof the Geological time scaleand its components.
Demonstrate Geological Time scale mapping.
Develop Fossils & Geologic timeline
Identify Earthquakes: Distinguishbetween the three types offaults and stresses. DiscussS, P, and L waves andproperties of each.
Discovery Lab:Model an Earthquake and itsmovement along faults.
Apply Earthquake-Safe house to construction building a safer building.
Written responses toquestionsrelating to BigIdeas andEssentialQuestions
Studentdaily warm-ups
Students monthly article analysis
Skill Benchmark
Teacher-Created Rubrics
Lesson QuizzesPerformanceTasks or hands-on activity labs
www.gps.com
www.nasa.com
www.fossils.com
www.smithsonian.org
www.seasky.org
http://earthquake.usgs.gov/earthquakes/
http://volcanoes.usgs.gov/
http://video.nationalgeographic.com/video/environment/environment-natural-disasters/volcanoes/volcanoes-101/
http://www.soil-net.com/
http://www.soils4teachers.org/lessons-and-activities
Units)
Textbook Audiotape– Read Along &Summaries
Provide copy ofteacher guide notes
Extendingtime/modified version
Provide copy ofteacher guide notes
Handout foradditional note taking
Work with a partner
Modified version/timeextension
Extended computertime
Provide review study
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Critical area 2: Earth Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)satellites, balloons, and/or ground-based sensors) in the analysis.
Model the interactions between the layers of the Earth.
Present evidence to support arguments for the theory of plate motion.
Explain why geomagnetic north and geographic north are at different locations.
Represent and explain, usingsea surface temperature maps, how ocean currentsimpact the climate of coastal communities.
Investigate a local or global environmental issue by defining the problem, researching possible causativefactors, understanding the
“Sea-floor spreading”Discovery Channel:“Earth”“The Core”Walking withPrehistoric BeastsPart OneWalking withDinosaurs
Explain thechemical makeup of lava andthe rocks formed from each.
Explore volcanic gases in a bottle
Rank hazardous volcanoesand determine whichvolcanoes pose the greatestrisk to human life andproperty.
Identify characteristics ofsoil and its properties for optimal gardening.
Identify the characteristics ofEarth’s layers.
Identify what geologist do
Discuss boundary types andtheir resulting landforms.
The Global
guideExtended/additionaltime for testing
Provide fill-in blankteacher class notes
Handout foradditional note taking
Modified gradingcriteria/rubric forcrystal project
Provide copy ofteacher guide notes
Handout foradditional note taking
Provide copy ofteacher guide notes
Handout foradditional note taking
Provide review study guide
Page 15 of 52
Critical area 2: Earth Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)underlying science, and evaluating the benefits and risks of alternative solutions.
Assess students’ knowledge gained regarding Earth.
Assess students’ knowledge gained regarding Earthsystems: Earth’s history, Earth’s material properties,Tectonics, and biogeochemicalcycles (multiple choice & open-ended responses format).
PositioningSystem. History of GPS andhow it operates. Impact ontoday’s lifestyle.
Identify and locate the major oceans around the world.
Describe their compositionand temperature zone
Investigate a localenvironmental issue relatingto local marine life.
Extended/additional time for testing
Provide copy ofteacher guide notes
Handout foradditional note taking
Modified lab report/ grading
Fill in the blank note taking
Provide extendedtesting time
Work with partnerReview study guideExtended/additionaltime for testing
Additional editingduring Language Artsclass
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Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)5.3.8.A.1-25.3.8.B.1-25.3.8.C.15.3.8.D.1-35.3.8.E.1-2
To understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the Physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Assess students’ priorknowledge and existing ideas ofLife science.
Students will be able to:Organize and develop and compare the benefits and limitations of existing as a single-celled organism and as a multi-cellular organism.
Relate the structures of cells, tissues, organs, and systems to their functions in supporting life.
Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages ofdevelopment and periods of maintenance.
Analyze the
Prentice Hall ~Science ExplorerSeries by PearsonEducation, Inc. or itsaffiliates, ©2000,©2009 (Cells andHeredity)text and resources books
Uncovering StudentIdeas in Science –25 FormativeAssessment Probes– Volume 1 NSTApress ©2005New Jersey ASK7Coach ~ Science,by TriumphLearning ©2009NJCCCS forScience, 2009Performance EssayAssessmentScoring Rubric
PerformanceProject AssessmentScoring Rubric
GuidedInstruction ofcontent using:
*daily warm-ups
*notebook note taking and diagramming
*reinforcing and practice worksheets
*Text and storybook reading
*Open-ended questions
*Labs
*Projects
*Problem-solving activities
* NJ ASK Practice
Explain how life is organizedand describe the differencebetween unicellular and multicellular organisms.
