2016 - 2017
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Laura French
Jeff Krob
Johnson Kung
PJ Maccio
Carey Potter-Whiting
Stephanie Robinson
Marie Sylvester
Comprehensive Science I
Curriculum Map
Regular and Advanced
2016 – 2017
Volusia County Schools
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia County Schools on
curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map:
• Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
• Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
• Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by
teacher committees according to appropriate cognitive complexities.
• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
• Vocabulary: the content-specific vocabulary or phrases both teachers and students should be familiar with and use during instruction and assessment.
Maps may also contain other helpful information, such as:
• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to
the standards. These resources may be found at www.edmodo.com within the group folders. Contact the District Science Office for assistance in joining
groups.
• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do
NOT represent all the content that should be taught, but merely a sampling of it.
• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab or
activity per week where students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period
should have a written lab report with analysis and conclusion.
• Common Labs (CL): Each grade level has one Common Lab (CL) for each nine week period. These common labs have been designed by teachers to
allow common science experiences that align to the curriculum across the district.
• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These
literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are
provided to supplement district textbooks and can be found on the Edmodo page.
• DIA: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress
monitoring. The goal is to prepare students for the 8th grade Statewide Science Assessment (SSA) or Biology End of Course (EOC) using rigorous items
developed using the FLDOE Item Specifications Documents.
The opening pages of the map include information about the SSA content breakdown, the Volusia County Science 5E Instructional Model, cognitive
complexity information for developing various levels of questions for classroom use, and the Florida ELA and Math Standard that may be in the course
descriptions.
Comprehensive Science I (Regular and Advanced)
Page 2
2016 – 2017
Volusia County Schools
2016-2017 Instructional Calendar
Week
Dates
Days
Quarter
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
15 August - 19 August
22 August - 26 August
29 August - 2 September
6 September - 9 September
12 September - 16 September
20 September - 23 September
26 September - 30 September
3 October - 7 October
10 October - 14 October
17 October - 20 October
24 October - 28 October
31 October - 4 November
7 November - 10 November
14 November - 18 November
21 November - 22 November
28 November - 2 December
5 December - 9 December
12 Deceber - 16 December
19 December - 20 December
5
5
5
4
5
4
5
5
5
4
5
5
4
5
2
5
5
5
2
Start 1st
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
↑
10
Weeks
↓
End 1st
Start 2nd
↑
9
Weeks
↓
End 2nd
38
39
* See school-based testing schedule for the course EOC administration time
Dates
Days
4 January - 6 January
9 January - 13 January
17 January - 20 January
23 January - 27 January
30 January - 3 February
6 February - 10 February
13 February - 17 February
21 February - 24 February
27 February - 3 March
6 March - 9 March
20 March – 24 March
27 March - 31 March
3 April - 7 April
10 April - 14 April
17 April - 21 April
24 April - 28 April
1 May - 5 May
8 May - 12 May
Start Review and Administer EOC*
15 May - 19 May
22 May - 26 May
3
5
4
5
5
5
5
4
5
4
5
5
5
5
5
5
5
5
5
5
Quarter
Start 3rd
↑
10
Weeks
↓
End 3rd
Start 4th
↑
10
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one hands-on-based
lab per week. At least one (1) lab per grading period should have a written lab report
with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Comprehensive Science I (Regular and Advanced)
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 3
2016 – 2017
Volusia County Schools
Description
Implementation
Learners engage with an activity that captures their attention,
stimulates their thinking, and helps them access prior knowledge. A
successful engagement activity will reveal existing misconceptions to
the teacher and leave the learner wanting to know more about how
the problem or issue relates to his/her own world. (e.g. ISN-preview,
Probe, Teacher Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities.
Learners use science terminology to connect their explanations to
the experiences they had in the engage and explore phases. (e.g.
Lecture, ISN-notes, Research, Close-reading, reading to learn, videos,
websites…)
Learners elaborate and solidify their understanding of the concept
and/or apply it to a real world situation resulting in a deeper
understanding. Teachers facilitate activities that help the learner
correct remaining misconceptions and generalize concepts in a
broader context. (e.g. labs, web-quest, presentations, debate,
discussion, ISN-reflection…)
Evaluate
Explain
Learners explore common, hands-on experiences that help them
begin constructing concepts and developing skills related to the
learning target. The learner will gather, organize, interpret, analyze
and evaluate data. (e.g. investigations, labs…)
Elaborate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets,
concepts and skills throughout the learning process. Evaluations
should occur before activities, to assess prior knowledge, after
activities, to assess progress, and after the completion of a unit to
assess comprehension. (i.e. formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Comprehensive Science I (Regular and Advanced)
Page 4
2016 – 2017
Volusia County Schools
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.
