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SCIENCE CURRICULUM GUIDE

2014 (REVISED JUNE 2014)

ARCHDIOCESE OF GALVESTON-HOUSTON

Summer, 2014

Dear Catholic Educators:

I am pleased to approve the Science Curriculum for grades K-8. These benchmarks and standards are essential for students to achieve learning expectations. It is my hope that our schools implement these science standards in a way that ensures students are scientifically literate. In today’s world, knowledge of science is essential for the preservation of the earth and the quality of life for all.

I encourage you as educators to address standards through innovative methods, as well as traditional approaches. Infusing an appreciation of Catholic doctrine, Catholic social teaching, and moral development is essential in our schools.

Our Catholic schools educate diverse student bodies, engage students in serving and supporting parish life and the local civic communities, graduate students who are critical thinkers, productive moral citizens, and spiritual leaders, and recognize and appreciate parents as the primary educators of their children.

I am grateful to Sr. Charles Anne Solomon, OP., Associate Superintendent, and the science committee for their energy, creativity, and dedication in completing this work. Please avail of this time as a renewed opportunity to provide quality Catholic education, and to be an integral part of the effort to promote the success of all our Archdiocesan school students to excel in Science.

Thank you for your ministry in Catholic Education.

Sincerely,

George Laird, Ed.D Interim Superintendent of Schools Archdioceses of Galveston-Houston

Archdiocese of Galveston-Houston Catholic Schools Office

TABLE OF CONTENTS

Acknowledgement ........................................................................................................................................... 3 Philosophy, Goals, and Prayer ........................................................................................................................ 4 Archdiocesan Educational Outcomes .............................................................................................................. 6 Introduction ...................................................................................................................................................... 7

Disciplinary Core Ideas ......................................................................................................................... 7 Physical Science ........................................................................................................................ 8 Life Science ............................................................................................................................... 9 Earth and Space Science ......................................................................................................... 10

Science and Engineering Practices (SEP) .......................................................................................... 11 Crosscutting Concepts (CC) ............................................................................................................... 12 Writing and Critical Thinking & Inquiry ................................................................................................ 13

How to Use the Guide ................................................................................................................................... 14 Benchmarks/Curriculum Guide ...................................................................................................................... 15

Kindergarten ....................................................................................................................................... 15 First Grade .......................................................................................................................................... 19 Second Grade ..................................................................................................................................... 23 Third Grade ......................................................................................................................................... 27 Fourth Grade ...................................................................................................................................... 31 Fifth Grade .......................................................................................................................................... 39 Middle School ..................................................................................................................................... 46

Physical Science ........................................................................................................................ 46 Life Science ................................................................................................................................ 56 Earth Science ............................................................................................................................. 65 Benchmarks (6th, 7th, 8th) .............................................................................................................74

General Resources (Science Websites) ...................................................................................................... 82 Social Teaching ........................................................................................................................................... 85 Assessment ................................................................................................................................................. 87

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM TABLE OF CONTENTS JUNE 2014 PAGE 2

ACKNOWLEDGEMENTS

We wish to express our gratitude to those who contributed to the development of this curriculum guide. Special thanks to the Curriculum Consultants of the Archdiocese of Hartford, Connecticut for their assistance.

Core Curriculum Committee

Janie Hengst, Principal Jan Krametbauer, Principal John Paul II School, Houston St. Elizabeth Anne Seton School, Houston

Mazie McCoy, Principal Nadine Mouser, Principal St. Mary of the Purification School, Houston St. Thomas More School, Houston

Renee Nunez, Principal St. Anthony of Padua, The Woodlands

Science Committee

Charlene Guerra – Chair St. Jerome School

Beverly Foley Tabitha Madrid Lisa Gonzales St. Anne, Houston St. Anthony of Padua St. Michael

Stephen Shaw Rita Hesse Paula Byers St. Vincent de Paul Holy Family John Paul II

Olga Jankowski Elizabeth McLaughlin Bill Holden St. Francis de Sales St. Laurence Cristo Rey Jesuit

Facilitator Interim Superintendent

Sr. Charles Anne Solomon, OP George Laird Ed.D Associate Superintendent Archdiocese of Galveston-Houston

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM ACKNOWLEDGEMENTS JANUARY 2014 PAGE 3

PHILOSOPHY

The science curriculum for the Archdiocese of Galveston-Houston teaches the message revealed by God, the development of community and the importance of service to others. It provides a unique environment in which students can experience the presence of the Holy Spirit. The science curriculum draws students and educators alike to proclaim the Gospel message, to unite in worship, to serve all people through the learning of their spiritual and temporal gifts. It further encouraged the community of learners to:

• Explore. Why do we explore? Exploration provides the foundation of our knowledge, technology resources andinspiration;

• Discover. What can we discover? Through exploration we can seek to discover the answers to fundamentalquestions about existence, respond to recent discoveries, and develop revolutionary techniques and capabilities toinspire our nation, the world, and the next generation of explorers; and

• Understand. What do we learn? Through the sciences we strive to touch the unknown and better understand theuniverse. As we take our first steps toward sustaining a human presence in the solar system, we look forward to faroff visions of the past becoming the realities of the future.

The science curriculum will incorporate ethics with conviction by proclaiming:

• Any person regardless of age, race, religion, gender, or creed is more important than material gain;

• Justice is more important than success;

• Love is more important than esteem; and

• Collaboration in teams is more effective than individual competition.

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM PHILOSOPHY JANUARY 2014 PAGE 4

GOALS

• To establish a framework for teachers that correlates with national and state standards.

• To teach students to discriminate between moral and immoral use of science in society and the world.

• To equip students with the necessary skills to learn and understand core ideas in science and engineering.

• To provide opportunities for students to apply scientific method and to use scientific tools and technology properlyand accurately.

PRAYER

Dear Lord, enhance our efforts as science teachers to teach our students that for every action there is an opposite reaction is just another way of saying “Do unto others as you would have them do unto you.” Amen

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM GOALS JANUARY 2014 PAGE 5

EDUCATIONAL OUTCOMES Archdiocese of Galveston-Houston

The curriculum of the Catholic schools of the Archdiocese of Galveston-Houston exists within a total Christ-centered environment. This environment enables the community to live and model Catholic values.

We believe in the dignity and uniqueness of each individual. Therefore, we strive to provide a curriculum that supports the development of the whole person; mind, heart and spirit. We believe that all learning experiences in our Catholic schools form students in Christ to become life-long learners and productive citizens. Students in our Catholic Schools will…

Use their Minds to… • acquire the intellectual, moral, creative and organizational skills and knowledge necessary to succeed in high school and beyond • articulate ideas clearly and effectively in oral, written, kinesthetic and artistic expression• be effective communicators and critical thinkers with the skills necessary to interact justly in a global community• use technology competently and responsibly

Use their Hearts to… • act on gospel values and live generous lives of loving service• show respect for others and understand the value of diversity and multiculturalism• build community• recognize the value of and participate in service for the good of the community• live and act with reverence for the earth as God’s creation

Use their Spirits to • recognize their call to holiness as prayerful individuals, who actively participate in their faith communities• develop a personal spirituality based on a clear understanding of the Catholic faith and traditions• proclaim the Gospel of Jesus Christ• engage in the liturgy and sacramental life of the church• come to know and love scripture• recognize and use their God given gifts• achieve mental, physical, emotional and spiritual wellness

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM JANUARY 2014 PAGE 6

INTRODUCTION

The Science Curriculum for the Catholic Schools of the Archdiocese of Galveston-Houston was developed using Next Generation Science Standards (NGSS 2012) and A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and the Texas Essential Knowledge and Skills. The goal of the science committee is to move the Archdiocese Science Curriculum forward into the future and stay abreast of current trends. The various components of the Science Curriculum include the following: Science Strands with explanation, Science and Engineering Practices (SEP) and Crosscutting Concepts (CC). Cross curricular writing and critical thinking and inquiry skills are stressed throughout the grades.

Disciplinary Core Ideas

The objectives have been divided into 11 Disciplinary Core Ideas (DCI) categorized under Physical Science, Life Science, or Earth and Space Science. Disciplinary Core Ideas are not taught in all grades.

Physical Science PS 1 Matter and Interactions

PS 2 Motion and Stability: Forces and Interaction

PS 3 Energy

PS4 Waves and Their Applications in Technologies for Information Transfer

Life Science LS 1 From Molecules to Organisms: Structures and Processes

LS 2 Ecosystems: Interactions, Energy, and Dynamics

LS 3 Heredity: Inheritance and Variation of Traits

LS 4 Biological Evolution: Unity and Diversity

Earth and Space Science ESS 1 Earth’s Place in Universe

ESS 2 Earth’s Systems

ESS 3 Earth and Human Activity

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM INTRODUCTION JUNE 2014 PAGE 7

Physical Science (PS)

PS1 Matter and Interactions A Structure and Properties of Matter (SPM)

B Chemical Reactions (CR)

C Nuclear Processes (NP)

PS2 Motion and Stability: Forces and Interaction A Forces and Motion (FM)

B Types of Interactions (TI)

C Stability and Instability in Physical Systems

PS3 Energy A Definitions of Energy

B Conservation of Energy and Energy Transfer

C Relationship Between Energy and Forces

D Energy in Chemical Processes and Everyday Life

PS4 Waves and Their Application in Technologies for Information Transfer A Wave Properties

B Electronic Radiation

C Information Technologies and Instrumentation

ARCHDIOCESE OF GALVESTON-HOUSTON SCIENCE CURRICULUM INTRODUCTION JUNE 2014 PAGE 8

Life Science (LS)

LS1 From Molecules to Organisms: Structures and Processes A Structure and Function (SF)

B Growth and Development of Organisms

C Organization for Matter and Energy Flow in Organisms

D Information Processing

LS2 Ecosystems: Interactions, Energy and Dynamics A Interdependent Relationships in Ecosystems

B Cycles of Matter and Energy Transfer in Ecosystems

C Ecosystems Dynamics, Functioning, and Resilience

D Social Interactions and Group Behavior

LS3 Heredity: Inheritance and Variation of Traits A Inheritance of Traits

B Variations of Traits

LS4 Biological Evolution: Unity and Diversity A Evidence of Common Ancestry and Diversity

B Natural Selection

C Adaption

D Biodiversity and Humans

ARCHDIOCESE OF GALVESTON-HOUSTON JUNE 2014

SCIENCE CURRICULUM INTRODUCTION PAGE 9

Earth and Space Science (ESS)

ESS1 Earth’s Place in the Universe A The Universe and Its Stars

B Earth and the Solar System

C The History of Planet Earth

ESS2 Earth’s Systems A Earth Materials and Systems

B Plate Tectonics and Large-Scale System Interactions

C The Roles of Water in Earth’s Surface Processes

D Weather and Climate

E Biogeology

ESS3 Earth and Human Activity A Natural Resources

B Natural Hazards

C Human Impacts on Earth Systems

D Global Climate Change



Science and Engineering Practices (SEP)

The framework committee designed the framework believing science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design. Science and Engineering Practices (SEP) indicate the strategy process skills used when developing the stated objective and is expressed as SEP.1, SEP.2, etc.

SEP.1 Asking questions (for science) and defining problems (for engineering)

SEP.2 Developing and using models

SEP.3 Planning and carrying out investigations

SEP.4 Analyzing and interpreting data

SEP.5 Using mathematics, information and computer technology, and computational thinking

SEP.6 Constructing explanations (for science) and designing solutions (for engineering)

SEP.7 Engaging in argument from evidence

SEP.8 Obtaining, evaluating and communicating information

Processing skills should be incorporated when teaching and presenting lessons.



Crosscutting Concepts (CC)

1 Patterns - Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

2 Cause and Effect: Mechanism and Explanation – Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can be tested across given contexts and used to predict and explain events in new contexts.

3 Scale, proportion, and quantity – In considering phenomena, it is critical to recognize what is relevant at different measure of size, time and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

4 Systems and system models – Defining the system under study – specifying its boundaries and making an explicit model of that system – provides tools for understanding and testing ideas that are applicable throughout science and engineering.

5 Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitation.

6 Structure and function – The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

7 Stability and change – For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system and critical elements of study.



Writing

21st Century Learning emphasizes the need for cross curricular writing. It is essential that students have the opportunity to articulate their ideas clearly and effectively– individually, or in small/large groups, in journals as well as through emails and other internet connections, or on electronic devices. They should be writing labs, research reports, opinions, poetry, conclusions, summaries, prayers, and reflections. In addition, teaching students to carefully and accurately cite sources for their work beginning in elementary grades, and then emphasizing various bibliography styles in middle school grades, is vital to ensure proper research method and technique in high school.