Compare-School building system -compared to an organsystem.Inquire about-Is It Made of Cells?(P.131-137)Assessment Probe Sheet
Imagine that theyare slime molds, which arecapable of living as singularor multi-cellular organisms.Write a persuasiveessay to the rest of the slimemolds, asking them to eitherunite or separate, using thebenefits and
Written responses toquestionsrelating to BigIdeas andEssentialQuestions
Studentdaily warm-ups
Students monthly
Written responses toquestionsrelating to BigIdeas andEssentialQuestions
StudentDaily warm-ups
Students monthly article analysis
Skill Benchmark
Teacher-Created Rubrics
Lesson Quizzes
Performance
http://www.teachersdomain.org/resource/tdc02.sci.life.stru.single cell/
http://www.teachersdomain.org/resource/lsps07.sci.life.stru.celldivision/
http://www.teachersdomain.org/resource/tdc02.sci.life.stru.singlecell/
http://www.learner.org/resources/series179.html
http://www.thesimplehomeschool.com/cell-cycle-mitosis.html
Lesson Plans foradditionalmodifications
Layered Curriculum:Cells – Part 1Cells – Part 2
Provide fill-in blank teacher class notes
Handout foradditional note taking
Possible editing time in Language Artsclass
Additional computertime/assistance from Computers class
modified lab report
Study guide notes
Page 17 of 52
Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)components of a consumer’s diet and trace them back to plants and plant products.
Model the effect of positive andnegative changes in population size on a symbiotic pairing.
Identify and defend the principle that,through reproduction, genetic traits are passed from onegeneration to the next, usingevidence collected from observations of inherited traits.
Explain the source variationamong siblings.
Describe the environmentalconditions or factors that maylead to a change in a cell’s genetic information or to anorganism’s development, and
drawbacks livingas a singular or multi-celledorganism to guide their argument. Students make aclaim about the preferredlifestyle, and support it with evidence and reasoning.
Observe cork usingmicroscopes (lab).
Diagram a giant prokaryotic andeukaryotic cell
Calculate Surface-to-Volume Ratio to describe shape of cells.(Holt, p.13)
Diagram and label parts of cell and construct an edible cell.
Create a pictorial essay using cell images addressing: How does structure
Tasks or hands-on activity labs
Modified/extended testing time
Study guide notes
Modified/extended testing time
Provide fill-in blank teacher class notes
Handout foradditional note takingStudy guide notes
Modified/extended testing time
Textbook Audiotape– Read Along &Summaries
Work in groups to conduct experimentalcrosses using fruitflies.
Page 18 of 52
Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)how these changes are passed on.
Organize and present evidenceto show how the extinction of aspecies is related to an inabilityto adapt to changingenvironmental conditions using quantitative and qualitative data.
Compare the anatomicalstructures of a living specieswith fossil records to derive aline of descent.
Assess students’ knowledgegained regarding Life science:
relate to function? There will be nowords accompanying the essay, just images. Students select the appropriate images(and sequence the images) todemonstrate to the viewer how cellular and tissue structures determine the function of these elements.
Investigate -Matter and EnergyTransformations:Start-Up Activity:Yeast & sugar test tube study(Holt, p.33)
Conduct and observe animal’s growth andCharacteristics with classroom pets: frog, fish, butterflies, etc.Discussion/Lecture:Exchange process of materials between cell and its environment.
Additional computertime/assistance fromComputers class
Project work in partners (optional).
Modified project grading rubric.
Video Handout
Extended computer time
Study guide notes
Modified/extendedtesting time
Provide fill-in blankteacher class notes
Handout foradditional note taking
Provide fill-in
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Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)Investigate Lab Activity:Odor diffusion (Holt, p.36)
Identify (lecture0Cell energy, photosynthesis, cellular respiration and fermentation.
Engage in Activity:Construct Mitosis yard string
Calculate-Cellular Division - Math and more (Holt, p.43). On a graph, compare number of cells produced by each type.
Identify- Discussion/Lecture:Symbiotic interactions amongorganisms of different speciescan be classified as: Producer/consumer, Predator/prey, Parasite/host, Scavenger/prey and Decomposer/prey
blankteacher class notesHandout foradditional note taking
Study guide notes
Modified/extendedtesting time
Page 20 of 52
Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)Create your own Mnemonic device to remember levels of classification
Skill Builder Lab:Shape Island(Holt, p.172-173)
Identify Discussion/Lecture:Introduce Mendel’s genetic experiments.
Calculate- Use a Punnettsquare for predicting theresults of genetic crosses.
Investigate- Virtual On-line Lab:Pearson’s LabBench program studies genetics of organisms by breeding virtual fruit flies.Document patterns of inheritance, and draw conclusions about the patterns, citing evidence after conducting
Page 21 of 52
Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)experimental crosses using fruit flies.
Examine- Activity:Can you crack the code? TheDNA Connection (PrenticeHall, p. 101)
Project:A Family Portrait (PrenticeHall, p. 111) to show imaginary pedigree of howhuman traits are passed from parents to children.
Video:Cloning and advances ingeneticsResearch:Explain why DDT(dichlorodiphenyltrichloroethane) was banned from use inthe United States, and how itaffected certain wildlifespecies.
Discussion/Lecture:
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Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)Darwin’s Voyage, fossil records and other evidence from evolution.
Lab:Nature at Work: Investigatehow natural selection canlead to changes in speciesover a period of time. Explorehow both genetic andenvironmental factors play apart in natural selection(Prentice Hall, p.146-147).
Discussion:Review and explore life’shistory by taking a trip throughtime (Prentice Hall, p.156-157).
Lab Activity:“Tell-Tale Molecules”compares the
Page 23 of 52
Critical area 3: Life Science for 7th GradeDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)structure of oneprotein in a variety of animalsand use the data to draw conclusions about howclosely related those animalsare (Prentice Hall, p.164).
