Foxborough Regional Charter School
PHYSICAL SCIENCE
GRADE 6
2015 – 2016 Curriculum Map
5 PS Objectives Met in Grade 6/16 Total Objectives Grades 6-8
15 LS Objectives Met in Grade 6/18 Total Objectives Grades 6-8
11 ES Objectives Met in Grade 6/12 Total Objectives Grades 6-8
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Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able
to do by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our
curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at
FRCS and beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum
articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior
to entering this grade and what he or she will master upon promotion to the next grade level.
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Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or
skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students
should master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next
page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and
you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
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Vertical Articulation by Standards
Science: 2015-2016SY
Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Earth Materials
ES1
ES2
ES1, ES2
ES1, 3, 4
ES2-5
ES1-5
ES2
Weather
ES3
ES3
ES3
ES7, 9
ES6
ES6, 7, 9
Earth/Solar System
ES4
ES4
ES 13, 15
ES13-15
ES13-15
ES5
ES10, 11
ES10, 11
ES10, 11
ES3, 4
ES3
ES12
ES12
ES12
ES5, 6
ES5, 7
ES1
ES1
Earth Science (ES)
Patterns
ES5
Earth History
Mapping
ES8-12
ES2
ES9-11
ES10, 12
Life Science (LS)
Living Things
LS1-3, 7
Heredity
LS1, 3, 6
LS1-3, 6-8
LS4
LS4
Evolution
LS5
LS1-3, 11
LS6, 8, 9
1, 2, 4, 11
LS6, 8, 9
LS1-4, 11
LS6, 8, 9
Environment
LS13
LS13
LS13
LS7-9
LS7-9
LS7
LS10, 12
LS10-11
LS10, 12
LS14-16
Classification
Systems
Cells
LS14
LS1
LS1
LS17, 18
LS5, 6
LS2-4
LS2-4
LS6, 17
Physical Science (PS)
Properties
PS1
Matter
PS1
PS1
PS1
PS1
PS1
PS2
PS2
PS2
PS2, 3
PS2, 3
4, 7, 9-10
4-5, 7-10
PS4-12
Energy
Motion
PS3
PS4
PS13, 14
PS3-5
Elements
PS6, 8, 10
4
PS1-4
PS1, 4
PS14
PS13-16
PS11, 12
PS11, 12
PS5-10
PS6, 8, 10
Tech.Eng. (TE)
Materials and Tools
Design
TE1.1, 1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE2.2
TE2.1
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1-2.6
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Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
 The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
 Each unit has the following elements and each element is described on the following pages
 Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
Mapping Earth
Unit 2
How are Earth’s Surface Features Measured and Modeled?
State Standard
Earth Science (6-8) #1:
Recognize, interpret, and
be able to create models
of the earth’s common
physical features in
various mapping
representations, including
contour maps.
Student Learning objective(s)
1.
2.
Show how a map can help
determine a location.
Compare and contrast the
different map projections that
represent the earth’s surface.
Required vocabulary
Map view
Profile view
Map legend
Map scale
Longitude
Latitude
Time zone
International Date Line
6
Learning Plan:
Activities, Resources & Experiences
Text p. 8-17
Laboratory Activity – ‘X’ Marks the Spot from Latitude and
Longitude
Essay – What’s my Favorite Map Projection if I’m a ____?
(Pick a Career; ex. Architect, Truck Driver, Astronaut, etc.)
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable
objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor
should communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the
student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus
instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between
our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’
core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the
minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your
students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning
objectives for a given standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently
measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the
objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of
that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or
demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student
demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard
itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in
development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school
system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be
found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with
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follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching
activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently
communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning
objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and
thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to
compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also
greater; perhaps an open response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will
be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s
Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly
identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and
experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides
instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our
curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate
an instructional approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and
classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students
achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,
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ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and
improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader
any time!
Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and
within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than
memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of
these words and the underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,
this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the
essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to
you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential
question as an open response question at the end of each unit.
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Methods of Science
Unit 1
What Processes do Scientist Use When They Perform Scientific Investigations?
State Standard
Student Learning objective(s)
SIS1. Make
observations, raise
questions, and
formulate hypotheses.