Comprehensive Science I (Regular and Advanced)
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
Page 5
2016 – 2017
Volusia County Schools
2016 – 2017 Middle Grades Weekly Curriculum Trace
2016
6th
Grade
7th
Grade
8th
Grade
Week 1
Week 2
2016
Week 11
6th
Grade
7th
Grade
8th
Grade
2017
6th
Grade
7th
Grade
8th
Grade
Week 4
Week 5
SMT
1
Week 12
Week 7
DIA
Week 14
DIA
Week 15
Week 21
Week 23
Week25
Week 32
DIA
Human Body Systems
Evolution
DIA
Solar System
DIA
Week 33
DIA
DIA
DIA
Matter Cycles
Week 27
Week 28
Week 29
DIA
DIA
The Universe
Week 31
Week 19
Cells
Genetics
Week 30
Week 18
Optional
SMT 2
Week 26
DIA
Earth’s Systems and Patterns
DIA
Geology
Matter Cycles
Week 24
DIA
Earth’s Structures and Changes
DIA
DIA
Week 22
DIA
Week 17
DIA
Plate Tectonics
Week 20
Week 10
Compounds and Mixtures
Week 16
Weather and Climate
Properties of Matter
Week 9
Heat and Light
Atomic Theory and Periodic Table
Week 13
Week 8
Force and Motion
Energy
Introduction to
Science
Week 6
DIA
Energy
6th
Grade
7th
Grade
8th
Grade
2017
Week 3
Week 34
DIA
Evolution
Solar System
Week 35
Week 36
Week 37
Classification during Standardized
DIA
Testing
Ecology during Standardized Testing
SSA Review
SSA
Administration
DIA
Week 38
EOC Review
EOC Review
Transition to High School
*DIA (District Interim Assessments for Science) are content-specific tests developed by the district and teacher committees to aid in student progress monitoring.
**Weeks 38-39 are set aside for course review and EOC administration.
Comprehensive Science I (Regular and Advanced)
Page 6
2016 – 2017
Volusia County Schools
Comprehensive Science 1 (Regular and Advanced Curricula)
Week
Date
Topic(s)
1–4
(19 days)
15 August – 9 September
5 – 10
(28 days)
12 September – 20 October
Science Processes
Energy
Forces
Motion of Objects
Unit DIA
Energy
Force and Motion
st
End of 1 Grading Period
The Sun’s Energy
11 – 16
(26 days)
24 October – 2 December
17 – 19
(12 days)
5 December – 20 December
Weather and Climate
Earth’s Structures and Changes
End of 2nd Grading Period – Winter Break
20 – 23
(17 days)
4 January – 27 January
24 – 29
(28 days)
30 January – 9 March
Earth’s Systems and Patterns
Cell Theory and Organization of Life
Cell Structure and Function
Weather and Climate
Earth’s Structures and
Changes
Earth’s Systems and
Patterns
Cells
End of 3rd Grading Period – Spring Break
30 – 34
(25 days)
35 – 37
(15 days)
38 – 39
(10 days)
20 March – 21 April
Human Body Systems
Human Body Systems
24 April – 12 May
Classification
Classification
15 May – 26 May
Review, Prepare, and Administer EOC
End of 4th Grading Period – Summer Break
Expectations:
The National Science Teacher Association, NSTA, and the district science
office recommend that all students experience and participate in at least
one hands-on-based lab per week. At least one (1) lab per grading period
should have a written lab report with analysis and conclusion.
Comprehensive Science I (Regular and Advanced)
Safety Contract:
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 7
2016 – 2017
Volusia County Schools
The Nature of Science
The Nature of Science
*Nature of Science Standards, NOS focus, are explicitly applied in content throughout the year.