Critical Thinking and Inquiry

Teachers are urged to be conscience of and include critical thinking and inquiry strategies vital for the 21st century learner as they pertain to specific objectives. Students need to be able to read with understanding, think critically, and make moral decisions. Teachers are asked to consider the following strategies essential to the study of the sciences:

• Write simple lab reports

• Use scientific method

• Hypothesize

• Prove/disprove hypothesis

• Ask questions about objects, organisms, and events

• Conduct simple investigations

• Conduct simple experiments

• Classify objects according to attributes



How to Use the Guide

The curriculum charts consists of 6 columns. The first column identifies the number of each objective. The second column is the NGSS (Next Generation Science Standard.) The third column states the objective. The fourth column contains “I, A, M” which identifies whether the objective needs to be Introduced, Applied, or Mastered at the specific grade level. The Fifth column indicates the concepts/skills covered in the Iowa Test of Basic Skills. Texas Essential Knowledge and Skill is identified in the last column when concept/skill is not covered by NGSS.

Benchmarks are included at the beginning of each grade level. A benchmark is a reference point which is used to measure whether a student outcome has been achieved. These benchmarks are the objectives which should be mastered during the specified school year. Mastery is when 80% of the students score 80% or higher on a measureable objective. Each objective listed on the Benchmark Chart has a place to record the date the objective was introduced and mastery was achieved. This validation is required by the Texas Catholic Conference Education Department, the accrediting agency for the Archdiocese.

Middle School Grades (6-8), the curriculum guide organizes objectives by the disciplines rather than by grade levels. Many schools teach Earth and Space Science in grade 6, Life Science in grade 7, and Physical Science in grade 8. However, the science courses in middle school could be taught as integrated science courses with each of the three disciplines taught in each grade level (“Conceptual Understanding Model" - pg82). The course map for Conceptual Understanding Model is included in this guide to assist teachers in planning integrated courses for middle school.

Knowledge and integration of the Social Teachings of the Catholic Church within the curriculum are imperative for the teaching of stewardship and the care of the environment. Teachers will find a section in the guide listing specific objectives to be taught.

The Assessment section of this document is a valuable resource for curriculum and instruction. Assessment provides a measurement of learning and is a powerful strategy for improving instruction and student achievement. Formative and summative assessments are used to determine accurate student achievement.

Writing is of utmost importance in the daily activity in each subject area. Students should have the opportunity to articulate ideas clearly and effectively. Cross curricular writing is strongly encouraged. .


SCIENCE CURRICULUM HOW TO USE THE GUIDE PAGE 14

Critical Thinking and Inquiry: Teachers are urged to be conscience of and include critical thinking and inquiry strategies vital for the 21st century learner as they pertain to specific objectives, Students need to be able to read with understanding, think critically, and make moral decisions.

ARCHDIOCESE OF GALVESTON-HOUSTONJUNE 2014

SCIENCE GRADE K PAGE 15

# OBJECTIVE

2.06 Observe and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

2.07 Compare patterns of movement of objects, such as sliding, rolling, and spinning.

2.08 Describe the change in location of an object such as closer to, nearer to, and farther from.

2.09 Describe the location of an object in relation to another such as above, below, behind, in front of, and beside.

2.10 Explore the interaction between magnets and various materials.

1.02 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

SCIENCE BENCHMARKS GRADE KVALIDATION

Introduced/MasteredPS2: MOTION AND STABILITY: FORCES AND INTERACTIONS

LS1: FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES



# NGSS OBJECTIVE I, A, M IOWA TEKS

2.01 PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. I, A

2.02 PS3-C Understand a bigger push or pull makes things go faster. I, A

2.03 PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. I, A

2.04 PS2-B Plan and conduct an investigation to show that when objects touch or collide, they push on one another and can change motion. I, A

2.05 CC-2 Design simple tests to gather evidence to support or refute student ideas about causes. I

2.06Observe and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

I, A, M X K.6D

2.07 Compare patterns of movement of objects, such as sliding, rolling, and spinning. I, A, M 2.6D

2.08 Describe the change in location of an object such as closer to, nearer to, and farther from. I, A, M 1.6C

2.09 Describe the location of an object in relation to another such as above, below, behind, in front of, and beside. I, A, M K.6C

2.10 Explore the interaction between magnets and various materials. I, A, M X K.6B2.11 Observe and identify how magnets are used in everyday life. I, A 2.6B

2.12 ETS1-A Observe and discuss that problems may have many acceptable solutions. I

• Act out sight words• Magnet Games http://www.magnetgames.net/magnetism.html• Sid the Science Kid http://pbskids.org/sid/

SCIENCE CURRICULUM KINDERGARTENPS2: MOTION AND STABILITY: FORCES AND INTERACTIONS

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:



SCIENCE CURRICULUM KINDERGARTEN


3.01 PS3-1 Observe and record the effect of sunlight on the Earth's surface. I, A

3.02 PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. I, A


1.01 LS1-CMake observations (firsthand or from media) and discuss patterns showing that animals need food in order to live and grow, and they obtain their food from plants or from other animals.

I, A X

1.02 LS1-C Plan and conduct an investigation to determine if plants need sunlight and water to grow. I, A, M X

1.03 LS1-1Make observations and describe patterns of what plants and animals (including humans) need to survive such as food, water, and shelter for animals, and air, water, nutrients, sunlight and space for plants.

I, A X K.9B


2.01 ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. I

2.02 ESS2-D

Measure, record and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data. Understand that people measure these conditions to describe and record the weather and to notice patterns over time.

I, A K.8A,C

2.03 ESS2-1 Use weather tools including thermometers, wind socks and a rain gauge. I, A

ESS2: EARTH'S SYSTEMS

PS3: ENERGY


LS1: FROM MOLECULES TO ORGANISMS: STRUCURES AND PROCESSES

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SCIENCE CURRICULUM KINDERGARTEN

# NGSS OBJECTIVE I, A, M IOWA TEKS 3.01 Demonstrate that air is all around us and observe that wind is moving air. I , A X 1.8D

3.02 ESS3-A Identify the needs of all living things. (water, air and resources from their habitat) I, A

3.03 ESS3-1

Create a model (sketch, drawing, or physical model) to represent the relationship between the needs of different plants or animals (including humans) and their habitats. (These representations are useful in communicating ideas for a problem's solutions to other people.)

I, A

3.04Compare and give examples of the ways living organisms depend on each other and on their environments, such as food chains within a garden, park, beach, lake, and wooded area.

I, A 1.9B 1,2.9C

3.05 ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. I

3.06 ESS3-B

Ask questions and provide evidence to show that some kinds of severe weather are more likely than others in a given region ( i.e. hurricanes). Understand that weather scientists forecast severe weather so that the communities can prepare for and respond to these events.

I, A

3.07Discuss how people depend on various technologies in their lives; human life would be very different without weather forecasting technology. (i. e. chose activities and dress for weather)

I, A 2.8B

• http://scijinks.jpl.nasa.gov//RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:

ESS3: EARTH AND HUMAN ACTIVITY


SCIENCE GRADE 1 PAGE 19

# OBJECTIVE

4.01 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

4.04 Discuss how some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow.

4.06 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

1.04 Compare how different plant parts help them survive and grow. (roots, stems, leaves, flowers, fruits)

1.01 Observe, describe, and illustrate objects in the sky such as the clouds, moon, and stars including the sun.

SCIENCE BENCHMARKS GRADE 1 VALIDATION

Introduced/MasteredPS4: WAVES AND THEIR APPLICATION IN TECHNOLOGIES FOR INFORMATION TRANSFER

LS1: FROM MOLECULES TO ORGANISMS: STRUCTURE AND PROCESSES

ESS1: EARTH'S PLACE IN THE UNIVERSE




4.01 PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. I, A, M 2.6A

4.02 PS4-2Make observations (firsthand or from media) to construct an evidence-based account that objects can be seen only when illuminated and that some objects give off their own light. (i. e. flashlight in dark room, glow in the dark objects)

I, A

Investigate the effects on an object by increasing or decreasing amounts of light such as how the color appears differently in dimmer light. I, A 2.6A

4.03 PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. I, A

4.04 PS4-BDiscuss how some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow.

I, A, M

4.05 PS4-B Plan and conduct an investigation to show how mirrors can be used to redirect a light beam. I, A

4.06 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. I, A, M

4.07 Identify and discuss how sound and light are important in everyday life. I, A 1.6A

4.08 CETS Discuss how people depend on various technologies in their lives; human life would be very different without technology. I, A

SCIENCE CURRICULUM GRADE 1PS4: WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR INFORMATION TRANSFER

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• http://www.stevespanglerscience.com/



SCIENCE CURRICULUM GRADE 1


1.01 LS1-ACompare how different animals use their body parts in different ways. (see, hear, smell, grasp, protect themselves, move from place to place, and seek, find, and take in food, water, and air)

I, A X

1.02 Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape. I, A K.10A

1.03 LS1-D Observe how animals respond to external stimuli with behaviors that help them survive. I, A X

1.04 LS1-A Compare how different plant parts help them survive and grow. (roots, stems, leaves, flowers, fruits) I, A, M X 2.10B

1.05 LS1-D Observe how plants respond to external stimuli. I X

1.06 LS1-1 Design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. I, A X

1.07 CC-6 Observe and discuss how shape and stability of structures of natural and designed objects are related to their function(s). (i.e. shapes of bird beaks or feet) I, A X

1.08 Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats. I, A 1.10A

1.09 CETS Observe and discuss how every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. I X

1.10 LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help the offspring survive. I X


RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• http://www.livebinders.com/play/play/66972?present=true• http://kids.nationalgeographic.com/kids





3.01 Observe and record life cycles of animals such as a chicken, frog, or fish. I, A X 1.10D

3.02 LS3-1 Construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. I, A X


1.01 Observe, describe, and illustrate objects in the sky such as the clouds, moon, and stars including the sun. I, A, M X K.8.C

1.02 ESS1-1 Describe patterns of the sun, moon, and stars that can be predicted. (day/night, seasons, lunar cycle) I, A X 1.8B

1.03 ESS1-2 Make observations at different times of year to relate the amount of daylight to the seasonal time of year. I, A X

• http://scijinks.jpl.nasa.gov/seasons



LS3: HEREDITY: INHERITANCE AND VARIATION OF TRAITS




# OBJECTIVE

1.02 Observe (firsthand or from media) different states of matter, and how many of them can be either solid or liquid, depending on temperature.

1.06 Plan and conduct an investigation to determine the effect of heating or cooling a substance.

1.08 Identify and discuss how heating and cooling are important to everyday life.

1.09 Observe, describe, compare, and sort rocks by size, shape, color, and texture.

1.10 Observe, compare, describe and sort components of soil by size, texture, and color.

1.11 Gather evidence of how rocks, soil, and water help to make useful products.

1.12 Distinguish between natural and manmade resources.

2.01 Plan and conduct an investigation to determine if plants need sunlight and water to grow.

2.02 Make observations to construct an evidence-based account of how plants depend on animals for pollination or to move their seeds around.

4.02 Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.

2.05 Discuss how God calls us to be good stewards of the Earth and to shape the natural world wisely.

2.08 Observe and describe physical properties of natural sources of water including color and clarity.

2.09 Identify and decribe a variety of natural sourcse of water including streams, lakes, and oceans.


VALIDATION Introduced/Mastered

SCIENCE BENCHMARKS GRADE 2

PS1: MATTER AND INTERACTIONS

LS2:ECO SYSTEMS, INTERACTIONS, ENERGY AND DYNAMICS

LS4: BIOLOGICAL EVOLUTIONS: UNITY AND DIVERSITY




1.01 PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. X

1.02 PS1-A Observe (firsthand or from media) different states of matter, and how many of them can be either solid or liquid, depending on temperature. A, M X

1.03 PS1-A Use tools and materials to design and build a variety of objects from a small set of pieces. I, A

1.04 PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. I, A

1.05 PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object or shape. I, A

1.06 PS1-B Plan and conduct an investigation to determine the effect of heating or cooling a substance. I , A, M X

1.07 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (i.e. ice to water, pop popcorn) I, A X

1.08 Identify and discuss how heating and cooling are important to everyday life. M X 1.6A

1.09 Observe, describe, compare, and sort rocks by size, shape, color, and texture. A, M K,2.7A

1.10 Observe, compare, describe and sort components of soil by size, texture, and color. A, M 1.7A

1.11 Gather evidence of how rocks, soil, and water help to make useful products. A, M K,1.7C

1.12 Distinguish between natural and manmade resources. I, A 2.7C

SCIENCE CURRICULUM GRADE 2PS1: MATTER AND INTERACTIONS

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• http://www.stevespanglerscience.com/





2.01 LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow. M X

2.02 LS2-A Make observations to construct an evidence-based account of how plants depend on animals for pollination or to move their seeds around. A, M X

2.03 LS2-2Develop a simple model (sketch, drawing, or physical model) that mimics the function of an animal in dispersing seeds or pollinating plants. (These representations are useful in communicating ideas to other people.)