• Observe the world from
a scientific perspective.
• Pose questions and form
hypotheses based on
personal observations,
scientific articles,
experiments, and
knowledge.
• Read, interpret, and
examine the credibility
and validity of scientific
claims in different
sources of information,
such as scientific articles,
advertisements, or media
stories.
1.
2.
SIS2. Design and
conduct scientific
investigations.
• Employ appropriate
methods for accurately
and consistently
o making observations
o making and recording
1.
3.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Define scientific inquiry.
Compare and contrast scientific
laws and scientific theories.
Compare and contrast a fact and
an opinion.
Science
Observation
Inference
Hypothesis
Prediction
Technology
Scientific theory
Scientific law
Critical thinking
NOS 4-11
Outline – The Element of Scientific Inquiry
Venn Diagram – Scientific Laws and Scientific Theories
Research – Scientific Fact and Scientific Opinion
Summarize why it is important
for scientists to use the
International System of Units.
Appraise what causes
measurement uncertainty.
Define mean, median, mode, and
Description
Explanation
International System of Units
Significant digits
NOS 12-19
Persuasive Essay – The Importance of ISS
Laboratory Investigation – Measurement
Laboratory Data Table – Measurement with mean,
median, mode, and range
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range.
measurements at
appropriate levels of
precision
o collecting data or
evidence in an organized
way
• Properly use
instruments, equipment,
and materials (e.g.,
scales, probe ware, meter
sticks, microscopes, and
computers) including setup, calibration (if
required), technique,
maintenance, and storage.
SIS3. Analyze and
interpret results of
scientific investigations.
• Present relationships
between and among
variables in appropriate
forms.
o Represent data and
relationships between and
among variables in charts
and graphs.
• Use mathematical
operations to analyze and
interpret data results.
• Assess the reliability of
data and identify reasons
for inconsistent results,
such as sources of error
or uncontrolled
conditions.
• Use results of an
experiment to develop a
conclusion to an
investigation that
1.
2.
Synthesize the concepts of
independent and dependent
variables.
Defend how scientific inquiry is
used in a real-life scientific
investigation.
Variable
Independent variable
Dependent variable
11
NOS 20-27
Laboratory Investigation – Hypothetical Laboratory with
independent and dependent variables
Interdisciplinary Research and Debate – Scientific Inquiry
in Famous Investigations (Ex: Who Really Discovered the
New World; the Vikings, Columbus, or Someone Else?)
Owl Pellet Laboratory
Unit Assessment
addresses the initial
questions and supports or
refutes the stated
hypothesis.
• State questions raised
by an experiment that
may require further
investigation.
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Mapping Earth
Unit 2
How are Earth’s Surface Features Measured and Modeled?
State Standard
Student Learning objective(s)
Earth Science (6-8) #1:
Recognize, interpret, and
be able to create models
of the earth’s common
physical features in
various mapping
representations, including
contour maps.
3.
Earth Science (6-8) #1:
Recognize, interpret, and
be able to create models
of the earth’s common
physical features in
various mapping
representations, including
contour maps.
1.
4.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Show how a map can help
determine a location.
Compare and contrast the
different map projections that
represent the earth’s surface.
Map view
Profile view
Map legend
Map scale
Longitude
Latitude
Time zone
International Date Line
Text p. 8-17
Laboratory Activity – ‘X’ Marks the Spot from Latitude and
Longitude
Essay – What’s my Favorite Map Projection if I’m a ____?
(Pick a Career; ex. Architect, Truck Driver, Astronaut, etc.)
Predict what a topographical
map can tell you about the shape
of the earth’s surface.
Interpret from a geologic map
about the rocks near the earth’s
surface.
Synthesize how modern
technology is used in
mapmaking.
Topographic map
Elevation
Relief
Contour line
Contour interval
Slope
Geologic map
Cross section
Remote sensing
Text p. 18-28
Laboratory Activity – Topographic Maps; How to Travel
Across The Presidential Range of New Hampshire Without
Climbing Uphill
Group Presentation – Geologic Maps; Where Should I
Build my House?
Research and Essay – Mapmaking and Modern
Technology
Unit Assessment
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Earth in Space
Unit 3
Where is Earth in the Universe and how is Earth Related to Other Objects in the Universe?