Topics
Learning Targets and Skills
Students will:
• describe science as the study of the natural world
• give examples and non-examples of science
• describe science as both long lasting and strongly supported by data through
experimentation, yet open to change
• understand scientists can have varied backgrounds, talents, interests, and goals
Students will:
• plan and carry out various types of scientific investigations
• differentiate between an experiment (control group and variables) and other types
of scientific investigations
• discuss the importance of repeating experiments and multiple trials
• differentiate the benefits and limitations of different types of science investigations
• make predictions or form a hypothesis
• identify and distinguish between test variables and outcome variables in an
experiment
• identify control groups for each experiment
• take measurements
• collect and organize data
• interpret and analyze data
• draw and defend conclusions
Students will:
• recognize and explain that laws only predict an outcome and theories explain why
the outcome happens
•
Weeks 1 – 39
Standards
SC.6.N.2.1
SC.6.N.2.2
SC.6.N.2.3
SC.6.N.1.1
also
SC.6.N.1.2
SC.6.N.1.3
SC.6.N.1.4
SC.6.N.1.5
Vocabulary
non-science
pseudoscience
science
analyze
differentiate
interpret
conclusion
control group
data
experiment
investigation
hypothesis
prediction
observation
outcome variable
(dependent)
test variable
(independent)
SC.6.N.3.2
recognize and explain that a scientific law is a description of a specific relationship
under given conditions in the natural world
Comprehensive Science I (Regular and Advanced)
Page 8
2016 – 2017
Volusia County Schools
The Nature of Science Resources
Textbook and
NOS Focus
Safari
Montage/Videos
Websites
Keeley Probes
Untamed Science Videos – www.pearsonsuccessnet.com
Edmodo
VCS Science Fair Packet Link
*** This year we celebrate the 50th Annual Tomoka Regional Science Fair! Time has been given throughout the first semester to allow and encourage students
to participate in this annual event. ***
•
•
Teacher Hints &
Instruction
Focus
th
All 6 grade resources can be found on Edmodo Contact the
District Science Office for the code to join the 6th grade group.
An interactive science notebook (ISN) is a compilation of
student learning that provides a partial record of the
instructional experiences for a student. Some teachers use
spiral-bound notebooks, some use composition notebooks,
while others use 3-ring binder to organize. Pages should not be
taken out of the ISN so careful consideration should be given to
the type of notebook that is used.
Labs and Activities
Sciencia- wisdom
Comprehensive Science I (Regular and Advanced)
Pre- before
•
•
Dan tests the number of paperclips a small refrigerator magnet can pick up, using paperclips
that are all the same size and material. He tests the refrigerator magnet four times and
records his results. He then repeats this process for two other magnets, which are different
sizes. His results are shown in the table below.
Activity Developing Hypotheses Powerpoint
Activity Observations WS
Activity Inferences WS
Activity Inferences Mystery Footprints Powerpoint
Activity Inferences Mystery Footprints Student Sheet
DL Excel Scavenger Hunt WS
DL Excel Scavenger Hunt Spreadsheet
SLC What Separates Science from Non-Science Online Article
SLC What Separates Science from Non-Science Printable Article
SLC What Separates Science from Non-Science Student Questions
SLC What Separates Science from Non-Science Text Analysis
No/Non – not
•
•
•
Teachers should begin science fair preparation and research in the first 9
weeks during Science Process unit.
Develop a science notebook that will be used all year by students.
Develop a class list of lab safety procedures in the lab.
Identify the various tools used by scientists in various disciplines as they are
relevant.
Vocabulary is used to assist students with understanding of terminology that
may be assessed or used on assessments. These terms should be primarily
used regularly throughout instruction.
Scientists learn from doing investigations AND from reading non-fiction
reference materials, such as, journals, newspapers, etc.
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade
Nature of Science folder:
Prefix / Suffix
•
Trial 4
Mean Number of Paper Clips Picked
Up
5
4
4
14
14
13
14
29
30
31
30
Magnet Size
Trial 1
Trial 2
Trial 3
Small
4
3
Medium
15
Large
30
What do the four trials with each magnet allow Dan to do, which he could not do with only a single trial?
A.
draw conclusions
B. prove whether a magnet's strength can change
B.
obtain more reliable data
D. choose the data that best supports his hypothesis
Dici- to say
Page 9
2016 – 2017
Volusia County Schools
Weeks 1 – 2
Unit 1: Science Processes
GO DO SCIENCE!
Get Set
Get Ready
Topics
Learning Targets and Skills
Students will:
• get to know YOU as a scientist and WHY you LOVE science
• set up a science notebook to be used all year long
• develop a class list of lab safety procedures in the lab
• practice classroom and laboratory routines and procedures
Students will:
• describe science as the study of the natural world
• cite examples of science and pseudoscience (can it be tested?)