I, A

2.04 CC 6 Make observations to construct an evidence-based account of how the shape and structures of seeds are related to their dispersal method. I


4.01 LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. I, A X

4.02 Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit. A, M X K.10D


2.01 ESS1-CMake observations from media to construct an evidence-based account that Earth events can occur quickly or slowly, some are too slow to observe in a lifetime. (i.e. formation of Grand Canyon, erosion of mountains)

I, A X


LS2:ECO SYSTEMS, INTERACTIONS, ENERGY AND DYNAMICS

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• http://www.pbs.org/topics/science-nature/• http://www.livebinders.com/play/play/66972?present=true

LS4: BIOLOGICAL EVOLUTIONS: UNITY AND DIVERSITY






2.02 ESS2-AMake observations to construct an evidence-based account that wind and water can change the shape of the land. (i.e. canyons, sea caves, Great Arches National Park)

I, A X

2.03 ESS2-C Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. I, A

2.04 CETS Construct an argument supported by evidence for how using technology impacts the natural world. (i.e. use of sea wall, dams, levies) I ,A X

2.05 Discuss how God calls us to be good stewards of the Earth and to shape the natural world wisely. I, A, M

2.06 ESS2-2Develop a model to represent the shapes and kinds of land and bodies of water in an area. (i.e. play dough models of landforms, construction paper treasure map showing landforms)

I, A X

2.07 Explore the processes in the water cycle including evaportation, condensation, and precipitation as connected to weather conditions. I, A 2.8C

2.08 Observe and describe physical properties of natural sources of water including color and clarity. A, M K.7B

2.09 Identify and decribe a variety of natural sourcse of water including streams, lakes, and oceans. A, M 1.7B

2.10 Identify and compare the properties of natural sources of freshwater and saltwater. I, A X 2.7B

2.11 ESS2-C Obtain information to identify where water is found on Earth and that it can be solid or liquid. I, A

2.12 SEP 8Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question.

I, A X

• National Geographic Kids http://kids.nationalgeographic.com/kids/RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:




# OBJECTIVE

2.01

Plan and conduct an Investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (examples: an unbalanced force on one side of a ball can make it start moving and balanced forces pushing on a box from both sides will not produce any motion)

3.03 List evidence to support the explanation that traits can be influenced by the environment. (example: a dog with too much food, plants without water)

4.04 Discuss and find solutions concerning how environment changes plants and animal's lives. (examples: floods and droughts)

SCIENCE BENCHMARKS GRADE 3 VALIDATION

Introduced/MasteredPS2: MOTION AND STABILITY: FORCES AND INTERACTIONS


LS4: BIOLOGICAL EVOLUTION: UNITY AND DIVERSITY

# NGSS I, A, M IOWA TEKS

2.01 PS2-A M

2.02 PS2-B A

2.03 PS2-C A X

2.04 PS2-C A X


1.01 LS1-A A X

Ask questions to determine cause and effect relationships of electric or magnetic

interactions between two objects not in contact with each other. (examples:

electric force - the force on hair from an electrically charged balloon; magnetic

force - the force between two permanent magnets)


PS2: MOTION AND STABILITY: FORCES AND INTERACTIONS

Objective

Plan and conduct an Investigaton to provide evidence of the effects of

balanced and unbalanced forces on the motion of an object. (examples: an

unbalanced force on one side of a ball can make it start moving and

balanced forces pushing on a box from both sides will not produce any

motion)

Make observations and/or measurements of an object's motion to provide

evidence that a pattern can be used to predict future motion. (examples: a child

swinging on a swing, a ball rolling back and forth in a bowl)

Define a simple design problem that can be solved by applying scientific ideas

about magnets. (example: constructing a latch to keep a door shut)

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• www.brainpop.com

• www.weatherunderground.com

• [email protected]


Objective

Make predictions of a life cycle in a flowering plant using patterns of change.

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• Plants and Animals, by Laurie Triefeldt

• Plants and Animals, by Alan Ward

• http://www.hhmi.org/coolscience/forkids/vegquiz/index.html


JUNE 2014

SCIENCE GRADE 3

PAGE 28

6B

6

10A

6C

6C



2.01 LS2-A A X


3.01 LS3-A I X

3.02 LS3-A A X

3.04 LS3-B M X


4.01 LS4-A I X

4.02 LS4-B I, A

4.03 LS4-C I, A

4.04 LS4-D A, M X

LS2: ECOSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS

Objective

Compare how some animals form groups that help members survive. (example:

elephants in a herd)


Objective

Examine and interpret data from fossils to provide evidence of the organisms

and the environments in which they lived long ago. (example: marine fossils

found on dry land)

Explain why or why not the variations in characteristics among individuals of the

same species may provide advantages in surviving, finding mates, and

reproducing. (example: plants with large thorns are less likely to be eaten)


Objective

Analyze and interpret data to provide evidence that plants, and animals have

traits inherited from parents and that variation of these traits exists in a group of

simialr organisms. (example: siblings vs. parents)

Group similar organisms according to their traits.(example: birds, amphibians, fish)

List evidence to support the explanation that traits can be influenced by the

environment. (example: a dog with too much food, plants without water)

Construct an argument based on evidence that in some habitats, some

organisms can thrive, some survive, and some cannot survive at all. (example:

needs and characteristics of an organism)

Discuss and find solutions concerning how environment changes plants

and animal's lives. (examples: floods and droughts)



JUNE 2014

SCIENCE GRADE 3

PAGE 29

10B

10

9A,B,C

9A

9C



2.01 ESS2-1 A X

2.02 ESS2-2 I X


3.01 ESS3-1 I X

Develop data into tables and graphical displays to descirbe typical weather

conditions expected during a particular season. (examples: pictographs, bar

graphs, pie charts)

Research and gather information to descibe climates in different regions of the

world.

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• The Disappearing Mountain and Other Earth Mysteries: Erosion and Weathering, by Louise A.

Spilsbury

• Rain: Causes and Effects, by Philip Steele

• http://science.nationalgeographic.com/science/earth/the-daynamic-earth/weathering-erosion-

article/

ESS2: EARTH'S SYSTEM

Objective


Objective

State and explain the merit of a design solution that reduces the impacts of a

weather-related hazards. (example: the Galveston seawall)


• The Earth's Resources: Renewable and Non-Renewable, by Rebecca, Harman, Capstone Press

• Resources, by Julian Rowe, Molly Perham

• http://education.nationalgeographic.com/archive/xpeditons/lessons/15/g68/hazards.html?ara=l


JUNE 2014

SCIENCE GRADE 3

PAGE 30

8A

8A



# OBJECTIVE

1.01Identify evidence from patterns in rock formations and fossils in rock layers or changes in a landscape over time to support an explanation for changes in a landscape over time.

1.02Describe and illustrate the continuous movement of water above and on the surface of the Earth through the water cycle, and explain the role of the Sun as a major source of energy in this process.

1.03 Examine and identify local, regional, and global patterns of rock formation to reveal changes over time due to Earth's forces, such as earthquakes

SCIENCE BENCHMARKS GRADE 4

VALIDATION Introduced/Mastered





1.01Measure, compare and contrast physical properties of matter including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float.

A X

4.1A-B,4.2A-F,4.4A-B,

4.5A

1.02 Predict the changes caused by heating and cooling, such as ice becoming liquid water and condensation forming on the outside of a glass of ice water. A X

4.2A-D,4.2F,4.3A,

4.4A-B,4.5B

1.03 Compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water. A

4.1A-B,4.2B-D,

4.2F, 4.3A,4.3C,

4.4A-B,4.5C

• Matter: See It, Touch It, Taste It, Smell It, by Darlene R. Stille, Capstone Press, 2004• Mixtures and Solutions, by Louise and Richard Spilsbury, Heinemann Raintree, 2006• http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm• http://learningideasgradesk-8.blogspot.com/2011/04/properties-of-matter.html• http://pinterest.com/rosalynv/states-of-matter/• http://www.brainpopjr.com/science/matter/changingstatesofmatter/grownups.weml• http://www.physics.org/toplistdetail.asp?id=40• http://www.science-sparks.com/2012/07/16/making-mixtures/• http://pinterest.com/jackandharley/science-mixtures-solutions/






# OBJECTIVE I, A, M IOWA TEKS

3.01 PS3-A Construct, using evidence, an explanation relating the speed of an object to the energy of that object. A

3.02 PS3-B Observe and discuss that energy is present whenever there are moving objects, sound, light, or heat. A X

3.03 PS3-BProvide evidence that energy can be transferred from place to place by moving objects, sound, light, heat, and electric currents and by conductors and isulators.

I, A X

3.04 PS1-B Investigate and predict how colliding objects transfer energy to the surrounding air, heating it, and causing sound. A X

3.05 PS1-B Construct, using evidence, an explanation showing that the energy of motion can create electrical currents and explore electromagnetic fields. I

3.06 PS3-CAsk questions and predict outcomes about the changes in energy that occur when objects collide, including the concepts of gravity, friction and magnetism.

I, A X

3.07 PS3-D Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. I X

3.08 PS3-D Discuss and explore how the expression "producing energy" refers to the conversion of stored energy into a desired form for practical use. I

• Energy:Light, Heat and Sound, by Evan Moor Educational Publishers, 1998• True Energy, by Matt Mullins, Scholastic Library Publishers, 2011• http://www.physics4kids.com/files/motion_energy.html• http://www.energyeducation.tx.gov/technology/section_2/topics/index.html• http://www.neok12.com/Electricity.htm• http://www.eia.gov/KIDS/energy.cfm?page=about_forms_of_energy-basics-k.cfm

PS3: ENERGY






4.01 PS4-A Understand waves are patterns of motion in water made by disturbing the surface. A X

4.02 PS4-A Show using examples or analogies that waves in deep water go up and down in place, changing direction of motion only when hitting a beach. I X

4.03 PS4-A Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. I X

4.04 PS4-B Develop a model to describe that light reflecting from objects and entering the eyes allows objects to be seen. I 4.6A

4.05 PS4-CGenerate and compare multiple solutions that use patterns to transfer information. (example: using a grid of 1's and 0's representing black and white to send information about a picture and using Morse code to send text)

I 4.6A

4.06 PS4-CDiscuss and explore how digitized information from computers or cell phones can be transmited over long distances, converting from digitized form to voice and vice versa.

I

4.07 CC1Observe and discuss how similarities and differences in patterns can be used to sort, classify and anzalyze simple rates of change to natural phenomena and/or designed products.

A X

• What Makes an Ocean Wave? , by Melvin and Gilda Berger, Scholastic, Inc., 2001• Waves: From Surfing to Tsunami, by Drew Kampion, Smith, Gibbs Publisher, 2005• Awesome Experiments in Light & Sound, by Michael A. Disperzio, Sterling, 2006• Hands-On Science Sound and Light, by Sarah Angliss and Maggie Hewson, Kingfisher, 2013• Managing Your Digital Footprint, by Robert Grayson, The Rosen Publishing Group, Inc., 2011• http://www.onr.navy.mil/focus/ocean/motion/waves1.htm• http://oceanexplorer.noaa.gov/edu/learning/player/• http://encyclopedia.kids.net.au/page/am/Amplitude• http://computer.howstuffworks.com/ip-telephony.htm/printable

PS4: WAVES AND THEIR APPLICATIONS IN TECHNOLOGIES FOR INFORMATION TRANSFER






1.01 LS1-AConstruct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction.

A X

1.02Investigate that most producer's need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food.

I X

4.1A,4.2A-D,

4.2F, 4.3A, 4.3C,

4.4A-B,4.9A

1.03Describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

I,A X

4.2B-D, 4.2F, 4.3A, 4.3C, 4.4A,

4.9B

1.04 LS1-BUse a model to describe that animals receive different types of information through their senses, process the information in their brains, and respond to the information in different ways.

A X


RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• Plants and Animals, by Alan Ward, Scholastic Library Publishing, 1993• Plants and Animals, by Laurie Triefeldt, Linden Publishing, 2007• Animal Behavior, by Corinne Stockley and F. Brooks, EDC Publishing, 1992• Bill Nye The Science Guy: Food Web - Classroom Ed., (DVD), Disney Educational, 2009• Exploring Food Chains and Food Webs,byElla Hawley,The Rosen Publishing Grp,Inc.,2012• http://www.ehow.com/list_7321730_internal-structures-plant-cells.html• http://www.plattscsd.org/oak/smartboard/sciencealpha.htm• http://www.hhmi.org/coolscience/forkids/vegquiz/index.html• http://www.discoveryeducation.com/teachers/free-lesson-plans/yummy-plant-parts.cfm• http://www.nhptv.org/natureworks/nwst1.htm• http://kids.nationalgeographic.com/kids/animals/creaturefeature/• http://www.biology4kids.com/files/cell_main.html





1.01 ESS1-1Identify evidence from patterns in rock formations and fossils in rock layers or changes in a landscape over time to support an explanation for changes in a landscape over time.

A,M X

1.02Describe and illustrate the continuous movement of water above and on the surface of the Earth through the water cycle, and explain the role of the Sun as a major source of energy in this process.

M X

4.2B-D, 4.2F, 4.3A, 4.3C, 4.4A,

4.8B

1.03 ESS1-CExamine and identify local, regional, and global patterns of rock formation to reveal changes over time due to Earth's forces, such as earthquakes.