State Standard
Earth Science (6-8) #11:
Explain how the tilt of
the earth and its
revolution around the sun
result in an uneven
heating of the earth,
which in turn causes the
seasons.
Student Learning objective(s)
1.
2.
3.
1.
2.
3.
Learning Plan:
Activities, Resources & Experiences
Summarize the cause of seasons
found on earth.
Evaluate the Moons’ affect on
the Earth.
Compare and contrast solar and
lunar eclipses.
Revolution
Rotation
Equinox
Solstice
Waxing
Waning
Tide
Eclipse
Text p. 40-47
Model – The Earth’s and Sun’s Position for each Season
Essay – Why Should I Surf on a Neap Tide and How is This
Tide Created?
Poster Visual – The Sun, Earth, and Moon during Solar and
Lunar Eclipses
Summarize how gravity
influences the shape and motion
of objects in the solar system.
Outline the various objects in the
solar system (planets, moons,
etc.).
Compare and contrast earth with
other objects in the solar system.
Planet
Dwarf planet
Moon
Asteroid
Comet
Meteoroid
Meteor
Text p. 50-55
Demonstration Launch Lab and Observation Essay – How
Does Rotation Affect Shape? (Teacher Text p. 51)
Outline – Objects in the Solar System
Summary Table – Inner and Outer Planets (distance from
sun, atmosphere, unique characteristics)
Earth Science (6-8) #9:
Describe lunar and solar
eclipses, the observed
moon phases, and tides.
Relate them to the
relative positions of the
earth, moon, and sun.
Earth Science (6-8) #8:
Recognize that gravity is
a force that pulls all
things on and near the
earth toward the center of
the earth. Gravity plays a
major role in the
formation of the planets,
stars, and solar system
and in determining their
motions.
Required vocabulary
Earth Science (6-8)
14
#12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
Earth Science (6-8) #10:
Compare and contrast
properties and conditions
of objects in the solar
system (i.e., sun, planets,
and moons) to those on
Earth (i.e., gravitational
force, distance from the
sun, speed, movement,
temperature, and
atmospheric conditions).
Earth Science (6-8) #12:
Recognize that the
universe contains many
billions of galaxies, and
that each galaxy contains
many billions of stars.
1.
2.
3.
4.
Evaluate the different aspects of
stars.
Compare and contrast our Sun
with other stars.
Identify Earth’s location in the
universe.
Summarize the structure of the
universe.
Star
Light year
Galaxy
Big Bang theory
15
Text p.58-62
Outline – Stars; Characteristics and Types
Venn Diagram – Our Sun versus Other Stars
Diagram – Where is Earth in the Universe?
Research and Essay – The Big Bang Theory
Unit Assessment
Our Planet - Earth
Unit 4
How Can You Describe Earth?
State Standard
Earth Science (6-8) #4:
Explain the relationship
among the energy
provided by the sun, the
global patterns of
atmospheric movement,
and the temperature
differences among water,
land, and atmosphere.
Student Learning objective(s)
1.
2.
3.
4.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Evaluate the composition and
structure of the atmosphere.
Summarize the distribution of
water in the hydrosphere.
Outline the systems of the Earth.
Evaluate the composition and
structure of the geosphere.
Biosphere
Atmosphere
Hydrosphere
Groundwater
Geosphere
Mineral
Rock
Text p.74-83
Bar Graph – Gases of the Atmosphere
Essay – Which Layers of the Atmosphere Could I Survive
In Wearing Just a Winter Coat, Mittens, and a Hat?
Outline – The Systems of the Earth
Essay – What Items of the Geosphere Do You Have in
Your Backpack?
Evaluate how the water cycle
demonstrates interactions of all
of the Earth’s systems.
Evaluate how weather
demonstrates interactions of all
of the Earth’s systems.
Evaluate how the rock cycle
demonstrates interactions of all
Water cycle
Evaporation
Transpiration
Condensation
Precipitation
Weather
Climate
Rock cycle
Text p. 86-94
Flow Chart – The Water Cycle
Table – Weather Log of the Last Five (5) Days
Research and Essay – The Systems that Affect our Climate
in Massachusetts
Research and Essay – The Processes that Have Changed
the Rocks in Massachusetts
Unit Assessment
Earth Science (6-8) #2:
Describe the layers of the
earth, including the
lithosphere, the hot
convecting mantle, and
the dense metallic core.