• understand the need for a common system of measurement, metric system, among
scientists
• practice using measurement techniques
• discuss the VARIOUS methods used by scientists to answer questions or solve
problems (controlled experiments, observational studies, engineering by design, trial
and error, simulations, modeling, etc.)
***Work to break the misconception that there is only 1 method used by scientists***
NOS Focus: Making observations.
Students will:
• engage in 1 OR MORE labs where students:
 make a prediction/inference
 use proper measuring techniques
 design a procedure using repeated trials
 control variables
 collect data
 draw a conclusion based on evidence
 conduct research before or after experimentation
NOS Focus: Predicting outcomes, controlling variables, collecting data, and analyzing data.
Standards
SC.6.N.2.1
SC.6.N.1.3
SC.6.N.1.1
Vocabulary
lab safety
science notebook
scientist
science
pseudoscience
non-science
metric system
mass
volume
length
gram (g)
liter (l)
meter (m)
degrees Celsius (0C)
prediction
inference
repetition
data
evidence
conclusion
* Students complete CL 1 in the 1st 9 weeks during the Science Processes Unit.
Comprehensive Science I (Regular and Advanced)
Page 10
2016 – 2017
Volusia County Schools
Science Processes Resources
Textbook and
Text book – Chapter 2.1, 1.1
NOS Focus: Making observations. Predicting outcomes, controlling variables, collecting data, and analyzing data.
NOS Focus
Safari
Safari Montage - “Science as Inquiry in Action” Schlessinger Media Paper Football Optional Video
Montage/Videos
Websites
Keeley Probes
Untamed Science Videos – www.pearsonsuccessnet.com
Edmodo
https://everfi.com/k12/hockeyscholar/
VCS Science Fair Packet Link
Volume 3 #5 (Hot and Cold Balloons) Volume 3 #13 (Hypothesis)
*** This year we celebrate the 50th Annual Tomoka Regional Science Fair! Time has been given throughout the first semester to allow and encourage students
to participate in this annual event. ***
•
•
Teacher Hints &
Instruction
Focus
Common Labs
(CL)
th
All 6 grade resources can be found on Edmodo Contact the
District Science Office for the code to join the 6th grade group.
An interactive science notebook (ISN) is a compilation of
student learning that provides a partial record of the
instructional experiences for a student. Some teachers use
spiral-bound notebooks, some use composition notebooks,
while others use 3-ring binder to organize. Pages should not be
taken out of the ISN so careful consideration should be given to
the type of notebook that is used.
•
•
•
•
•
•
Teachers should begin science fair preparation and research in the first 9
weeks during Science Process unit.
Develop a science notebook that will be used all year by students.
Develop a class list of lab safety procedures in the lab.
Identify the various tools used by scientists in various disciplines as they are
relevant.
Vocabulary is used to assist students with understanding of terminology that
may be assessed or used on assessments. These terms should be primarily
used regularly throughout instruction.
Scientists learn from doing investigations AND from reading non-fiction
reference materials, such as, journals, newspapers, etc.
Common Lab (CL) CL 1 – Newton’s Wild Ride
This Lab provides an opportunity for students to design and build the fastest roller coaster ride they can that delivers a marble safely to
the end. All resources can be found in the 6th grade CL folder on Edmodo.
Labs and Activities
Sample FOCUS Question
th
Dan tests the number of paperclips a small refrigerator magnet can pick up, using paperclips
that are all the same size and material. He tests the refrigerator magnet four times and
records his results. He then repeats this process for two other magnets, which are different
sizes. His results are shown in the table below.
The following labs and activities can be found on Edmodo in the 6 grade
Science Processes folder:
Lab Paper Helicopter
Lab M and M
SLC Dogs Watch Humans Online Article
SLC Dogs Watch Humans Printable Article
SLC Dogs Watch Humans Student Questions
SLC Dogs Watch Humans Text Analysis
Trial 4
Mean Number of Paper Clips Picked
Up
5
4
4
14
14
13
14
29
30
31
30
Magnet Size
Trial 1
Trial 2
Trial 3
Small
4
3
Medium
15
Large
30
What do the four trials with each magnet allow Dan to do, which he could not do with only a single trial?