Test: Evolution/DiversityChanging over Time
Reading Standards Overview
College and Career Readiness Anchor Standards for ReadingThe grades 6-8 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Page 24 of 52
Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
Note on range and content of student readingTo become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)RST.6-8.1 Cite specific
textual evidence to support analysis of science and technical texts.
Students must understand that authors include key details in informational texts which can help a reader ask & answer
In-text excerpts of primary sources
Additional sources available online i.e. www.nasa.org
Provide students with a multitude of texts (including reputable scientific journals) and have pairs or small groups work together to analyze
Describe the connection between the audience and the text
Supply strong
Open-ended journal writing prompts asking students to determine point of view, reliability and potential
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to facilitate classroom
Modify instructional approach and/or assignments and evaluations as needed based on the individual
Page 25 of 52
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)questions
Students must understand that authors of science texts make specific choices about the selection of sources and use of evidence
Students must realize that it is necessary to analyze the reliability of the information within a document/text
Students must realize that is necessary to differentiate between strong and weak textual evidence
Students must be able to respond to a variety of texts by drawing conclusions and citing textual evidence to show an understanding of what they read and how it connects to their lives
National Science Digital Library http://nsdl.org/refreshers/science/
www.mapquest.com
www.googleearth.com
www.airNow.gov(local air quality data)
www.weatherunderground.com
Extensive resources online www.pearsonschool.com
texts
Given one or more sources, ask students to work together to gather evidence that either supports of opposes a theory of science. Facilitate class discussion of opinions.
and thorough textual support for analysis of a text
Identify/cite appropriate text support for inferences
Describe the connection between the author’s purpose and the text
Analyze sources for bias, credibility, point of view, perspective, purpose, date and origin of information
bias using a teacher-created rubric
Traditional assessment pieces asking students to analyze and apply technical texts and information
analysis of text in early stages of identifying textual evidence
Use of SMARTBoard and other technologies (Senteo remotes, AVER
needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the
Students must understand that authors select organizational patterns and support to convey their central
In-text excerpts of sources available throughout text
Extensive resources online
Provide students with grade-level scientific articles to determine central idea of article
Create a graphic
Recognize how ideas are organized in an informational text
Determine the central idea of an
Open-ended journal writing prompts asking students to analyze a source and cite textual
Page 26 of 52
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)text distinct from prior knowledge or opinions.
idea(s)
Students must be able to develop accurate summaries that capture the central ideas of informational text that excludes bias
www.pearsonschool.com
organizer of key points and supporting details of an informational text
informational text Explain how
central ideas are supported by key details
Describe or graphically represent the relationship between central ideas and details/events
Summarize the central ideas of an informational text, capturing the most important parts of the piece without bias
Develop the central ideas or information of sources and provide an accurate summary of how key events or ideas develop over the course of the text
evidence to determine central idea free from potential bias using a teacher-created rubric
Traditional assessment pieces asking students to cite textual evidence and information
pens, iPads, document camera) to facilitate classroom analysis of central ideas of an informational text
level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
Students must understand the protocols and procedures for safety purposes during lab activities
In-text excerpts of sources available throughout text
Extensive resources online
Have students write a multistep procedure and have partner follow & evaluate procedure with reflection.
Recognize the need for following multistep procedures for safety
Open-ended journal writing prompts asking students to critique a multistep
Page 27 of 52
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)measurements, or performing technical tasks.
Students must be able to apply accurate measurement s for the collection and analysis of data
Students must be able to analyze the relationships between/among events in order to determine proper sequence of experimental procedure
www.pearsonschool.com
http://www.worldwidemetric.com/measurements.html
http://scientificmethod.com/index2.html
Revise procedure as needed
Provide students with sample recipe instructions that are out of sequence and have students rearrange into a logical order. As a possible extension, have students implement the recipe steps in the sequence selected
Analyze in detail a series of events described in a text to determine proper sequence
Make and explain logical inferences concerning proper sequence of multistep procedure
Interpret graphic organizers (i.e. flowchart)
procedure for accuracy using a teacher-created rubric
Traditional assessment pieces asking students to follow a multistep procedure
level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Students must understand how authors of informational text(s) use domain-specific vocabulary to clarify concepts
Students must understand how authors make purposeful word choices to achieve and intended effect within
In-text excerpts of sources available throughout text
Extensive resources online www.pearsonschool.com
http://www.thesciencedictionary.com/
http://www.sci-culture.com/
Create a lab safety poster featuring and explaining common lab safety symbols
Given excerpts from informational text with previously unknown vocabulary, ask students to hypothesize the meaning of
Read and reread other sentences or paragraphs in an informational text to identify context clues that can be used to determine the meaning of unknown words
Open-ended journal writing prompts asking students to infer meaning of previously unknown terminology using context clues a source scored using a teacher-created rubric
Traditional Page 28 of 52
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)informational text(s)
Students must be able to seek the meaning of unknown words/phrases to deepen their understanding of informational text(s)
advancedpoll/GCSE/word%20roots%20in%20science.html
http://chemistry.about.com/od/healthsafety/ig/Laboratory-Safety-Signs/
unknown words
Have students debate the word choice of an author and what effects a particular word may offer compared to other terms that could have been used
Use context clues to reveal meaning of words & phrases
Determine the meaning of words and phrases as they are used in a text
assessment pieces asking students to correctly identify meaning and context of a word used in a text
time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time
RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Students must understand and be able to explain how authors select specific arrangements of information to convey facts
Students must be able to understand and be able to identify how authors’ selections
In-text excerpts of sources available throughout text
Extensive resources online www.pearsonschool.com
http://www.literacyta.com/literacy-skills/analyzing-text-structure
Given multiple excerpts from an informational text, have students group excerpts by a specific arrangement to logically convey information
Have students read and identify “shifts” in a sample of informational
Identify and communicate how authors select specific arrangements of information to convey facts
Select an appropriate arrangement of information to convey facts
Open-ended journal writing prompts asking students to explain the relationship between an author’s arrangement of information can impact the perceptions of the reader scored using a
Page 29 of 52
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)including arrangement of information, structure and features of text control the central idea and influence the perceptions of the reader
Students must be able to use their knowledge of specific arrangements of informational text in order to make meaning.