Earth Science (3-5) #10:
Describe how water on
earth cycles in different
forms and in different
locations, including
underground and in the
atmosphere.
Earth Science (3-5) #8:
1.
2.
3.
16
Describe how global
patterns such as the jet
stream and water currents
influence local weather in
measurable terms such as
temperature, wind
direction and speed, and
precipitation.
of the Earth’s systems.
Uplift
Earth Science (3-5) #3:
Identify the three
categories of rocks
(metamorphic, igneous,
and sedimentary) based
on how they are formed,
and explain the natural
and physical processes
that create these rocks.
17
Earth’ Dynamic Surface
Unit 5
What Processes Change Earth’s Surface?
State Standard
Earth Science (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
formation of mountains
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).
Earth Science (6-8) #3:
Student Learning objective(s)
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Interpret the theory of plate
tectonics.
Compare and contrast divergent,
convergent, and transform plate
boundaries.
Evaluate the causes of the
movement of tectonic plates on
the earth’s surface.
Plate tectonics
Lithosphere
Asthenosphere
Divergent boundary
Convergent boundary
Subduction
Transform boundary
Convection
Text p. 106-111
Launch Lab – How can Movement Deep Within Earth
Change its Surface? (Teacher text p. 107)
Playing Card Models – Demonstrate What the Plates Can
Do!
Venn Diagram – Divergent, Convergent, and Transform
Plate Boundaries.
Poem – Riding The North American Plate; Crunch, Grind,
Splat, Ouch!
Predict where most earthquakes
will occur this year.
Synthesize the relationship
between landforms and plate
tectonics.
Predict where most volcanoes
Earthquake
Fault
Magmas
Lava
Volcano
Mid-Ocean range
Text p. 114-121
Essay – Where are the Monster Earthquakes (or The
Plates Tell the Tale!)?
Game – Name that Landform; How did it get that way?
Research and Essay – The Volcanos and Eruptions of the
Pacific Rim in the Last 100 Years
Differentiate among
radiation, conduction, and
convection, the three
mechanisms by which
heat is transferred
through the earth’s
system.
Earth Science (6-8) #5:
Describe how the
movement of the earth’s
crustal plates causes both
slow changes in the
earth’s surface (e.g.,
1.
2.
3.
18
formation of mountains
and ocean basins) and
rapid ones (e.g., volcanic
eruptions and
earthquakes).
Earth Science (6-8) #6:
Describe and give
examples of ways in
which the earth’s surface
is built up and torn down
by natural processes,
including deposition of
sediments, rock
formation, erosion, and
weathering.
4.
1.
2.
can be found.
Evaluate how plate movement
forms mountains.
Compare and contrast physical
and chemical weathering.
Evaluate how water, ice, and
wind change the earth’s surface.
Group Activity – Mountain Majesty (Teacher text p. 121)
Weathering
Sediment
Physical weathering
Chemical weathering
Erosion
Deposition
Mass wasting
Glacier
19
Text p. 124-130
Venn Diagram – Physical and Chemical Weathering
Table – The Effect of Water, Ice, and Wind on the Earth’s
Surface
Unit Assessment
Life’s Classification and Structure
Unit 6
How is the Classification of Living Things Related to the Structure of Their Cells?
State Standard
Life Science (6-8) #1:
Classify organisms into
the currently recognized
kingdoms according to
characteristics that they
share. Be familiar with
organisms from each
kingdom.
Life Science (6-8) #3:
Compare and contrast
plant and animal cells,
including major
organelles (cell
membrane, cell wall,
nucleus, cytoplasm,
chloroplasts,
mitochondria, vacuoles).
Life Science (6-8) #4:
Student Learning objective(s)
1.
2.
3.
1.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Summarize the characteristics of
a living organism.
Predict the needs of a living
organism.
Appraise the way that living
organisms are classified.
Autotroph
Heterotroph
Habitat
Binomial nomenclature
Taxon
Text p. 188-195
Outline – The Characteristics of a Living Organism
Web – The Needs of a Living Organism
Group Activity – Class Taxon Mnemonic
Illustrate and outline the parts of
a cell.