A,M X

1.04Collect and analyze data to identify sequences and predict patterns of change in shadows, in the tides, seasons, and the observable appearance of the moon over time.

A X

4.2B-D, 4.2F, 4.3A, 4.3C, 4.4A,

4.8CRESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• Rocks & Fossils, by Margaret Hynes, Kingfisher Knowledge, 2008• Rock Formations, by Connor Dayton, The Rosen Publishing Group, Inc., 2007• What Shapes the Land? , by Bobbie Kalman, Crabtree Publishing Company, 2008• The Water Cycle,by Bobbie Kalman and Rebecca Sjonger, Crabtree Publishing Co., 2006• http://www.fi.edu/fellows/fellow1/oct98/create/• http://www.childrensmuseum.org/geomysteries/faq1.html• http://thougtforce.hubpages.com/hub/Fossils-and-Sedimentary-Rocks• http://www.mhschool.com/science/2005/student/• http://www.enchantedlehttp://www.fossils-facts-and-finds.com/fossil_formation.htmlarning.com/subjects/dinosaurs/dinofossils/Fossilhow.html

• http://www.beautifulworld.com/rock-formations






2.01 ESS2-A Make observations and or measurements to provide evidence of effects of weathering on the rate of erosion by water, ice, wind, vegetation, or gravity. A X

2.02 Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants. A X

4.1A-B,4.2A-F,

4.3A, 4.3C,4.4A-D, 4.7A

2.03 ESS2-A Make observations to explain how rainfall helps to shape the land and affects the types of living thngs found in a region. A

2.04 ESS2-B Analyze and interpret data from maps to describe patterns of Earth's features. I


RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS:• The Disappearing Mountain and Other Earth Mysteries: Erosion and Weathering, by Louise

A. Spilsbury, Heinemann-Raintree, 2005• Rain: Causes and Effects, by Phillip Steele, Scholastic Library Publishing, 1991• So What about Soil?: A Book about Form and Function, by Rachel Chappell, Rourke

Publishing, 2008• http://science.nationalgeographic.com/science/earth/the-dynamic-earth/weathering-erosion-

article/• http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

• http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

• http://historymartinez.wordpress.com/2011/08/02/mapping-earths-physical-features-climate-zones-powerpoint/

• http://www.slideshare.net/MMoiraWhitehouse/properties-of-soils-teach-9807299• http://www.kidsgeo.com/geology-for-kids/0014-properties-of-soil.php





3.01 ESS3-A Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. A

3.02 ESS3-A Use books and other media to understand that some natural resources are renewable over time and others are not. I

3.03 ESS3-B Generate and compare multiple solutions to reduce the impacts of natural Earth processes (like earthquakes, tsunamis, etc.) on humans. I X

3.04 Draw inferences and evaluate the accuracy of services and product claims found in advertisements and labels, such as for toys, food and sunscreen. A

4.2B-D, 4.2F, 4.3A, 4.3B, 4.4A

3.05 ESS3-BDiscuss how engineers improve technology over time, based on people's need and desire for change and demand for new and improved technologies.

I

• The Earth’s Resources: Renewable and Non-renewable,by Rebecca Harman,CapstonePress, 2005h

• Resources, by Julian Rowe, Molly Perham, Scholastic Library Publishing, 1997• http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/renewable/• http://education.nationalgeographic.com/archive/xpeditions/lessons/• http://www.discoverengineering.org/• http://pbskids.org/dontbuyit/teachersguide.html





# OBJECTIVE

1.02Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

1.03 Make observations and measurements to identify materials based on their properties.

1.04 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

3.03

Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy after conducting series of investigations.

3.04 Prove that the properties for their ingredients such as iron filings, sand, etc., do not change when combining certain mixtures.

1.02 Compare in written/graph format the way organisms live and survive in their ecosystem by interacting with living and non-living elements.

2.03Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food web to consumers and decomposers.

LS2: ECOSYSTEMS: INTERACTIONS, ENERGY AND DYNAMICS

SCIENCE BENCHMARKS GRADE 5VALIDATION

Introduced/Mastered


PS3: ENERGY

LS1: MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES



# OBJECTIVE

SCIENCE BENCHMARKS GRADE 5VALIDATION

Introduced/Mastered

3.01Compare and describe the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals.

3.02 Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak.

3.03 Describe the differences between complete/incomplete metamorphosis.

1.01Observe and chart the sun and the stars. Support the argument that the apparent brightness of the sun and the stars is due to their relative distance from the Earth.

2.02 Identify and compare the differences between rocks and fossils.

2.04 Draw and label the different major layers of the Earth.

2.05 Differentiate between weather and climate by using models or demonstrations.

LS3: HEREDITY: INHERITANCE AND VARIATIONS OF TRAITS






1.01 PS1-A A

1.02 PS1-B A,M X

1.03 PS1-C A,M X

1.04 PS1-B A,M

1.05 PS1-A I, A


2.01 PS2-1 A X 2A-6

2.02 PS2-B I

2.03 A 6B

2.04 I 2A-G 4AB 6C

Demonstrate that light travels in a straight line until it strikes said object and is reflected in another direction through the use of mirrors.

RESOURCES/STRATEGIES/TECHNOLOGY: TEACHER COMMENTS: • www.neok12.com/Types-of-Forces.htm• www.physics4kids.com/files/motion_forces.html

• science.pppst.com/motion.html• bing.com/videos

Demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat and sound using a model constructed by the student.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.Measure the matter from the reaction of two or more chemicals.


OBJECTIVEDevelop a model to describe that matter is made of particles too small to be seen.Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.Make observations and measurements to identify materials based on their properties.


PS2: MOTION AND STABILITY: FORCES AND INTERACTIONSOBJECTIVESupport an argument that the gravitational force exerted by Earth on said objects is directed down.Write an opinion supporting the concept that the gravitational force is acting down on an object near the Earth's surface.

• www.chem4kids.com/files/matter_intro.html• science.pppst.com/matter.html

• www.neok12.com/State-of-Matter• www.sciencenewsforkids.org?s=matter



3.01 PS3-1 A

3.02 CC A X

3.03 A,M3A-C

5A

3.04 A,M2E

5C


1.01 LS1-A I

1.02 A,M2A-G,3A

4A,9A

1.03 I X2A-G

9D

1.04 A X2A-C

10B

• www.physics 4 kids.com/files/mobilenergy

• www.energyeducation.tx.gov/technology

• www.neok12.com/electrcity.htm

• www.eis.gov/kids/energy.cfm?pay

Compare in written/graph format the way organisms live and survive in

their ecosystem by interacting with living and non-living elements.Identify the significance of the carbon dioxide-oxygen cycle to the survival of

plants and animals.

Differentiate between inherited traits of plants and animals such as spines on a

cactus or shape of beak, and learned behaviors such as an animal learning

tricks or a child riding a bicycle.


• Plants and Animals, Alan Ward Scholastic Library Publications, 1993

• Plants and Animals, Laurie Trefeldt, Lindsly Publications, 2007

• Animal Behavior, Corine Stacklley and F. Brooks, EDE Publications, 1992

• www.ehow.com/list7321730internal-structures-plants

• www.plattscd.org/oak/smartboard/sciencealpha.htm

Support an argument that plants get materials they need for growth chiefly from

air and water.

PS3: ENERGY

OBJECTIVE

Use models to describe that energy in the food of animals is used for body

repair, motion, and to maintain body warmth was once energy from the sun.

Use different measuring devices (thermometers, scales, etc.) to demonstrate

that some mixtures can change in heat and in volume.

Classify matter based on physical properties, including mass, magnetism,

physical state (solid, liquid, and gas), relative density (sinking and

floating), solubility in water, and the ability to conduct or insulate thermal

energy or electric energy after conducting series of investigations.

Prove that the properties for their ingredients such as iron filings, sand,

etc., do not change when combining certain mixtures.


LS1: MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES

OBJECTIVE


JUNE 2014

SCIENCE GRADE 5

PAGE 42



2.01 LS2-A A

2.02 I,A 2A-G,9C

2.03 A,M 2A-C,9B


3.01 A,M X2A-D

10A

3.02 A,M X2A-D

10B

3.03 A,M2A-D

10C

• www.astronomyforkids.com/earth.htm

• bing.com/videos

• livingsta.hubpages.com

• www.fossils-facts-and-finds.com/activites_for_kids.htm

OBJECTIVE



Compare and describe the structures and functions of different species

that help them live and survive such as hooves on prairie animals or

webbed feet in aquatic animals.

Differentiate between inherited traits of plants and animals such as

spines on a cactus or shape of a beak.

Describe the differences between complete/incomplete metamorphosis.


OBJECTIVE

• bing.com/images

• www.biology4kids.com/files/plants_main.html

• www.ehow.com

• Plants-Animal Interactions, Warren G. Abrahamson, editor, 1988

• The Ecology and Evolution of Ant-Plant Interactions, Victor Rico-Gray & Paulo S. Oliveria, 2007

Develop and use a model to describe the movement of matter among plants,

animals, decomposers, and the environment.

Predict the effects of changes in ecosystem caused by living organisms,

including humans, by graphing or using a model to demonstrate changes.

Describe how the flow of energy derived from the Sun, used by producers

to create their own food, is transferred through a food web to consumers

and decomposers.

LS2: ECOSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS


JUNE 2014

SCIENCE GRADE 5

PAGE 43





1.01 ESS1-A A,M

1.02 ESS1-B A


2.01 ESS2-A I,A

2.02 ESS2-C I

2.03 A,M 3A 7A D

2.04 A,M 2G 7A

2.05 A,M 2D 8A

2.06 A 3A 7C

• Rocks and Fossils, Margaret Hynes, Kingfisher Knowledge, 2008• Rock Formations, Connor Dayton, The Rosen Publishing Group, Inc., 2007• www.sciencenewsfor kids.org/?s=matter• bing.com/videos

• www.eis.gov/kids/energy.cfm?pay

Differentiate between weather and climate by using models or demonstrations.Identify and discuss the different forms of energy resources such as wind, solar, hydroelectric, geothermal, and biofuels.


OBJECTIVEDevelop a model using an example to describe the geosphere, the hydrosphere, and /or atmosphere interact.Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Identify and compare the differences between rocks and fossils.

Draw and label the different major layers of the Earth.



Observe and chart the sun and the stars. Support the argument that the apparent brightness of the sun and the stars is due to their relative distance from the Earth.Represent the data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.


OBJECTIVE

• www.children'smuseum.org/geomysteries/fag• bing.com/videos





3.01 ESS3-1 I,A 2A-G 9A/C

3.02 ESS3-C A 9A

• www.astronomyforkids.com/earth.htm• www.fossils-facts-and-finds.com/activites_for_kids.htm• livingsta.hubpages.com• bing.com/videos


ESS3: EARTH AND HUMAN ACTIVITYOBJECTIVEObtain, combine and graph information about ways individual communities use science to protect the Earth's resources and environment.

Describe the different ways that humans use the Earth in industry, farming and everyday life to obtain the resources needed to live.

# OBJECTIVE Grade

1.06Develop models to describe the atomic composition of simple molecules

and extended structures.6

1.11Analyze and interpret data on the properties of substances before and after

the substances interact to determine if a chemical change has occurred.6

1.12Gather information to describe that synthetic materials come from natural

resources and impact society.6

1.13

Develop a model that predicts and describes changes in particle motion,

temperature, and state of a pure substance when thermal energy is added

or removed.

8

1.15Develop and use a model to describe the total number of atoms in a

chemical reaction does not change and mass is conserved.8

1.16Construct, test, and modify a device that either releases or absorbs thermal

energy by chemical processes.8

2.02Apply Newton’s Third Law to design a solution to a problem involving the

motion of two colliding objects.8

2.04

Plan an investigation to provide evidence that the change in an object’s

motion depends on the sum of the forces on the object and the mass of the

object.

8

2.10Ask questions about data to determine the factors that affect the strength of

electric and magnetic forces.8

2.12

Construct and present arguments using evidence to support the claim that

gravitational interactions are attracted and depend on the masses of

interacting objects.

8

SCIENCE BENCHMARKS MIDDLE SCHOOL PHYSICAL SCIENCE

VALIDATION

Introduced/Mastered


PS2: MOTION AND STABILITY: FORCES AND INTERACTION


JUNE 2014

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PAGE 46

# OBJECTIVE Grade


VALIDATION

Introduced/Mastered

2.13

Conduct an investigation and evaluate the experimental design to provide

evidence that fields exist between objects exerting forces on each other

even though the objects are not in contact.

8

3.02

Construct and interpret graphical displays of data to describe the

relationship pattern between the kinetic energy to the mass of an object

and to the speed of the object .

6

3.03

Develop a model to describe that when the arrangement of objects

interacting at a distance changes, different amounts of potential energy are

stored in the system.

6

3.05Apply scientific principles to design, construct, and test a device that either

minimizes or maximizes thermal energy transfer. 6

3.06

Plan an investigation to determine the relationships among the energy

transferred, the type of matter, the mass, and the change in the average

kinetic energy of the particles as measured by the temperature of the

sample.