http://usd262.com/modules/groups/homepagefiles/cms/3550/File/Curriculum/Literacy/Comprehension/Textstructure_resources.pdf
text and combine similar paragraphs.
Rewrite a paragraph or passage using a different text structure than original sample. Compare the two and analyze why the author might have selected original pattern
Identify and communicate how authors’ selections including arrangement of information, structure and features of text control the central idea and influence the perceptions of the reader
Apply knowledge of specific arrangements of information in order to make meaning of an informational text
teacher-created rubric
Traditional assessment pieces asking students to correctly identify how the arrangement of information controls the central idea of an informational text
Re-teaching worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time
Page 30 of 52
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T) Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-teaching
worksheets and enrichment activities
Native language
RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Students must be able to explain why an author wrote an informational text
Students must be able to identify the intended audience of an author by analyzing an informational text
Students must be able to provide examples from the informational text to support their conclusion regarding the author’s purpose
In-text excerpts of sources available throughout text
Extensive resources online www.pearsonschool.com
http://wps.ablongman.com/long_henry_er_1/0,7989,1130503-,00.html
http://www.learner.org/jnorth/tm/ReadStrat8.html
Given samples of informational texts such as a procedure for a lab experiment, have students identify the author’s purpose and intended audience
Have students construct sample paragraphs and have a partner determine the author’s purpose
Have students critique an informational text to determine whether the purpose of the author was specifically stated
Explain the overall purpose for writing a text
Explain how an author’s choices can reflect viewpoint, attitude or bias
Provide examples from the text to support conclusions about the author’s purpose
Explain why an author wrote an informational text from a particular point of view
Determine whether an author of an informational text achieved his/her intended purpose
Open-ended journal writing prompts asking students to analyze the author’s purpose in writing an informational text scored using a teacher-created rubric
Traditional assessment pieces asking students to correctly analyze the purpose of an informational text
Page 31 of 52
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the author’s purpose in a scientific or technical text
Use of SMARTBoard and
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)findings in order to promote their ideas
Students must be able to recognize when and why authors use false statements in their arguments
http://lstalessons.wikispaces.com/Scientific+Fact+vs.+Fiction+in+the+Movies
http://www.corestandards.org/assets/Appendix_B.pdf
source contains factual or fictional material. Have students read text excerpts to support their claim. For a possible extension have students rewrite fictional passages into facts after conducting research.
Discuss how discrepancies occur in factual and fictional material. Refer to historical fiction or science fiction novels as examples. See http://www.corestandards.org/assets/Appendix_B.pdf for Common Core text exemplars
statements in a text and speculate why an author would use them
Recognize irrelevant or insufficient evidence
Traditional assessment pieces asking students to identify fact or fiction in a text and to identify reasons the author included such statements in a text
prompts Preferential
seating ELL support
materials Additional
graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-teaching
worksheets and enrichment activities
Native language
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on
Students must understand how authors of scientific/technical informational texts often support written information with multimedia sources
Students must be able to make meaning
In-text excerpts of sources available throughout text
Extensive resources online www.pearsonschool.com
http://www.nextgenscience
After reading an informational text, have students view a video that addresses the same topic. For example, have students read excerpts of a book about global warming and then view a clip of An Inconvenient
Develop strategies to compare and contrast information gained from a variety of sources
Identify corroborating or
Open-ended journal writing prompts asking students to compare and contrast information gathered from a variety of sources scored using a teacher-
Page 32 of 52
Use of SMARTBoard and
Use of SMARTBoard and other technologies (Senteo reotes, AVER pens, iPads, document camera) to compare and contrast factual information provided in a text
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the information gathered from experiments and multimedia sources and compare to informational text
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)the same topic. of informational texts
and compare information provided to a variety of sources including experiments and multimedia to determine how information can be interpreted and presented in a variety of methods
.org/sites/ngss/files/Appendix%20M%20Connections%20to%20the%20CCSS%20for%20Literacy_061213.pdf
Truth. Students can work in pairs to compare and contrast information presented from both sources.