Summarize how the various parts
of a cell enable the organism to
survive.
Prokaryotic cell
Eukaryotic cell
Cytoplasm
Mitochondria
Text p. 198-204
Diagram/Outline – Parts of a Cell
Essay – Cell Parts and Survival
Unit Assessment
Recognize that within
cells, many of the basic
functions of organisms
(e.g., extracting energy
from food and getting rid
of waste) are carried out.
The way in which cells
function is similar in all
20
living organisms.
21
Inheritance and Adaptations
Unit 7
How do Inherited Traits Become Adaptations?
State Standard
Life Science (6-8) #7:
Recognize that every
organism requires a set of
instructions that specifies
its traits. These
instructions are stored in
the organism’s
chromosomes. Heredity
is the passage of these
instructions from one
generation to another.
Student Learning objective(s)
1.
2.
3.
4.
Summarize the concept of
inheritance.
Evaluate the role of genes in
inheritance.
Predict the role of environmental
factors in influencing genetic
traits.
Assess how mutations influence
genetic traits.
Required vocabulary
Trait
Inheritance
Gene
Genotype
Phenotype
Mutation
Life Science (6-8) #8:
Recognize that hereditary
information is contained
in genes located in the
chromosomes of each
cell. A human cell
contains about 30,000
different genes on 23
different chromosomes.
Life Science (6-8) #10:
Give examples of ways in
which genetic variation
and environmental factors
are causes of evolution
and the diversity of
22
Learning Plan:
Activities, Resources & Experiences
Text p. 216-222
Web – Individual Student Traits (Hair, Eyes, etc.)
Essay – How did Genes Make Me This Way?
Outline – Environmental Factor Influence on Genetic
Traits
Research and Essay – Mutations and Genetic Traits (ex.
Cystic Fibrosis, Down Syndrome, Hemophilia, Sickle Cell)
organisms.
Life Science (6-8) #18:
Recognize that biological
evolution accounts for the
diversity of species
developed through
gradual processes over
many generations.
Life Science (6-8) #12:
1.
2.
3.
Appraise how mutations cause
variations within a species.
Evaluate how natural selection
leads to adaptation within a
species.
Predict how adaptations may
help species survive in their
environment.
Variation
Adaptation
Natural selection
Selective breeding
Camouflage
Mimicry
Relate the extinction of
species to a mismatch of
adaptation and the
environment.
23
Text p. 224-230
Research and Essay – Pesticides and Deformities in Frogs
th
Research and Essay – The Peppered Moth in 19 Century
Industrial England
Research and Diagram – Examples of Camouflage and
Mimicry
Unit Assessment
Introduction to Plants
Unit 8
What Structures Help Ensure the Survival of Plants, and what is the Function of Each?
State Standard
Life Science (3-5) #2:
Identify the structures in
plants (leaves, roots,
flowers, stem, bark,
wood) that are
responsible for food
production, support,
water transport,
reproduction, growth, and
protection.
Student Learning objective(s)
1.
2.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Judge the structures of a plant
that ensure its survival.
Compare and contrast different
plant types.
Rhizoids
Stomata
Nonvascular plants
Vascular plants
Gymnosperm
Angiosperm
Text p. 242-249
Diagram and Outline – The Structures of a Plant
Venn Diagram – Plant Types
Compare and contrast sexual and
asexual reproduction in plants.
Compare and contrast the life
cycles of seeded and seedless
plants.
Pollination
Dormancy
Pistil
Stamen
Text p. 252-257
Venn Diagram – Sexual and Asexual Reproduction in
Plants
Web – Life Cycles of Seeded and Seedless Plants
Life Science (3-5) #1:
Classify plants and
animals according to the
physical characteristics
that they share.
Life Science (6-8) #9:
Compare sexual
reproduction (offspring
inherit half of their genes
from each parent) with
asexual reproduction
(offspring is an identical
copy of the parent’s cell).
Life Science (3-5) #3:
1.
2.
Recognize that plants and
24
animals go through
predictable life cycles
that include birth, growth,
development,
reproduction, and death.
Life Science (6-8) #16:
Recognize that producers
(plants that contain
chlorophyll) use the
energy from sunlight to
make sugars from carbon
dioxide and water
through a process called
photosynthesis. This food
can be used immediately,
stored for later use, or
used by other organisms.