6

3.07

Construct, use, and present arguments to support the claim that when the

kinetic energy of an object changes, energy is transferred to and from an

object.

6

4.01 Describe how sound waves are produced. 8

4.02 Describe how sound waves travel through matter. 8

4.03 Identify the properties of light waves. 8

4.04 Describe the electromagnetic spectrum. 8

PS4: WAVES AND THEIR APPLICATION IN TECHNOLOGIES FOR INFORMATION TRANSFER


PS3: ENERGY


JUNE 2014

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PAGE 47

# OBJECTIVE Grade


VALIDATION

Introduced/Mastered

4.05Describe the types of electromagnetic waves that travel from the Sun to the

Earth.8

4.06

Explore how different wavelengths of the electromagnetic spectrum, such

as light and radio waves, are used to gain information about distances and

properties of components in the universe.

8

4.07Use mathematical representatives to describe a simple model for waves

that includes how the amplitude of a wave is related to the energy in a wave.8

4.08 Explain the relationship between waves, energy, and matter. 8

4.09Explain how waves change direction when they move from one material into

another.8

4.10Develop and use a model to describe that waves are reflected, absorbed, or

transmitted through various materials.8

4.11

Integrate qualitative scientific and technical information to support the

claim that digital signals are a more reliable way to encode and transmit

information, than analog signals.

8



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1.01Know that an element is a pure substance represented by chemical

symbols.A X 6.5A

1.02

Describe the structure of atoms, including the masses, electrical charges,

and locations of protons and neutrons in the nucleus and electrons in the

electron cloud.

A X 8.5A

1.03Identify that protons determine an element's identity and valence electrons

determine its chemical properties, including reactivity.A X 8.5B

1.04Interpret the arrangement of the Periodic Table, including groups and

periods, to explain how properties are used to classify elements.A X 8.5C

1.05 Differentiate between elements and compounds on the most basic level. A X 6.5C

1.06 PS1-1Develop models to describe the atomic composition of simple

molecules and extended structures.M X 6.5C

1.07

Identify the formation of a new substance by using the evidence of a

possible chemical change such as production of a gas, change in

temperature, production of a precipitate, or a color change.

A X 6.5D

1.08Compare metals, nonmetals, and metalloids using physical properties such

as luster, conductivity, or malleability.A X 6.6A

1.09 Calculate density to identify an unknown substance. A X 6.6B

1.10Test the physical properties of minerals, including hardness, color, luster,

and streak.A X 6.6C

1.11 PS1-2

Analyze and interpret data on the properties of substances before and

after the substances interact to determine if a chemical change has

occurred.

M X 6.5D

SCIENCE CURRICULUM MIDDLE SCHOOL PHYSICAL SCIENCE



JUNE 2014SCIENCE MS

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1.12 PS1-3Gather information to describe that synthetic materials come from

natural resources and impact society.M 6

1.13 PS1-4

Develop a model that predicts and describes changes in particle

motion, temperature, and state of a pure substance when thermal

energy is added or removed.

M X 8

1.14

Recognize that chemical formulas are used to identify substances and

determine the number of atoms of each element in chemical formulas

containing subscripts.

A X8.5D,

8.5E

1.15 PS1-5Develop and use a model to describe the total number of atoms in a

chemical reaction does not change and mass is conserved.M X 8

1.16 PS1-6Construct, test, and modify a device that either releases or absorbs

thermal energy by chemical processes.M X 8



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• http://www.middleschoolchemistry.com/lessonplans/• http://sciencespot.net/Pages/classchem.html• http://www.discoveryeducation.com/search/page/-/-/lesson-plan/physical%20science/

index.cfm• http://www.instructables.com/id/Candy-Chromatography/


2.01 PS2.A I, A X 8.6

2.02 PS2-1 M X 8.6

2.03 PS2.A I, A X 8.6

2.04 PS2-2 M X 8

2.05 PS2.B I, A X

2.06 PS2.B I, A X

2.07 PS2.B I, A X

2.08 PS2.B I, A X

2.09 PS2.B I, A X

2.10 PS2-3 M X 8

2.11 PS2.B I, A X

Determine the motion of an object by calculating the total forces acting on an

object.



OBJECTIVE

Explain Newton's Third Law of Motion, for any pair of interacting objects, the

force exerted by the first object on the second object is equal in strength to

the force that the second object exerts on the first, but in opposite

directions.

Apply Newton's Third Law to design a solution to a problem involving

the motion of two colliding objects.

Plan an investigation to provide evidence that the change in an object's

motion depends on the sum of the forces on the object and the mass of

the object.

Describe how electric charges exert forces on each other.

Describe how magnets exert forces on each other.

Define an electric field.

Explain how objects can be electrically charged.

Explain how an electric generator produces electrical energy.

Ask questions about data to determine the factors that affect the

strength of electric and magnetic forces.

Describe why gravitational forces are always attractive.


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OBJECTIVE

2.12 PS2-4 M X 8

2.13 PS2-5 M X 8

Construct and present arguments using evidence to support the claim

that gravitational interactions are attracted and depend on the masses

of interacting objects.

Conduct an investigation and evaluate the experimental design to

provide evidence that fields exist between objects exerting forces on

each other even though the objects are not in contact.



JUNE 2014

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• http://www.wviz.org/psi• http://www.science-teachers.com/physical.htm• http://www.physicsclassroom.com/mmedia/energy/ce.cfm• http://teachertech.rice.edu/Participants/louviere/Newton/


3.01 I, A X 6.8A

3.02 PS3-1 M X 6.8

3.03 PS3-2 M X 6.8

3.04 I, A X 6.9A

3.05 M X 6.9

3.06 PS3-4 M X 6.9

3.07 PS3-5 M X 6.9


PS3: ENERGY

OBJECTIVE

Compare and contrast potential and kinetic energy.

Construct and interpret graphical displays of data to describe the

relationship pattern between the kinetic energy to the mass of an

object and to the speed of the object.

Develop a model to describe that when the arrangement of objects

interacting at a distance changes, different amounts of potential

energy are stored in the system.

Investigate methods of thermal energy transfer, including conduction,

convection, and radiation.

Apply scientific principals to design, construct, and test a device that

either minimizes or maximizes thermal energy transfer.

Plan an investigation to determine the relationships among the energy

transferred, the type of matter, the mass, and the change in the

average kinetic energy of the particles as measured by the

temperature of the sample.

Construct, use, and present arguments to support the claim that when

the kinetic energy of an object changes, energy is transferred to and

from an object.



JUNE 2014

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• http://energy.gov/energysaver/articles/energy-resources-students-and-teachers• http://www.nrel.gov/docs/gen/fyMN/PMVOT.pdf• http://www.education.com/science-fair/article/convection-movement-heat-fluids/• http://www.scienceÄoÄ.com/eñperiments/electromagnet.php


4.01 PS4-A I, A, M 8

4.02 PS4-A I, A, M 8

4.03 PS4-B I, A, M 8.8

4.04 PS4-B I, A, M 8.8

4.05 PS4-B I, A, M 8.8

4.06 I, A, M 8.8C

4.07 PS4-1 I, A, M 8

4.08 PS4-A I, A, M 8

4.09 PS4-A I, A, M 8

4.10 PS4-2 I, A, M 8

Explain how waves change direction when they move from one

material into another.



OBJECTIVE

Describe how sound waves are produced.

Describe how sound waves travel through matter.

Identify the properties of light waves.

Describe the electromagnetic spectrum.

Describe the types of electromagnetic waves that travel from the Sun

to the Earth.

Explore how different wavelengths of the electromagnetic spectrum,

such as light and radio waves, are used to gain information about

distances and properties of components in the universe.

Use mathematical representatives to describe a simple model for

waves that includes how the amplitude of a wave is related to the

energy in a wave.

Explain the relationship between waves, energy, and matter.

Develop and use a model to describe that waves are reflected,

absorbed, or transmitted through various materials.


JUNE 2014

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OBJECTIVE

4.11 PS4-3 I, A, M 8

Integrate qualitative scientific and technical information to support the

claim that digital signals are a more reliable way to encode and

transmit information than analog signals.



JUNE 2014

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PAGE 55

• http://www.pÄslearningmedia.org/resource/phyMP.sci.phys.mfw.sonar/sound-waves-underwater-eñperiment-with-sonar/

• http://www.mrpalermo.com/virtual-laÄ-spectroscopy.html• http://science.wonderhowto.com/how-to/do-demonstration-doppler-

effect-NTSRTS/

# OBJECTIVE Grade

1.02Conduct an investigation to provide evidence that living things are made of

cells; either one cell or many different numbers and types of cells.6

1.04Develop and use a model to describe the function of a cell as a whole and

the way parts of cells contribute to the function.7

1.06Use argument supported by evidence to show how the body is a system of

interacting subsystems composed of groups of cells.7

2.02Analyze and interpret data to provide evidence for the effects of resource

availability on organisms and populations of organisms in an ecosystem.7

2.04Construct an explanation that predicts patterns of interactions among

organism across multiple ecosystems.7

2.06Develop a model to describe the cycling of matter and flow of energy among

living and nonliving parts of an ecosystem.7

2.08Construct an argument supported by empirical evidence that changes to

physical or biological components of an ecosystem affect populations.6

2.10

Evaluate competing design solutions for maintaining biodiversity and

ecosystem services. Examples could include water purification, nutrient

recycling, and prevention of soil erosion.

7

3.03

Develop and use a model to describe why structural changes to genes

(mutations) located on chromosomes may affect proteins and may result in

harmful, beneficial, or neutral effects to the structure and function of the

organism.

7

SCIENCE BENCHMARKS MIDDLE SCHOOL LIFE SCIENCE

VALIDATION

Introduced/Mastered


LS1: ECOSYSTEMS: INTERACTIONS, ENERY AND DYNAMICS



JUNE 2014

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# OBJECTIVE Grade

SCIENCE BENCHMARKS MIDDLE SCHOOL LIFE SCIENCE

VALIDATION

Introduced/Mastered

3.07

Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation ( for example models like Punnett squares, diagrams and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation).

7

4.02

Analyze and interpret data for patterns in the fossil record that document

the existence, diversity, extinction, and change of life forms throughout the

history of life on Earth under the assumption that natural laws operate today

as in the past.

8

4.04

Apply scientific ideas to construct an explanation for the anatomical

similarities and differences among modern organisms and between modern

and fossil organisms to infer evolutionary relationships.

8

4.05

Analyze displays of pictorial data to compare patterns of similarities in the

embryological development across multiple species to identify relationships

not evident in the fully formed anatomy.

8

4.07

Construct an explanation based on evidence that describes how genetic

variations of traits in a population increase some individual’s probability of

surviving and reproducing in a specific environment.

7

4.09

Gather and synthesize information about the technologies that have

changed the way humans influence the inheritance of desired traits in

organism.

8

4.11 7




JUNE 2014

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Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.


1.01 LS1-A A X 6.12 A

1.02 LS1-1 M6.12

A,B,D

1.03 LS1-A A X 7.12D

1.04 LS1-2 M X 7.12 E,F

1.05 LS1.A A X 7.12C

1.06 LS1-3 M 7.12B,C

Recognize that within cells, special structures are responsible for particular

functions, and the cell membrane forms the boundary that controls what

enters and leaves the cell .

SCIENCE CURRICULUM MIDDLE SCHOOL LIFE SCIENCELS1: FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES

OBJECTIVE

Understand that all living things are made up of cells, which is the smallest

unit that can be said to be alive. An organism may consist of one single cell

(unicellular) or many different numbers and types of cells (multicellular).

Conduct an investigation to provide evidence that living things are

made of cells; either one cell or many different numbers and types of

cells.

Develop and use a model to describe the function of a cell as a whole

and the way parts of cells contribute to the function.

Develop an understanding that in multicellular organisms, the body is a

system of multiple interacting subsystems. These subsystems are groups

of cells that work together to form tissues and organs that are specialized

for particular body functions.

Use argument supported by evidence for how the body is a system

of interacting subsystems composed of groups of cells.


• Next Generation Science Standards Science


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2.01 LS2-A A X

6.12E,F

7.10A,B,C

8.11B

2.02 LS2-1 M 7.10A

2.03 LS2-A A X 8.11A

2.04 LS2-2 M 7.5B,C

2.05 LS2-B A X7.5 B,C

8.11 A,B

Understand that predatory interactions may reduce the number of

organisms or eliminate whole populations of organisms. Mutually

beneficial interactions, in contrast, may become so interdependent that

each organism requires the other for survival. Although the species

involved in these competitive, predatory, and mutually beneficial

interactions vary across ecosystems, the patterns of interactions of

organisms with their environments, both living and nonliving, are shared.

SCIENCE CURRICULUM MIDDLE SCHOOL LIFE SCIENCELS2. ECOSYSTEMS: INTERACTIONS, ENERGY AND DYNAMICS

OBJECTIVE

Recognize that organisms, and populations of organisms, are dependent

on their environmental interactions both with other living things and with

nonliving factors. In any ecosystem, organisms and populations with

similar requirements for food, water, oxygen, or other resources may

compete with each other for limited resources, access to which

consequently constrains their growth and reproduction. Growth of

organisms and population increases are limited by access to resources.