After reading an informational text, have small groups of students create a multimedia project that demonstrates topic and present project to class. Other student groups will score project for accuracy using teacher created rubric
conflicting facts provided by multimedia sources and experimental data to informational texts
Analyze reliability of information from multimedia sources and experimental data
Compare and contrast treatments of the same topic from informational texts and information from multimedia sources and experimental data
created rubric
Traditional assessment pieces asking students to compare and contrast information gathered from a variety of sources
prompts Preferential
seating ELL support
materials Additional
graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-teaching
worksheets and enrichment activities
Native language
RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently
Students will be able to infer and make connections among information that may not be explicit in the text
Students will be able to challenge the ideas presented in the text
In-text excerpts of sources available throughout text
Extensive resources online www.pearsonschool.com
http://learni.st/users/
Divide class into small groups. Have each group read a different informational text sample that has a similar theme but will have differing sources of support and possibly different
Demonstrate proficiency in reading various samples of informational texts and inferring meaning, the author’s perspective, intended audience and tone.
Open-ended journal writing prompts asking students to read a variety of informational texts and summarize the multiple sources scored using a
Page 33 of 52
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to increase reading and comprehension skills of science/technical texts
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended
time Re-
teaching worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
Reading Standards for Literature for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)and consider those ideas from multiple points of view
Students will understand the relationships between various parts of the text and make connections between the various details presented in the text
60/boards/2219-science-technical-reading-comprehension-common-core-standard-6-8-rst-10
viewpoints. Have groups analyze each text to determine meaning and critique sources. Of the differing texts, which is most closely aligned with the viewpoint of the group?
Compare multiple points of view presented by different authors.
teacher-created rubric
Traditional assessment pieces asking students to demonstrate knowledge gathered from multiple informational text sources
prompts Preferential
seating ELL support
materials Additional
graphic organizers
Writing Standards Overview
College and Career Readiness Anchor Standards for WritingThe grades 6-8 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present KnowledgePage 34 of 52
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Note on range and content of student writingFor students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative— to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
Page 35 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)WHST.6-8.1 Write arguments focused
on discipline-specific content.
Students will be able to establish and maintain a formal style and objective tone
Students will be able to use scientific/ technical words and phrases in the correct context
Students will be able to introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create a document that establishes relationships among claims, reasons and evidence.
Extensive resources online www.pearsonschool.com
Writing a Scientific Argument:http://serc.carleton.edu/eet/writing_tectonics/case_study_x.html
http://undsci.berkeley.edu/article/howscienceworks_07
After reviewing sample informational text(s), have students journal write initial opinion regarding controversial issue in science (theory of evolution, global warming, stem cell research). After further research, students should construct an argumentative essay including their opinion and support for their opinion
Identify a debatable issue
Select and develop a position of a debatable position
Use informational texts and multimedia sources and select reasons based on facts or evidence for both sides of debate
Select an appropriate writing format and integrate scientific/ technical terminology
Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Extended open-ended writing tasks such as:
After researching the plausibility of global climate change, write an essay that explains the possible reasons for climate change (human activity, natural phenomenon, etc). Be sure to include support position with evidence from texts
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
WHST.6-8.2 Write informative/explanatory texts, including the
Students will be able to introduce a
Extensive resources online www.pearsonschool
Have students design an experiment and
Recognize correct written procedures in a lab experiment
Extended open-ended writing tasks such as:
Page 36 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)narration of historical events, scientific procedures/ experiments, or technical processes.
topic and organize ideas, concepts and information to make important connections; include proper formatting and appropriate graphics
Students will be able to develop a topic with appropriate and sufficient facts, details and other information consistent with the intended audience
Students will be able to use varied sentence structure to link text components and have a cohesive written product
Students will utilize appropriate scientific/
.com
http://www.sciencebuddies.org/
http://writingcenter.unc.edu/handouts/scientific-reports/
write procedural details in order for a classmate to follow the procedure. Pending teacher approval, have students implement each other’s lab experiments
Provide students with sample experiments that have procedural errors and ask students to edit and correct.
Recognize and edit procedural errors found in lab experiments
Write a sample scientific procedure or experiment utilizing proper format and integrating scientific/ technical terms
Have students write a procedure to test Newton’s Law of Motion or write an informative text about the validity of climate change
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)
Use of
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic
Page 37 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)technical terms SMARTBoard and
other technologies (Senteo remotes, AVER pens, iPads, document camera)
\
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)
organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic organizers
WHST.6-8.3 N/AWHST.6-8.4 Produce clear and
coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Students will be able to write clearly and appropriate for audience and purpose
Students will include scientific/ technical terms in writing samples
Students will utilize proper and varied sentence structure in a writing sample
Extensive resources online www.pearsonschool.com
http://www.teachersdomain.org/special/kmedia07-ex/scitech.sciwrite/
Provide students with sample science writing prompts (i.e. ask to students to explain what needs to be considered if alternative energy sources are used or explain how acceleration, mass, momentum and velocity are involved in athletic performance)
Provide a coherent writing sample that displays organization and format consistent with purpose and audience
Identify samples of texts that are unclear or misleading
Extended open-ended writing tasks such as:
Have students write an essay on how a tornado is formed and what a tornado does
WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Students will be able to critique their own writing samples and those of their peers
Students will be able to provide writing samples that are appropriate in purpose and
Extensive resources online www.pearsonschool.com
http://voices.yahoo.com/7-science-fiction-writing-projects-kids-16076.html
Have students create a science fiction story. Students will conduct research on topic of choice and write a short story based on research. Student pairs can read and critique each other’s work.