Life Science (3-5) #9:
1.
2.
3.
Appraise the relationship
between photosynthesis and
cellular respiration.
Summarize the movement of
water and minerals in vascular
and nonvascular plants.
Judge how plants respond to
changes in their environment.
Transpiration
Stimulus
Tropism
Recognize plant
behaviors, such as the
way seedlings’ stems
grow toward light and
their roots grow
downward in response to
gravity…
25
Text p. 260-266
Web – Photosynthesis and Cellular Respiration
Diagram and Outline – The Movement of Water and
Minerals in Vascular and Nonvascular Plants
Table – Plant Responses to Environmental Changes
Unit Assessment
Introduction to Animals
Unit 9
What are Animals, and how are They Classified?
State Standard
Life Science (3-5) #1:
Classify plants and
animals according to the
physical characteristics
that they share.
Student Learning objective(s)
1.
2.
3.
Life Science (6-8) #10:
Classify plants and
animals according to the
physical characteristics
that they share.
Life Science (3-5) #1:
Classify plants and
animals according to the
physical characteristics
that they share.
1.
2.
1.
2.
3.
Learning Plan:
Activities, Resources & Experiences
Judge which characteristics are
common to all animals.
Summarize how scientists group
animals.
Evaluate how animal species are
adapted to their environments.
Bilateral symmetry
Radial symmetry
Asymmetry
Adaptation
Hydrostatic skeleton
Exoskeleton
Endoskeleton
Text p. 278-283
Table – Common Characteristics of All Animals
Game – Classify that Animal!
Research and Essay – Pick an Animal: How Well is it
Adapted to its Environment?
Judge which characteristics are
common to all invertebrates.
Compare and contrast groups of
invertebrates.
Parasite
Mantle
Molting
Metamorphosis
Test p. 286-292
Table – Common Characteristics of All Invertebrates
Web – Groups of Invertebrates
Judge which characteristics are
common to all chordates.
Compare and contrast vertebrate
and invertebrate chordates.
Compare and contrast groups of
vertebrate chordates.
Notochord
Pharyngeal pouch
Gill
Amnion
Ectotherm
Endotherm
Mammary gland
Text p. 294-302
Table – Common Characteristics of All Chordates
Venn Diagram – Vertebrate and Invertebrate Chordates
Venn Diagram – Groups of Vertebrate Chordates
Unit Assessment
Give examples of ways in
which genetic variation
and environmental factors
are causes of evolution
and the diversity of
organisms.
Life Science (3-5) #1:
Required vocabulary
26
Interactions of Life
Unit 10
How do Living Things interact With Each Other and the Environment?
State Standard
Life Science (6-8) #17:
Identify ways in which
ecosystems have changed
throughout geologic time
in response to physical
conditions, interactions
among organisms, and
the actions of humans.
Life Science (6-8) #13:
Give examples of ways in
which organisms interact
and have different
functions within an
ecosystem that enable the
ecosystem to survive.
Life Science (6-8) #14:
Explain the roles and
relationships among
producers, consumers,
and decomposers in the
process of energy transfer
in a food web.
Student Learning objective(s)
1.
2.
3.
1.
2.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Appraise the elements of an
ecosystem.
Compare and contrast the biotic
and abiotic parts of an
ecosystem.
Summarize the ways in which a
population can change.
Ecosystem
Abiotic factor
Biotic factor
Habitat
Population
Community
Population density
Text p. 314-320
Travel Brochure – Design a Vacation in Your Favorite
Ecosystem!
Venn Diagram – The Biotic and Abiotic Parts of an
Ecosystem
Research/Essay and Presentation – The Lesson of Famous
Human Extinctions (Neanderthals, Easter Island, Aztecs,
etc.)
Compare and contrast a niche
and a habitat.
Evaluate the ways in which an
organism can interact within an
ecosystem.
Niche
Competition
Overpopulation
Predation
Symbiosis
Mutualism
Commensalism
Parasitism
Text p. 324-329
Venn Diagram – Niche and Habitat
Concept Map – Predation and Symbiosis
Research and Essay – Invasive Species (Kudzu, Killer Bees,
Snakehead Fish, etc.)
Summarize how matter and
energy move through an
ecosystem.