Analyze and interpret data to provide evidence for the effects of

resource availability on organisms and populations of organisms in

an ecosystem.

Construct an explanation that predicts patterns of interactions

among organisms across multiple ecosystems.

Develop an understanding that food webs are models that demonstrate

how matter and energy is transferred between producers, consumers,

and decomposers as the three groups interact within an ecosystem.

Transfers of matter into and out of the physical environment occur at

every level. Decomposers recycle nutrients from dead plant or animal

matter back to the soil in terrestrial environments or to the water in

aquatic environments. The atoms that make up the organisms in an

ecosystem are cycled repeatedly between the living and nonliving parts

of the ecosystem.


JUNE 2014

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SCIENCE CURRICULUM MIDDLE SCHOOL LIFE SCIENCELS2. ECOSYSTEMS: INTERACTIONS, ENERGY AND DYNAMICS

OBJECTIVE

2.06 LS2-3 M 7.5 B,C

2.07 LS2-C A X 8.11C

2.08 LS2-4 M 6.12E

2.09 LS2-C A

2.10 LS2-5 M 7.10B

Evaluate competing design solutions for maintaining biodiversity

and ecosystem services. (examples could include water

purification, nutrient recycling, and prevention of soil erosion)


Develop a model to describe the cycling of matter and flow of

energy among living and nonliving parts of an ecosystem.

Recognize that ecosystems are dynamic in nature; their characteristics

can vary over time. Disruptions to any physical or biological component

of an ecosystem can lead to shifts in all its populations.

Construct an argument supported by empirical evidence that

changes to physical or biological components of an ecosystem

affect populations.

Understand that biodiversity describes the variety of species found in

Earth’s terrestrial and oceanic ecosystems. The completeness or

integrity of an ecosystem’s biodiversity is often used as a measure of its

health.


JUNE 2014

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# I, A, M IOWA TEKS

3.01 LS3-A A X 7.14A,C

3.02 LS3-B A 7

3.03 LS3-1 M 7

3.04 LS1-B A 7.14B

3.05 LS3-A A

Develop and use a model to describe why structural changes to genes

(mutations) located on chromosomes may affect proteins and may result

in harmful, beneficial, or neutral effects to the structure and function of

the organism.

LS3. HEREDITY: INHERITANCE AND VARIATION OF TRAITS

OBJECTIVE

Recognize that genes are located in the chromosomes of cells, with each

chromosome pair containing two variants of each of many distinct genes. Each

distinct gene chiefly controls the production of specific proteins, which in turn

affects the traits of the individual. Changes (mutations) to genes can result in

changes to proteins, which can affect the structures and functions of the

organism and thereby change traits.

Understand that in addition to variations that arise from sexual reproduction,

genetic information can be altered because of mutations. Though rare,

mutations may result in changes to the structure and function of proteins. Some

changes are beneficial, others harmful, and some neutral to the organism.

Discuss that organisms reproduce, either sexually or asexually, and transfer

their genetic information to their offspring.

Analyze how variations of inherited traits between parent and offspring arise

from genetic differences that result from the subset of chromosomes (and

therefore genes) inherited.


JUNE 2014

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PAGE 61

SCIENCE CURRICULUM MIDDLE SCHOOL LIFE SCIENCE

# I, A, M IOWA TEKS

LS3. HEREDITY: INHERITANCE AND VARIATION OF TRAITS

OBJECTIVE

3.06 LS3-B A X 7

3.07 LS3-2 M X 7.14B

Develop and use a model to describe why asexual reproduction results in

offspring with identical genetic information and sexual reproduction

results in offspring with genetic variation ( for example models like

Punnett squares, diagrams and simulations to describe the cause and

effect relationship of gene transmission from parent(s) to offspring and

resulting genetic variation).


Recognize that in sexually reproducing organisms, each parent contributes half

of the genes acquired (at random) by the offspring. Individuals have two of

each chromosome and hence two alleles of each gene, one acquired from

each parent. These versions may be identical or may differ from each other.


JUNE 2014

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4.01 LS4-A A X 7

4.02 LS4-1 M X 7

4.03 LS4-A A 7

4.04 LS4-2 M 8

4.05 LS4-3 M 8

4.06 LS4-B A 7.11C

4.07 LS4-4 M 7.11C

Analyze anatomical similarities and differences between various organisms

living today and between them and organisms in the fossil record;

understand that such analysis enables the reconstruction of evolutionary

history and the inference of lines of evolutionary descent.



OBJECTIVE

Recognize that the collection of fossils and their placement in chronological

order (e.g., through the location of the sedimentary layers in which they are

found or through radioactive dating) is known as the fossil record. It

documents the existence, diversity, extinction, and change of many life

forms throughout the history of life on Earth.

Analyze and interpret data for patterns in the fossil record that

document the existence, diversity, extinction, and change of life forms

throughout the history of life on Earth under the assumption that

natural laws operate today as in the past.

Apply scientific ideas to construct an explanation for the anatomical

similarities and differences among modern organisms and between

modern and fossil organisms to infer evolutionary relationships.

Analyze displays of pictorial data to compare patterns of similarities in

the embryological development across multiple species to identify

relationships not evident in the fully formed anatomy.

Recognize that natural selection leads to the predominance of certain traits

in a population, and the suppression of others.

Construct an explanation based on evidence that describes how

genetic variations of traits in a population increase some individuals’

probability of surviving and reproducing in a specific environment.


JUNE 2014

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OBJECTIVE

4.08 LS4-B A 7.11C

4.09 LS4-5 M 8

4.10 LS4-C A X7.11B

7.12A

4.11 LS4-6 M 7.11B

Recognize that adaptation by natural selection acting over generations is

one important process by which species change over time in response to

changes in environmental conditions. Traits that support successful survival

and reproduction in the new environment become more common; those that

do not, become less common. Thus, the distribution of traits in a population

changes.

Use mathematical representations to support explanations of how

natural selection may lead to increases and decreases of specific traits

in populations over time.


Contrast natural selection with artificial selection, in which humans have the

capacity to influence certain characteristics of organisms by selective

breeding. One can choose desired parental traits determined by genes,

which are then passed on to offspring.

Gather and synthesize information about the technologies that have

changed the way humans influence the inheritance of desired traits in

organisms.


JUNE 2014

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PAGE 64

# OBJECTIVE GRADE

1.01

Develop and use a model of the Earth-sun-moon system to describe the

cyclic patterns of lunar phases, eclipses of the sun and moon, and

seasons.

8

1.04Develop and use a model to describe the role of gravity in the motions

within galaxies and the solar system.6

1.07Analyze and interpret data to determine scale properties of objects in the

solar system.8

1.09Explain how the geologic time scale is used to organize Earth's 4.6 billion

year history.6

2.02Develop and use a model to describe the total number of atoms in a

chemical reaction does not change and mass is conserved.6

2.03

Construct an explanation based on evidence for how geoscience

processes have changed Earth's surface at varying time and spatial

scales.

7

2.06

Analyze and interpret data on the distribution of fossils and rocks,

continental shapes, and seafloor structures to provide evidence of past

plate motions.

6

2.08Develop a model to describe the cycling of water through Earth's systems

driven by energy from the sun and the force of gravity.8

2.12Collect data to provide evidence that motions and complex interactions of

air masses change weather conditions.8

2.15

Develop and use a model to describe how unequal heating and rotation of

the Earth cause patterns of atmospheric and oceanic circulation that

determine regional climates.

8

SCIENCE BENCHMARKS MIDDLE SCHOOL EARTH SCIENCE

VALIDATION

Introduced/Mastered




JUNE 2014

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PAGE 65

# OBJECTIVE GRADE

SCIENCE BENCHMARKS MIDDLE SCHOOL EARTH SCIENCE

VALIDATION

Introduced/Mastered

3.01

Construct a scientific explanation based on evidence for how the uneven

distribution of Earth's mineral, energy, and groundwater resources are a

result of past and current geoscience processes.

8

3.03

Analyze and interpret data on natural hazards to forecast future

catastrophic events and explain how the use of Technology has mitigated

their effects.

8

3.05Apply scientific principles to design a method for monitoring and

minimizing human impact on the environment.6

3.07

Construct an argument supported by evidence for how increases in

human population and per-capita consumption of natural resources

impact Earth's systems.

6

3.09Identify the factors that have caused the rise in global temperatures over

the past century and discuss the possible solutions to this problem.6



JUNE 2014

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1.01 ESS1-1 M X8.7

A,B,C

1.02 ESS1-A A X 6.11A

1.03 ESS1-B A X 8.7A

1.04 ESS1-2 M X 6.11B

1.05 ESS1-A A 8.8B

1.06 ESS1-B A 8

1.07 ESS1-3 M 8.8D

Understand that Earth and its solar system are part of the Milky Way galaxy,

which is one of the many galaxies in the universe.

Develop and use a model to describe the role of gravity in the motions

within galaxies and the solar system.

SCIENCE CURRICULUM MIDDLE SCHOOL EARTH SCIENCE


OBJECTIVE

Observe, describe, predict, and explain with models, the patterns of apparent

motion of the sun, moon, and stars.

Use a model of the solar system to explain eclipses of the sun and the moon,

Earth's spin axis is fixed in direction over the short-term but tilted relative to its

orbit around the sun. The seasons are a result of that tilt and are caused by

the differential intensity of sunlight on different areas of Earth across the year.

Develop and use a model of the Earth-sun-moon system to describe the

cyclic patterns of lunar phases, eclipses of the sun and moon, and

seasons.

Describe the apparent formation of the solar system from a disk of dust and

gas, drawn together by gravity.

Analyze and interpret data to determine scale properties of objects in

the solar system.


JUNE 2014

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PAGE 67




OBJECTIVE

1.08 ESS1-B A X 6.11

1.09 ESS1-4 M X6.10D

8.9B

1.10 ESS1-C A X 8.9B

Identify the objects in the solar system, including the sun, planets, their

moons, and asteroids that are held in orbit around the sun by its gravitational

pull on them.

Explain how the geologic time scale is used to organize Earth's 4.6

billion year history.

Analyze rock strata and appy knowledge of the fossil record to determine

relative dates of layers and illustrate that an absolute scale is not applicable.


• Brain Pop

• Lunar phases charts and diagrams, almanacs

• Discovery Streaming

• Timeline activities

• Solar System Scale activities

• H-R diagrams

• Constellation charts

• Shadow measuring and Parallax activities

• Constructing ellipses

• http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

• http://www.nasa.gov/offices/education/programs/national/nes2/home/NEON.htm

http://www.hmns.org//index.php?option=com_content&view=article&id=107&ltemid=115l


JUNE 2014

SCIENCE MS

PAGE 68

•


2.01 ESS2-1 M6.10A

8.10A

2.02 ESS2-A A X6.10

8.10A

2.03 ESS2-2 M X7.8A,B

8.9C

2.04 ESS2-A A6.10A-D

8.9A-C

2.05 ESS2-C A X 7.8B,C

2.06 ESS2-3 M X6.10C

8.9B

2.07 ESS2-B A X 8.9B

2.08 ESS2-4 M X 8.10A

2.09 ESS2-C A X 8.10A

Analyze Earth processes as the result of energy flowing and matter cycling

within and among the planet's systems. This energy is derived from the sun

and Earth's hot interior. The energy that flows and matter that cycles

produces chemical and physical changes in Earth's materials and living

organisms.

Analyze maps of ancient land and water patterns, based on investigations of

rocks and fossils, which make clear how Earth's plates have moved great

distances, collided and spread apart.

Develop a model to describe the cycling of water through Earth's

systems driven by energy from the sun and the force of gravity.

Diagram the cycling of water between land, ocean, and atmosphere via

transpiration, evaporation, condensation, and precipitation, as well as downhill

flows on land.

Analyze and interpret data on the distribution of fossils and rocks,

continental shapes, and seafloor structures to provide evidence of past

plate motions.

Explain how water movements on land and underground cause weathering

and erosion, which change the land's surface features and create

underground formations.

SCIENCE CURRICULUM MIDDLE SCHOOL EARTH SCIENCEESS2: EARTH'S SYSTEMS

OBJECTIVE

Develop a model to describe the cycling of Earth's materials and the

flow of energy that drives this process.

Understand that the planet's systems interact over scales that range from

microscopic to global in size, and they operate over fractions of a second to

billions of years. These interactions have shaped Earth's history and will

determine its future.

Construct an explanation based on evidence for how geoscience

processes have changed Earth's surface at varying time and spatial

scales.


JUNE 2014

SCIENCE MS

PAGE 69



OBJECTIVE

2.10 ESS2-C A 8.10A

2.11 ESS1-C A 6.10D

2.12 ESS2-5 M X 8.10B

2.13 ESS2-C A X 8.10B

2.14 ESS2-D A 8.10B

2.15 ESS2-6 M X 8.10A

2.16 ESS2-C A X 8.10A

2.17 ESS2-D A X 8.10C

2.18 ESS2-D A 8.10

Diagram tectonic processes which continually generate new ocean sea floor

at the ridges and destroy old sea floor at the trenches.