Write text samples that have a clear purpose and audience
Edit and revise provided written samples that have errors
Extended open-ended writing tasks such as:
Have students write an essay about a time-traveling machine. What do they see, who do they meet? Compare and contrast society and available
Page 38 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)intended audience
technologies to today. Use of
SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional graphic
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Students will utilize technology to publish and share writing samples
Students will utilize proper protocols for communicating online
Students will communicate written information competently and clearly
Extensive resources online www.pearsonschool.com
http://www.teachscienceandmath.com/tag/why-create-a-class-blog/
http://see.ludwig.lajuntaschools.org/?p=442
Have students create a blog to post research, experimental procedures and data, and conclusions
Have students either in pairs or individually create a multimedia presentation (Prezi, PowerPoint) and demonstrate it to the class
Create a written text utilizing appropriate use of technology
Recognize the relationship between ideas in science and technology and the methods to convey accurate information
Extended open-ended writing tasks such as:
Multimedia presentation using the Periodic Table as a way to organize information
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will complete research project and write paper in proper format
Students will utilize appropriate resources and include correct science/ technical terms
Extensive resources online www.pearsonschool.com
http://www.glencoe.com/sites/common_assets/workbooks/language_arts/rprw/68rprw.pdf
Provide students with a choice of sample questions to research. Have students use a variety of print and online sources to write a brief research paper. As the school year progresses, have students not only select topics but also create their
Develop a research project that is continuous and can be added to or modified with additional research
Recognize that research is a continuous process and suggest further avenues of investigation as part of a research
Extended open-ended writing tasks such as:
Research projects that relate to current unit of study for example: Should space exploration continue, what if the Earth had no moon, what kind of technology is needed to
Page 39 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T) Students will
understand that science is a process and research is continuous
own questions to research and answer
project predict/prevent weather disasters, etc
Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)
organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support materials
Additional
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Students will use a variety of print and online sources
Students will understand that sources vary in credibility and will be able to assess the validity of a source
Students will understand how to properly cite sources
Extensive resources online www.pearsonschool.com
http://citationmachine.net/index2.php
http://www.edweek.org/dd/articles/2008/03/06/04curriculum_web.h01.html
Provide sample sources about the same topic including trustworthy and disreputable sources. Have student pairs evaluate sources for validity and usefulness.
Provide students with informational text excerpts and ask them to cite and paraphrase the text
Complete a written task that is in student’s own words but still conveys the information accurately from a multitude of sources
Evaluate a source for credibility
Paraphrase or use proper citation to give credit to an author
Extended open-ended writing tasks such as:
How do solar flares affect us on Earth?How do natural disasters affect environmental health?What challenges exist for astronauts regarding their health?
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
Students will collect data from informational texts to promote research project
Students will reflect on research project topic including error analysis and ideas for
Extensive resources online www.pearsonschool.com
http://writingcenter.unc.edu/handouts/evidence/
Have students utilize both primary and secondary sources when conducting research project
Provide students with sample sources to critique for usefulness for research
Recognize the differences between a primary and secondary source
Cite a variety of informational texts as part of a research project
Extended open-ended writing tasks such as:
What role do clouds play in the water cycle?What are the interactions between ocean waves and the shore?How do climate and
Page 40 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)further exploration
Compare and contrast primary and secondary sources
Provide students with access to online databases for research
extreme weather events affect people’s lives?
graphic organizers
Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended time Re-teaching
worksheets and enrichment activities
Native language prompts
Preferential seating
ELL support
WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Students will understand that writing is a process that involves reading, editing and revising
Students will understand that written texts serve a variety of purposes and reach a variety of audiences
Extensive resources online www.pearsonschool.com
http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%20PROCESS.htm
http://www.writingprocessforkids.com/course/
http://www.nj.gov/education/assessment/ms/sample/test_book_sci.pdf
Have students journal write daily in response to sample NJ ASK 8 Science prompts
Pair students to review, revise and edit writing samples
Have students write and maintain a science notebook in which to review and revise written samples
Recognize the range of purpose for writing
Recognize the different types of audiences intended for a writing sample
Create written texts within a class period or longer time frames that permit time for self-evaluation and modification of writing samples
Daily journal writing
Maintain a science notebook to write lab procedures, record and analyze data and draw conclusions
Research project dedicated to currentunit of study scored by a teacher created rubric
Traditional assessment pieces asking students to write answers to open-ended prompts
Page 41 of 52
Writing Standards for Grade 6-8Domain & Standard
Grade 6-8 Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special Needs Students (SE, ELL,
504, G&T)materials
Additional graphic organizers
Page 42 of 52
Grade 7 Math Standards OverviewKey math concepts studied in Grade 8 mathematics class will be reinforced in the science curriculum, especially in the areas of functions, geometry, statistics and probability, and math practices. Teachers of mathematics and science will collaborate and coordinate instruction to emphasize the math applications in the science topics of study. The list below itemizes the Common Core mathematics critical areas of study and practice:
Ratios and Proportional Relationshipso Analyze proportional relationships and use them to solve real-world and mathematical problems.
The Number Systemo Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
Expressions and Equationso Use properties of operations to generate equivalent expressions.
o Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Geometryo Draw, construct and describe geometrical figures and describe the relationships between them.
o Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Statistics and Probabilityo Use random sampling to draw inferences about a population.
o Draw informal comparative inferences about two populations.
o Investigate chance processes and develop, use, and evaluate probability models.