Appraise how organisms obtain
energy from their environment.
Compare and contrast a food
chain and a food web.
Producer
Consumer
Food chain
Food web
Text p. 332-336
Flow Chart – The Movement of Energy Through an
Ecosystem
Web – How Organisms Obtain Energy From Their
Environment
Venn Diagram – Food Chain and Food Web
Unit Assessment
27
28
Matter and Atoms
Unit 11
How does the Classification of Matter Depend on Atoms?
State Standard
Physical Science (6-8)
#8:
Differentiate between
mixtures and pure
substances.
Student Learning objective(s)
1.
2.
3.
Physical Science (6-8)
#6:
Differentiate between an
atom (the smallest unit of
an element that maintains
the characteristics of that
element) and a molecule
(the smallest unit of a
compound that maintains
the characteristics of that
compound).
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Synthesize the relationship
between atoms, elements, and
compounds.
Compare and contrast mixtures
and solutions.
Compare and contrast mixtures
and compounds.
Matter
Atom
Substance
Element
Molecule
Compound
Mixture
Heterogeneous mixture
Homogeneous mixture
Text p. 353-363
Advertisement – What to Buy: Atoms, Elements, or
Compounds?
Table – Comparing Mixtures vs. Solutions
Venn Diagram – Mixtures vs. Compounds
Produce a diagram showing the
location of protons, neutrons,
and electrons in an atom.
Summarize how atomic number
is related to the number of
protons in an atom.
Hypothesize the effect of
changing the number of particles
in an atom on the atom’s
identity.
Nucleus
Proton
Neutron
Electron
Electron cloud
Atomic number
Isotope
Ion
Text p. 367-372
Diagram – The Location of Protons, Neutrons, and
Electrons in the Atom
Conclusion – How is Atomic Number Related to the
Number of Protons in an Atom?
Investigation – If I Change the Number of Particles in an
Atom, Do I Have the Same Atom?
Unit Assessment
29
Matter: Properties and Changes
Unit 12
What Gives a Substance its Unique Identity?
State Standard
Student Learning objective(s)
Physical Science (6-8)
#15:
1.
Explain the effect of heat
on particle motion
through a description of
what happens to particles
during a change in phase.
2.
Physical Science (6-8)
#10:
1.
Differentiate between
physical changes and
chemical changes.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Construct how particles move in
solids, liquids, and gases.
Compare and contrast physical
properties and chemical
properties.
Critique how properties are used
to identify a substance.
Volume
Solid
Liquid
Gas
Physical property
Mass
Density
Solubility
Chemical property
Text p. 385-393
Outline – How Particles Move in Solids, Liquids, and Gases
Concept Map – Physical Properties vs. Chemical
Properties
Verdict – Are Properties Effective in Identifying
Substances?
Compare and contrast physical
changes and chemical changes.
Attribute how physical and
chemical changes affect mass.
Physical change
Chemical change
Law of conservation of mass
Text p. 397-404
Game – What’s My Change; Physical or Chemical?
Abstract – How Physical and Chemical Changes Affect
Mass
Unit Assessment
30
Energy and Energy Transformations
Unit 13
What is Energy and what are Energy Transformations?
State Standard
Physical Science (6-8)
#13:
Differentiate between
potential and kinetic
energy. Identify
situations where kinetic
energy is transformed
into potential energy and
vice versa.
Student Learning objective(s)
1.
2.
3.
4.
Physical Science (HS)
2.1:
1.
Interpret and provide
examples that illustrate
the law of conservation of
energy.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Define energy.
Compare and contrast potential
and kinetic energy.
Attribute how energy is related
to work.
Organize the different forms of
energy.
Energy
Kinetic energy
Potential energy
Work
Mechanical energy
Sound energy
Thermal energy
Electric energy
Radiant energy
Nuclear energy
Text p. 421-425
Definition – Energy
Venn Diagram – Potential Energy vs. Kinetic Energy
Kinesthetic Demonstration – How is Energy Related to
Work?
Outline – The Different Forms of Energy
Summarize the law of
conservation of energy.
Hypothesize how friction affects
energy transformations.
Outline how different forms of
energy are used.
Law of conservation of energy
Friction
Text p. 429-433
Summary – The Law of Conservation of Energy
Verdict – Does Friction Affect Energy Transformation?