Explain how global movements of water and its changes in form are propelled

by sunlight and gravity.

Compare and contrast the interactions involving sunlight, ocean, atmosphere,

ice, landforms, and living things. These interactions vary with latitude, altitude,

local and regional geography, all of which can affect oceanic and atmospheric

flow patterns.

Discuss the major influence of the ocean on climate by absorbing energy from

the sun, releasing it over time, and globally redistributing it through ocean

currents.

Collect data to provide evidence that motions and complex interactions

of air masses change weather conditions.

Compare complex patterns of the changes and movement of water in the

atmosphere, prevailing winds, landforms, ocean temperatures, and currents,

and identify major determinants of local weather patterns.

Construct an argument for predicting weather according to probablility

because weather patterns are so complex.

Develop and use a model to describe how unequal heating and rotation

of the Earth cause patterns of atmospheric and oceanic circulation that

determine regional climates.

Analyze variations in density due to variations in temperature and salinity and

their effects on global patterns of interconnected ocean currents.


JUNE 2014

SCIENCE MS

PAGE 70



OBJECTIVE

• Fossil distribution layers diagrams and models

• Fossil specimen identification activities

• Geologic timeline activities and models

• Erosion tables

• Sedimentation jars

• Cave formation and Karst topography diagrams

• http://geomaps.wr.usgs.gov/parks/cave/karst.html

• Google Earth tours

• Landform models

• Convection current lab/demo

• Rock cycle models/diagrams and Water cycle models/diagrams

• Rock and mineral identification labs

• Crystal growth observation and classification (micro and macro) activities

• Ring of Fire and major fault line maps, catastrophic event distribution maps and research

• Weather forecast maps and historical databases

• http://www.weather.gov

• htttp://www.education.noaa.gov/

• http://www.ametsoc.org/amsedu/educationresources.html

• http://theweatherchannelkids.com/weatherED/

• http://education.nationalgeographic.com/education/topics/weather/?ar_a=1

• Landform maps and models

• Climate regions maps

• Temperature, humidity, pressure and precipitation graphs and data collection

• Density and buoyancy labs

• Sea Floor maps, models and diagrams

• Plate tectonics animations

• http://www.nature.nps.gov/geology/usgsnps/animate/pltecan.html

• Grand Canyon rock layer diagrams and models-

http://www.nps.gov/grca/naturescience/geologicformations.htm



JUNE 2014

SCIENCE MS

PAGE 71


3.01 ESS3-1 M 8.9B

3.02 ESS3-A A 7.8C

3.03 ESS3-2 M X 8.10B

3.04 ESS3-B A X7.8A

8.10C

3.05 ESS3-3 M6.7B

7.8C

3.06 ESS3-C A 6.7

3.07 ESS3-4 M X 6.7A



OBJECTIVE

Map the history of natural hazards in a region, and combine an understanding

of related geologic forces to forecast the locations and likelihoods of future

events.

Construct a scientific explanation based on evidence for how the uneven

distribution of Earth's mineral, energy, and groundwater resources are a

result of past and current geoscience processes.

Apply scientific principles to design a method for monitoring and

minimizing human impact on the environment.

Use texts and media to research and evaluate the argument that human

activities have significantly altered the biosphere, sometimes damaging or

destroying natural habitats and causing the extinction of other species.

Changes to Earth's environments can have different impacts for different

organisms.

Analyze and interpret data on natural hazards to forecast future

catastrophic events and explain how the use of Technology has

mitigated their effects.

Construct an argument supported by evidence for how increases in

human population and per-capita consumption of natural resources

impact Earth's systems.

Read texts and use media to research human dependency on Earth's land,

ocean, atmosphere, and biosphere from many different resources and

evaluate arguments regarding the consequences of depletion of non-

renewable resources.


JUNE 2014

SCIENCE MS

PAGE 72




OBJECTIVE

3.08 ESS3-C A6.7B

7.8C

3.09 ESS3-5 M 6.7A

3.10 ESS3-D A 6.7A

Identify the factors that have caused the rise in global temperatures over

the past century and discuss the possible solutions to this problem.


Evaluate the argument that human activities, such as the release of

greenhouse gases from burning fossil fuels are considered to be major factors

in the current rise in Earth's mean surface temperature (global warming).

Debate the effectiveness of technologies and activities engineered to maintain

balance and stability in the environment in light of human population increases

and increased consumption of non-renewable natural resources.


JUNE 2014

SCIENCE MS

PAGE 73

• Hurricane tracking charts and landfall distribution maps• http://www.nhc.noaa.gov/• Tornado strike distribution maps• http://teacher.scholastic.com/activities/wwatch/tornadoes/• Flood Maps• http://www2.epa.gov/education/environmental-education-ee-publications• http://www.cechouston.org/environmental-education-resources/• http://www.sierraclub.org/education/• http://sciencenetlinks.com/collections/earthquakes• http://www.stemeducation.com/• http://www.pbs.org/teachers/stem• Research and debate social justice issues involved in current trends in consumption, distribution, andacquisition technologies of natural resources

• Glacial and sea ice melting research observations and data collection

ARCHDIOCESE OF GALVESTON- HOUSTONJUNE 2014

SCIENCE MSPAGE 74

# Grade

1.06 6

1.11 6

1.12 6

3.02 6

3.03 6

3.05 6

3.06 6

3.07 6

1.02 6

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical change has occurred. Gather information to describe that synthetic materials come ARCHfrom natural resources and impact society.

SCIENCE BENCHMARKS MIDDLE SCHOOL VALIDATION

Introduced/MasteredPS1: MATTER AND INTERACTIONS

Develop models to describe the atomic composition of simple molecules and extended structures.

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

PS3: ENERGYConstruct and interpret graphical displays of data to describe therelationship pattern between the kinetic energy to the mass of an object and to the speed of the object .Develop a model to describe that when the arrangement of objectsinteracting at a distance changes, different amounts of potential energy are stored in the system.Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to and from an object.


OBJECTIVE


SCIENCE MSPAGE 75

# Grade


Introduced/MasteredOBJECTIVE

2.08 6

1.04 6

1.09 6

2.02 6

2.06 6

3.05 6

3.07 6

3.09 6

LS1: ECOSYSTEMS: INTERACTIONS, ENERY AND DYNAMICSConstruct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Develop and use a model to describe the role of gravity in the motionswithin galaxies and the solar system.


Apply scientific principles to design a method for monitoring andminimizing human impact on the environment.

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Identify the factors that have caused the rise in global temperatures overthe past century and discuss the possible solutions to this problem.



Explain how the geologic time scale is used to organize Earth's 4.6 billion year history.

Develop and use a model to describe the total number of atoms in achemical reaction does not change and mass is conserved.

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.


SCIENCE MSPAGE 76

# Grade



1.04 7

1.06 7

2.02 7

2.04 7

2.06 7

2.10 7

3.03 7

Construct an explanation that predicts patterns of interactions amongorganism across multiple ecosystems.

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Develop and use a model to describe the function of a cell as a whole andthe way parts of cells contribute to the function.

Use argument supported by evidence to show how the body is a system of interacting subsystems composed of groups of cells.

LS1: ECOSYSTEMS: INTERACTIONS, ENERY AND DYNAMICS

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.


Evaluate competing design solutions for maintaining biodiversity andecosystem services. Examples could include water purification, nutrient recycling, and prevention of soil erosion.

LS3: HEREDITY: INHERITANCE AND VARIATION OF TRAITSDevelop and use a model to describe why structural changes to genes(mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of theorganism.


SCIENCE MSPAGE 77

# Grade



3.07 7

4.07 7

4.11 7

2.03 7


Recognize that in sexually reproducing organisms each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each.


Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individual’s probability of surviving and reproducing in a specific environment.

Construct an explanation based on evidence for how geoscienceprocesses have changed Earth's surface at varying time and spatialscales.



SCIENCE MSPAGE 78

# Grade



1.13 8

1.15 8

1.16 8

2.02 8

2.04 8

2.10 8

2.12 8

2.13 8

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

PS2: MOTION AND STABILITY: FORCES AND INTERACTIONConduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Plan an investigation to provide evidence that the change in an object’smotion depends on the sum of the forces on the object and the mass of the object.Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Construct and present arguments using evidence to support the claim that gravitational interactions are attracted and depend on the masses of interacting objects.

Develop and use a model to describe the total number of atoms in achemical reaction does not change and mass is conserved.

Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

PS2: MOTION AND STABILITY: FORCES AND INTERACTIONApply Newton’s Third Law to design a solution to a problem involving themotion of two colliding objects.



SCIENCE MSPAGE 79

# Grade



4.01 8

4.02 8

4.03 8

4.04 8

4.05 8

4.06 8

4.07 8

4.08 8

4.09 8

4.10 8

4.11 8

PS4: WAVES AND THEIR APPLICATION IN TECHNOLOGIES FOR INFORMATION TRANSFERDescribe the types of electromagnetic waves that travel from the Sun to the Earth.

Describe how sound waves travel through matter.

Identify the properties of light waves.

Describe the electromagnetic spectrum.

PS4: WAVES AND THEIR APPLICATION IN TECHNOLOGIES FOR INFORMATION TRANSFERDescribe how sound waves are produced.

Explain how waves change direction when they move from one material into another.

Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Integrate qualitative scientific and technical information to support theclaim that digital signals are a more reliable way to encode and transmit information, than analog signals.

Explore how different wavelengths of the electromagnetic spectrum, suchas light and radio waves, are used to gain information about distances and properties of components in the universe.

Use mathematical representatives to describe a simple model for wavesthat includes how the amplitude of a wave is related to the energy in a wave.

Explain the relationship between waves, energy, and matter.


SCIENCE MSPAGE 80

# Grade



4.02 8

4.04 8

4.05 8

4.09 8

1.01 8

1.07 8

Develop and use a model of the Earth-sun-moon system to describe thecyclic patterns of lunar phases, eclipses of the sun and moon, andseasons.

Analyze and interpret data to determine scale properties of objects in thesolar system.

Gather and synthesize information about the technologies that havechanged the way humans influence the inheritance of desired traits inorganism.


Analyze and interpret data for patterns in the fossil record that documentthe existence, diversity, extinction, and change of life forms throughout thehistory of life on Earth under the assumption that natural laws operate todayas in the past.

Apply scientific ideas to construct an explanation for the anatomicalsimilarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.



SCIENCE MSPAGE 81

# Grade



2.08 8

2.12 8

2.15 8

3.01 8

3.03 8

Develop and use a model to describe how unequal heating and rotation ofthe Earth cause patterns of atmospheric and oceanic circulation thatdetermine regional climates.

Develop a model to describe the cycling of water through Earth's systemsdriven by energy from the sun and the force of gravity.

Collect data to provide evidence that motions and complex interactions ofair masses change weather conditions.


Construct a scientific explanation based on evidence for how the uneven distribution of Earth's mineral, energy, and groundwater resources are a result of past and current geoscience processes.

Analyze and interpret data on natural hazards to forecast futurecatastrophic events and explain how the use of Technology has mitigatedtheir effects.


MS-PS1-a MS-PS2-c PS2-C MS-PS2-f

MS-PS1-b MS-PS2-d MS-LS1-l

MS-PS1-c MS-PS2-e MS-LS1-m

MS-PS1-d MS-PS3-f MS-LS2-c

MS-PS1-e MS-PS3-g MS-LS2-g

MS-PS1-g MS-PS4-a MS-LS4-i

MS-PS2-a MS-PS4-c MS-LS2-i

MS-PS2-b MS-PS4-b LS2.D MS-LS2-h

MS-PS3-a PS4.C MS-PS4-d MS-LS4-a

MS-PS3-b MS-LS1-a MS-LS4-c

MS-PS3-c MS-LS1-b MS-LS4-b

MS-PS3-d MS-LS1-c MS-LS4-d

MS-PS1-c MS-LS1-d MS-LS4-e

MS-PS3-c MS-LS1-i MS-LS4-f

MS-PS3-d MS-LS1-h MS-LS4-g

MS-PS3-e MS-LS3-a MS-LS4-f

PS3.C MS-PS3-b MS-LS1-g MS-LS4-h

MS-PS4-a MS-LS1-j MS-LS4-i

MS-PS4-c MS-LS2-e MS-LS4-j

MS-PS4-b MS-LS2-f MS-ESS1-g

MS-LS2-a MS-LS1-k MS-ESS1-f

MS-LS2-d MS-LS2-e MS-ESS1-o

MS-ESS1-a MS-LS2-f MS-ESS2-e

MS-ESS1-b MS-LS1-k MS-ESS2-f

MS-ESS1-d MS-LS3-a MS-ESS2-m

MS-ESS2-d MS-LS3-b MS-ESS2-n

MS-ESS3-f MS-LS3-a MS-ESS2-h

MS-ESS2-e MS-LS3-b MS-ESS2-i

MS-ESS2-f MS-ESS1-a MS-ESS2-j

MS-ESS2-a MS-ESS1-b MS-ESS2-o

MS-ESS2-b MS-ESS1-c MS-ESS2-p

MS-ESS2-c MS-ESS1-e MS-ESS3-c

MS-ESS2-h ESS2.B MS-ESS3-f MS-ESS3-d

MS-ESS2-i MS-ESS3-e

MS-ESS2-j MS-ESS2-g

MS-ESS2-b MS-ESS3-g

MS-ESS2-k MS-ESS3-h

MS-ESS2-l MS-ESS3-j

MS-ESS1-a MS-ESS3-i

MS-ESS1-b MS-ESS3-k

MS-ESS3-e

MS-ESS3-k

MSESS3-e

PS1.A

PS1.B

PS2.A

PS3.B

PS3.A

PS4.A

LS2.A

ESS1.B

ESS2.A

ESS2.C

ESS1.A

LS1-D

LS2-C

LS4.A

LS4.B

LS4.C

LS4.D

ESS2.E

ESS3.A

LS1.B

LS1.C

LS2.B

LS3.A

LS3.B

PS2.B

PS3.D

ESS3.B

ESS3.C

ESS3.D

ESS1.C

ESS2.D

PE shared across

more han one

course because a

component idea is

divided between

courses.