Page 43 of 52
Math Standards for Grade 7: Ratios and Proportional RelationshipsDomain
&StandardStandard Student Learning
Objectives (SLO)
Students will be able to:
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)7.RP.17.RP.27.RP.3
Analyze proportional relationships and use them to solve real-world and mathematical problems.
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
Recognize and represent proportional relationships between quantities.
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Prentice Hall Course 2 text
Practice Worksheets
Standardized test prep materials
PH presentation slideshow
PH Homework Video Tutors
PH Presentation Panel - Discovery Channel films
Guided Instruction of content using:
Interactive Notebook – student response to concept
Open-ended questions
Activity Labs
Guided problem solving
Math Puzzles
Literacy activities
Manipulatives
PH Active Math Exploration interactive computer models
Problem of the Week
NJ ASK example test
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
Diagnostic pre-assessment
Written responses to questions relating to Big Ideas and Essential Questions
Student Summaries
Skill Benchmark
Teacher-Created Rubrics
Performance Tasks or hands-on activity labs
Utilize various websites, including but not limited to: Prentice Hall
www.Successnet.com
National Library of Virtual Manipulatives
Futures Films – Defined STEM Learning
Brain Pop
AAA Study
www.Math.com
www.Mathisfun.co m
www.Ixl.com
www.Coolmath.co m
Core Math tools at: www.nctm.org
Smart Board
Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level, disabilities or 504/IEPs including but not limited to:
Extended time.
Re-teaching worksheets and enrichment activities.
Native language prompts.
Preferential seating.
ELL support materials.
Graphic organizers
Visual
Page 44 of 52
itemsMath Journal entries
Math Manager – Problem Solving Journal entries
Practice worksheets
Math labs and hands-on activity labs
presentations -www.Smartech.com
Vocabulary
Hands-On Activity labs and modeling activities
Acellus online course offerings
Spanish glossary, video tutors, practice worksheets, & vocabulary and literacy worksheets
Enrichment activities and worksheets
Algebra readiness puzzles
Math Standards for Grade 7: GeometryDomain & Standard
Standard Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)7.G.17.G.27.G.3
Draw construct, and describe geometrical figures and describe the relationships between them.
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
Prentice Hall Course 2 text
Practice Worksheets
Standardized test prep materials
PH presentation
Guided Instruction of content using:
Interactive Notebook – student response to concept
Classify triangles by the number of congruent sides it has or by its angle measures. For example, scalene triangles have no congruent sides. Additionally display knowledge the sum of measures of the angles of
Diagnostic pre-assessment
Written responses to questions relating to Big Ideas and Essential Questions
Utilize various websites, including but not limited to: Prentice Hall
www.Successnet.com
National Library
Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level,
Page 45 of 52
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
slideshow
PH Homework Video Tutors
PH Presentation Panel - Discovery Channel films
Virtual Math Manipulatives
NJ ASK Test Prep Materials and NJ ASK Reference Sheet
Open-ended questions
Activity Labs
Guided problem solving
Math Puzzles
Literacy activities
Manipulatives
PH Active Math Exploration interactive computer models
Problem of the Week
NJ ASK example test items
a triangle is 180ᵒ.
Reproduce a scale drawing that is proportional to a given geometric figure using a different scale
Classify polygons by the relationships among sides and angles. For example, parallelograms are quadrilaterals with both pairs of opposite sides parallel.
Construct specified geometric figure given specific angle and or side length measurements on graph paper. For example, construct a regular hexagon. (regular = all angles and sides are congruent)
Describe and illustrate the shapes resulting from a cross-section of a three-dimensional figure.
Math Journal entries
Math Manager – Problem Solving Journal entries
Practice worksheets
Math labs and hands-on activity labs
Student Summaries
Skill Benchmark
Teacher-Created Rubrics
Performance Tasks or hands-on activity labs
of Virtual Manipulatives
Futures Films – Defined STEM Learning
Brain Pop
AAA Study
www.Math.com
www.Mathisfun.c om
www.Ixl.com
www.Coolmath.c om
Core Math tools at: www.nctm.org
Smart Board presentations -www.Smartech.com
disabilities or 504/IEPs including but not limited to:
Extended time.
Re-teaching worksheets and enrichment activities.
Native language prompts.
Preferential seating.
ELL support materials.
Provide:
Additional graphic organizers and Algebra tile manipulatives.
Grade 7 NJ ASK Reference Sheet
Homework Video Tutor (Available in Spanish)
Enrichment activities & worksheets
Spanish version of worksheets
Algebra readiness
7.G.47.G.57.G.6
Solve real-life and mathematical problems
Know the formulas for the area and circumference of a circle and use them to solve
Prentice Hall Course 2 text
Practice Worksheets
Guided Instruction of content using:
Apply formulas to problems regarding real-world scenarios and understanding the
Diagnostic pre-assessment
Written responses
Page 46 of 52
involving angle measure, area, surface area, and volume.
problems; give an informal derivation of the relationship between the circumference and area of a circle.