Outline – How Different Forms of Energy are Used
Unit Assessment
31
Appendix A:
Assessing Student Learning
32
Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t
want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.
This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they
should attain and the means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning
goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of
measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate
to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check
for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.
Developing formative and other classroom assessments:
 Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding.
You don’t need to give nearly as many questions and students are required to really show what they know.
 Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
 Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what
DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards
and objectives
 Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
 Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
 “Skill definition” is the action verb for a given objective. It’s what the student should be able to do
 “Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understanding
33

Analytical & Evaluative Skills
Skills Definition
Analyze: Given or collect information or data to support a
conclusion.
Categorize / Rank: Students are given or collect a set of
examples or specimens and must sort them into appropriate
groups or classes based on their characteristics.
Compare & Contrast: Identify and explain the similarities and
differences of two or more concepts
Differentiate Between: Students describe the differences
between two or more concepts, specimen, examples or items.
Simplify: Summarize
Evaluate: Determine the significance
Assessment format expectations and suggestions
Expectations for analysis are some form of explanation based on given or collected data.
Written assessments are usually in the form of a lab report (i.e.: conclusions section)
Students usually test the examples or specimen to determine their characteristics.
Students organize their categorization in a table and support with data and written or oral
explanation.
Expectations for this skill focuses on writing about science concepts: essay or graphic
organizer form (i.e.: Venn Diagram)
This can be done using a ‘T-chart’ or other graphic organizer. This can also be
incorporated into a written response
Written or oral explanation of a concept in students’ own words
Usually assessed in written form. Students support their evaluation with data or
background knowledge
Synthesis & Application Skills
Skills Definition
Determine: Decide upon or identify
Diagram / Illustrate: Students create a drawing that includes
labels and written explanation.
Solve / Calculate: find the answer or solution (usually
mathematically)
Design / Create / Develop / Construct: Make or build
Demonstrate: show
Assessment format expectations and suggestions
Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Expectations are that students can generate scientific diagrams or illustrations. Labels and
explanation should be included.
Given some data set, students find the answer or solution. Include work and units.
Formulas are provided by instructor
This is very broad, but the expectation is that a performance assessment of some kind is
given
The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.
34
Comprehension Skills
Skills Definition
Classify: Arrange and assign to a category
Describe: Students’ written or oral description
Explain: Written explanation, usually with a diagram
Predict: Forecast or hypothesize an outcome based on
supporting data or background knowledge
Summarize: Paraphrase content into simpler terms
Distinguish Between: Determine differences between
Assessment format expectations and suggestions
The assessment expectation is that students can arrange examples into appropriate categories.
This may be matching or listing and may or may not include a brief explanation
Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that
students support hypotheses with ‘why’.
Summaries are usually written and often act as follow up assessments to a passage that is read.
The expectation is that students can accomplish ½ of the compare-contrast essay by identifying
key differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skills Definition
Define: Provide a definition.
Label / Name: Provide or choose a name for an item,
object or concept.
Recognize: pick out from a variety of possible choices
Sequence: Place the concepts or items in a specific,
relevant order
Identify Select or list (usually characteristics) label, list
or identify
Organize / List: Put associated concepts in order
Assessment format expectations and suggestions
Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
The expectation is either to match or write in a label for a given diagram or fill in the blank
Multiple choice is the most common recognition skill assessment
Expectations are that students can either select or write a series of concepts in an appropriate
and accurate sequence
Students should be able to select or write in the appropriate concept or vocabulary word
Students create an order that may or may not be based on a standard criterion. This can be
written, oral or physically done
35
Appendix B:
FRCS Unit Plan Template
36
FRCS Unit Plan
Teacher
__________________________
Unit Title
___________
Essential Question(s): _________________________________________________________________
Student Learning Outcomes/Objectives (SWBAT):
Assessments:
Learning Experiences:
Reflection:
37
Grade Level
Length of Unit
_______________
______________
Appendix C:
Content Specific Terminology Glossary
38
Grade 6 Glossary
Evaluate
Contrast
Construct
Rate
Appraise
Characterize
Rank
Produce
Assess
Create
Predict
Interpret
Organize
Classify
Develop
Prove
Analyze
39