PE appears in

more than one

course and it is

connected to

more than one

DCI component

idea in the same

course.

Conceptual Understanding Model (6-8)

KEYPE appears in

more than one

DCI in the same

course.

PS4.B

LS1.A

Course 1

Grade 6 Grade 7

Course 2

Grade 8

Course 3


SCIENCE CURRICULUM GENERAL RESOURCES PAGE 82

Suggested Science Websites • Steven Spangler http://www.stevespanglerscience.com• Science of Everyday Life http://scienceofeverydaylife.discoveryeducation.com/students/• Classifying http://sciencenetlinks.com/interactives/Classifications.swf• Magic School Bus http://www.scholastic.com/magicschoolbus/• PBS http://www.pbs.org/topics/science-nature/• Sid the Science Kid http://pbskids.org/sid/• EdHeads http://edheads.org• Smithsonian National Zoo http://nationalzoo.si.edu/default.cfm• Exploratorium http://www.exploratorium.edu/• Discovery Education http://streaming.discoveryeducation.com/index.cfm• Enchanted Learning http://www.enchantedlearning.com/• Houston Zoo http://www.houstonzoo.org/• Houston Arboretum http://www.houstonarboretum.org/• BBC Bitesize http://www.bbc.co.uk/bitesize/ks2/science• BBC Science Clips http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml• Internet Public Library http://www.ipl.org/div/kidspace• National Geographic Kids http://kids.nationalgeographic.com/kids/• Science-Class.net http://science-class.net• Scijinks http://scijinks.jpl.nasa.gov//• American Chemical Society http://portal.acs.org• Magnet Games http://www.magnetgames.net/magnetism.html• NeoK12 videos http://www.neok12.com/• Science A-Z http://www.sciencea-z.com• Science for Kids http://www.sciencekids.co.nz• Crickweb http://www.crickweb.co.ik/ks2science.html and http://www.crickweb.co.uk/ks1science.html• Amazing Animal Webcams http://www.livebinders.com/play/play//66972?present=true

ARCHDIOCESE OF GALVESTON-HOUSTON JANUARY 2014


http://www.stevespanglerscience.com/

http://scienceofeverydaylife.discoveryeducation.com/students/

http://sciencenetlinks.com/interactives/Classifications.swf

http://www.scholastic.com/magicschoolbus/

http://www.pbs.org/topics/science-nature/

http://pbskids.org/sid/

http://edheads.org/

http://nationalzoo.si.edu/default.cfm

http://www.exploratorium.edu/

http://streaming.discoveryeducation.com/index.cfm

http://www.enchantedlearning.com/

http://www.houstonzoo.org/

http://www.houstonarboretum.org/

http://www.bbc.co.uk/bitesize/ks2/science

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

http://www.ipl.org/div/kidspace

http://kids.nationalgeographic.com/kids/

http://science-class.net/

http://scijinks.jpl.nasa.gov/

http://portal.acs.org/

http://www.magnetgames.net/magnetism.html

http://www.neok12.com/

http://www.sciencea-z.com/

http://www.sciencekids.co.nz/

http://www.crickweb.co.ik/ks2science.html

http://www.crickweb.co.uk/ks1science.html

http://www.livebinders.com/play/play/66972?present=true

Grades K-2 • http://www.brainpopjr.com/• http://www.science-class.net/• http://www.sciencea-z.com• http://www.bbc.co.uk/schools/websites/4_11/topic/science.shtml• http://www.scholastic.com/magicschoolbus/• http://streaming.discoveryeducation.com/index.cfm• http://sciencenetlinks.com/interactives/Classification.swf• http://nationalzoo.si.edu/default.cfm• http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml• http://www.neok12.com/

Additional Sites • http://www.howstuffworks.com/cell-phone5.htm• http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm• http://www.kidsdiscover.com/blog/teacherresources/science-backyard-food-webs-kids/• http://www.ehow.com/about_6327721_animal-instinct-vs_-learned-behavior.html• http://www.brainpop.com/science/ecologyandbehavior/behavior/preview.weml• http://home.roadrunner.com/~grazier/PDF/TBSE.pdf• http://classroom.jc-schools.net/sci-units/earth.htm#4• http://ga.water.usgs.gov/edu/watercycle-kids.html• http://www.kidzone.ws/water/• http://www.mhschool.com/science/2005/student/• http://education.nationalgeographic.com/archive/xpeditions/lessons/• http://oceanexplorer.noaa.gov/edu/learning/player/



http://www.brainpopjr.com/

http://www.science-class.net/

http://www.sciencea-z.com/

http://www.bbc.co.uk/schools/websites/4_11/topic/science.shtml

http://www.scholastic.com/magicschoolbus/

http://streaming.discoveryeducation.com/index.cfm

http://sciencenetlinks.com/interactives/Classification.swf

http://nationalzoo.si.edu/default.cfm

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

http://www.neok12.com/

http://www.howstuffworks.com/cell-phone5.htm

http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm

http://www.kidsdiscover.com/blog/teacherresources/science-backyard-food-webs-kids/

http://www.ehow.com/about_6327721_animal-instinct-vs_-learned-behavior.html

http://www.brainpop.com/science/ecologyandbehavior/behavior/preview.weml

http://home.roadrunner.com/%7Egrazier/PDF/TBSE.pdf

http://classroom.jc-schools.net/sci-units/earth.htm%234

http://ga.water.usgs.gov/edu/watercycle-kids.html

http://www.kidzone.ws/water/

http://www.mhschool.com/science/2005/student/

http://education.nationalgeographic.com/archive/xpeditions/lessons/15/g68/hazards.html?ar_a=1

http://oceanexplorer.noaa.gov/edu/learning/player/

HIGHLIGHTS OF THE CHURCH’S SOCIAL TEACHING

The Church’s social teaching is the definitive medium that the Church uses to address issues plaguing modern society and to give direction on what ought to be proper conduct. These teachings are commonly embedded in papal documents, conciliar texts as well as the teachings of Episcopal conferences. Some of the most compelling social teachings that have received so much buzz and publicity are highlighted below.

Life and Dignity of the Human Person The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. This belief is the foundation of all the principles of our social teaching. In our society, human life is under direct attack from actions such as abortion and euthanasia which undermine the dignity of the human person. Other issues that are infringing on human life include cloning, embryonic stem cell research as well as the use of the death penalty. Issues of war and wanton aggression have also reached unprecedented proportions and the Catholic Church is constantly admonishing all stakeholders to use peaceful means of resolving their differences. It is the position of the Church that every person is precious, that people are more important than things, and the measure of every institution is whether it threatens or enhances the life and dignity of the human person.

Call to Family, Community, and Participation The person is not only sacred but also social. The measure by which our society is organized, notably in economics and politics, in law and policy – directly affects human dignity and the capacity of individuals to grow in community. The Church holds that marriage and family are the central social institutions that must be supported and strengthened, not undermined. Moreover, the church teaches that people have a right and a duty to participate in society, seeking together the common good and well-being of all, especially the poor and vulnerable

Rights and Responsibilities The Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding to these rights are duties and responsibilities-to one another, to our families, and to the larger society.

Options for the Poor and Vulnerable A basic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment (Mt 25:31-46) and instructs us to put the needs of the poor and vulnerable first.

The Dignity of Work and the Rights of Workers The economy exists to serve people and not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected – the right to productive work, to decent and fair wages, to organizations and joining of unions, to private property, and to economicinitiative.

Solidarity The world is made up of one huge human family whatever our national, racial, ethnic, economic, and ideological differences. We are our brothers and sisters keepers, wherever they may be. Loving our neighbor has global implications in a shrinking world. At the core of the virtue of solidarity is the pursuit of justice and peace. Pope Paul VI taught that if you want peace, work for justice. The Gospel calls us to be peacemakers. Our love for all our sisters and brothers demands that we promote peace in a world surrounded by violence and conflict.

Care for God’s Creation We show our respect for the Creator by our stewardship of creation. Care for the earth is not just an Earth Day slogan, it is a requirement of our faith. We are called to protect people and the planet, living our faith in relationship with all God’s creation. This environmental challenge has fundamental moral and ethical dimensions that cannot be ignored.

ASSESSMENT

Assessment is a means of measuring performance. It illustrates how well we are accomplishing our stated mission, goals, and objectives to educate and form the whole person. Through an integrated system of standards and of multiple forms of evaluation, assessment measures:

• beliefs, attitudes and behaviors, which are expressions of our Catholic identity;• content knowledge• student achievement (individual and group) ; and the• learning and teaching environment

(NCEA’S Statement on Accountability and Assessment in Catholic Education)

Assessments of students should match the learning outcome or goal. In all classrooms, a variety of assessments, both objective and subjective, should be used to enhance learning and measure progress. Assessments are both instructional tools for students while they are learning and accountability tools to determine if learning has occurred.

Summative assessments are MILEPOSTS while formative assessments are CHECKPOINTS. Milepost/Summative assessments are designed initially by a teacher for each course and reflect where you want your students to be at end of unit. It is a measure OF learning designed to determine degree of mastery of each student...it judges the success of the process/product at the end.

Checkpoint/Formative assessments are designed to prepare students for the milepost assessment; they direct instruction and ensure students have the appropriate practice opportunities before the summative assessment. They are stops along the way. Results are used to direct instruction and/or to plan corrective activities.

FORMATIVE SUMMATIVE

PURPOSE To monitor and guide process/product while still in progress

To judge the success of process/product at the end (however arbitrarily defined)

TIME OF ASSESSMENT During the process or development of the product

At the end of the process or when the product is completed

TYPES OF ASSESSMENT Informal observations, quizzes, homework, teacher questions, worksheets

Formal observations, tests, projects, term papers, exhibitions

USE OF ASSESSMENT INFORMATION

To improve or change a process/ product while it is still going on or being developed

Judge the quality of a process/ product; grade, rank, promote


SCIENCE CURRICULUM ASSESSMENT PAGE 87

FORMS OF ASSESSMENT: ** See page 201

Criterion Referenced (CRA):

(Paper/Pencil Tests/Quizzes)

♦ Multiple Choice♦ Matching Items♦ Completion Items♦ Short Answer♦ Essay Style♦ Visual Representation♦ Standardized Tests (ITBS/CogAT –Grades 2-7)♦ Teacher/text created tests (Written or oral)♦ Fluency tests♦ Teacher or text generated check lists of skills

Performance Assessment (PA):

Student formal and informal presentations across the curriculum using rubrics, checklists, rating scales, anecdotal records:

♦ Recitations, reading, retellings, speeches, debates, discussions, video or audio performances♦ Written work across the curriculum♦ Cooperative group work (students are assessed individually, never as a group)♦ Story, play, poem, paragraph(s), essay, research paper♦ Spelling bees♦ Poetry recitals♦ Oratorical Competitions♦ Classroom performance/demonstration (live or taped)♦ Parent/Teacher/Student conferences



Performance Assessment (PA) continued:

♦ Presentations (live or taped)♦ Oral, dance, visual (photos or video)♦ Seminars♦ Projects♦ Anecdotal records♦ Application of Standard English in daily written and oral work across the curriculum (including notebooks,

journals, blogs, responses to questions)♦ Teacher observation of student activities across the curriculum♦ Oral reading♦ Informal and formal inventories♦ Daily work♦ Student spelling in written work♦ Notebook checks♦ Portfolios

Independent (IA):

♦ Teacher observation♦ Teacher-student conference♦ Student self-correction and reflection on learning and performance♦ Student self-assessment of goals♦ On-line programs that allow students to self-assess♦ Instructional questions♦ Questionnaires♦ Response Journals♦ Learning Logs♦ Oral tests/exams

**Used with permission from the Archdiocese of Hartford.



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