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Standardized test prep materials
PH presentation slideshow
PH Homework Video Tutors
PH Presentation Panel - Discovery Channel films
Interactive Notebook – student response to concept
Open-ended questions
Activity Labs
Guided problem solving
Math Puzzles
Literacy activities
Manipulatives
PH Active Math Exploration interactive computer models
Problem of the Week
NJ ASK example test items
relationship between circumference, area, and Pi
Use a protractor to measure angles and confirm the measures of supplementary, complementary, vertical and adjacent angles. Write an equation to find a missing measure.
Apply strategies, such as Drawing a Diagram or Making a Table, to solve real-world problems involving area, surface area and volume. Understand objects can be comprised of multiple geometric shapes (complex figures).
Math Journal entries
Math Manager – Problem Solving Journal entries
Practice worksheets
Math labs and hands-on activity labs
to questions relating to Big Ideas and Essential Questions
Student Summaries
Skill Benchmark
Teacher-Created Rubrics
Performance Tasks or hands-on activity labs
puzzles
Page 47 of 52
Math Standards for Grade 7: Statistics and ProbabilityDomain & Standard
Grade… Student Learning Objectives (SLO)
References/Resources
Suggested Instructional
Activities
Suggested Student Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia Integration
Accommodation of Special
Needs Students (SE, ELL, 504,
G&T)7.SP.17.SP.2
Use random sampling to draw inferences about a population.
Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For
Prentice Hall Course 2 text
Practice Worksheets
Standardized test prep materials
PH presentation slideshow
PH Homework Video Tutors
PH Presentation Panel - Discovery Channel films
Guided Instruction of content using:
Interactive Notebook – student response to concept
Open-ended questions
Activity Labs
Guided problem solving
Math Puzzles
Literacy activities
Manipulatives
PH Active
Apply statistics to gain information about a population from a sample of the population. Understand key statistics terms; population, sample, sample size, random sampling, generalizations, valid, biased and unbiased.
Analyze and interpret data from a random in order to draw inferences about a population.
Produce simulated samples of a similar size to compare and contrast results and determine variations in estimates or predictions.
Math Journal entries
Math Manager – Problem Solving Journal entries
Practice worksheets
Written responses to questions relating to Big Ideas and Essential Questions
Student Summaries
Skill Benchmark
Teacher-Created Rubrics
Lesson Quizzes
Performance Tasks or hands-on activity labs
Utilize various websites, including but not limited to:
Prentice Hall www.Successnet.com
National Library of Virtual Manipulatives
Futures Films – Defined STEM Learning
Brain Pop
AAA Study
www.Math. com
www.Mathis fun.com
Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level, disabilities or 504/IEPs including but not limited to:
Extended time.
Re-teaching worksheets and enrichment activities.
Native language prompts.
Page 48 of 52
example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
Math Exploration interactive computer models
Problem of the Week
NJ ASK example test items
Math labs and hands-on activity labs
www.Ixl.co m
www.Coolm ath.com
Core Math tools at: www.nctm.
org
Smart Board presentations -www.Smartech.com
Preferential seating.
ELL support materials.
Provide:Spinners, die, playing cards
Re-Teaching worksheets
Spanish version of worksheets
Homework Video Tutor (Available in Spanish)
Enrichment activities & worksheets
7.SP.37.SP.4
Draw informal comparative inferences about two populations.
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
Use measures of
Prentice Hall Course 2 text
Practice Worksheets
Standardized test prep materials
PH presentation slideshow
PH Homework Video Tutors
PH Presentation Panel - Discovery Channel films
Guided Instruction of content using:
Interactive Notebook – student response to concept
Open-ended questions
Activity Labs
Guided problem solving
Math Puzzles
Literacy activities
Compare two numerical data distributions on a graph and visually compare data displays to assess similarity or data overlap
Analyze and interpret data using measures of central tendency and variability
Math Journal entries
Math Manager – Problem Solving Journal entries
Practice worksheets
Math labs and hands-on activity labs
Diagnostic assessment
Written responses to questions relating to Big Ideas and Essential Questions
Student Summaries
Skill Benchmark
Teacher-Created Rubrics
Lesson Quizzes
Performance Tasks or hands-on activity labs
Prentice Hall Assessments
Page 49 of 52
center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
Manipulatives
PH Active Math Exploration interactive computer models
Problem of the Week
NJ ASK example test items
(chapter tests, cumulative tests, ExamView tests)
7.SP.57.SP.67.SP.77.SP.8
Investigate chance processes and develop, use, and evaluate probability models.
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
Approximate the probability of a chance event by collecting data on the chance
Prentice Hall Course 2 text
Practice Worksheets
Standardized test prep materials
PH presentation slideshow
PH Homework Video Tutors
PH Presentation Panel - Discovery Channel films
Guided Instruction of content using:
Interactive Notebook – student response to concept
Open-ended questions
Activity Labs
Guided problem solving
Math Puzzles
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability
Diagnostic assessment
Written responses to questions relating to Big Ideas and Essential Questions
Student Summaries
Skill Benchmark
Teacher-Created Rubrics
Lesson Quizzes
Performance Tasks or hands-
Page 50 of 52
process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
Literacy activities
Manipulatives
PH Active Math Exploration interactive computer models
Problem of the Week
NJ ASK example test items
that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question:
on activity labs
Page 51 of 52
If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
Math Journal entries
Math Manager – Problem Solving Journal entries
Practice worksheets
Math labs and hands-on activity labs
Page 52 of 52