C.
draw conclusions
B. prove whether a magnet's strength can change
D.
obtain more reliable data
D. choose the data that best supports his hypothesis
Prefix / Suffix
No/Non – not
Sciencia- wisdom
Comprehensive Science I (Regular and Advanced)
Pre- before
Dici- to say
Page 11
2016 – 2017
Volusia County Schools
Unit 1: Energy
Energy
Topics
Learning Targets and Skills
Students will:
• describe a scientific law as a description of a specific relationship under given
conditions in the natural world or a prediction of an outcome to some phenomenon
Weeks 3 – 4
Standards
SC.6.N.3.2
•
describe laws as a prediction to an outcome and a theory as an explanation as to
why the outcome happens
•
recognize and explain what a theory is and how a theory is used in science versus
how theory is used differently in everyday life
SC.6.N.3.3
NOS Focus: differentiate and cite examples of scientific laws, societal laws, and theories.
SC.6.N.3.1
Students will:
• describe and cite examples of the Law of Conservation of Energy
•
differentiate between kinetic and potential energy
•
identify and demonstrate energy transformation from kinetic to potential energy
and vice versa
DIA 1: Energy
Comprehensive Science I (Regular and Advanced)
SC.6.P.11.1
SC.6.N.1.1
SC.6.N.3.4
Vocabulary
scientific laws
societal laws
scientific theory
energy transformation
kinetic energy
Law of Conservation
of Energy
potential energy
work
8 September – 9 September
Page 12
2016 – 2017
Volusia County Schools
Energy Resources
Textbook and
NOS Focus
Safari
Montage/Videos
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Energy Chapter 8.1, 8.2 Lab book, pg. 186 and 196
Forces Chapter 9.1Lab book, pg. 186 and 196
NOS Focus: differentiate and cite examples of scientific laws, societal laws, and theories.
Safari Montage - “Science of Disney Imagine” Disney Educational Productions
Science of the Olympic Summer games
The science of Speed videos with emphasis on racing and NASCAR
PBS Kids Puck Chuck Online Game
Energy Skate Park PhET lab - http://phet.colorado.edu/
https://everfi.com/k12/hockeyscholar/
Study Jams – Acceleration
Study Jams – Force and Motion
Volume 3 #8 (Apple on a Desk) Volume 3 #10 (Dropping Balls)
• Students may design a roller coaster or machine to demonstrate energy transformation from kinetic to potential energy.
• A pendulum can be used as well.
• Items will not assess transformations involving nuclear energy or energy in living systems.
• Students need to understand that a theory is a well-supported and widely accepted explanation of nature and is NOT simply a claim posed by an
individual.
• Items may assess student’s ability to recognize up to five energy transformations in one system.
• The NBC Science of Summer Olympic Games Videos may be timely this year.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Energy folder:
Lab Ball Bounce Lab
Lab Get The Ball Rolling (Student and Teacher Notes)
Activity Rube Goldberg Creative Masterpiece
Online Simulation Lab PhET Energy Skate Park
NBC Science Of Summer Olympics Videos
PBS Kids Puck Chuck Online Game
Stuck at The Top SBI
Introducing The types of Energy MSP Lesson
Prefix / Suffix
Kine- to move
Potens- ability
Comprehensive Science I (Regular and Advanced)
Amber likes riding her bicycle through her neighborhood where there are
lots of hills. She rides down a very steep hill, and then goes up a small hill.
She doesn't need to pedal as her bicycle carries her up the small hill. How
do Amber's kinetic energy and potential energy change as she goes uphill?
A.
B.
C.
D.
Trans- through
Forma- shape
Con- with
Her kinetic energy and her potential energy both increase.
Her kinetic energy and her potential energy both decrease.
Her kinetic energy increases and her potential energy decreases.
Her kinetic energy decreases and her potential energy increases.
Tact- touch
Electro- amber
Magne-lodestone
Gravis- heavy
Page 13
2016 – 2017
Volusia County Schools
Unit 2: Forces and Motion
Forces
Topics
Learning Targets and Skills
Students will:
• investigate and describe types of forces, including:
o Forces at a distance: electrical, magnetic, and gravitational
o Contact forces: normal, applied, friction
Students will:
• explore the Law of Gravity by recognizing that every object exerts gravitational force
on every other object and that force depends on how much mass the objects have
and how far apart they are
*Students complete Common SLC 1 during the 1st 9 weeks during the Forces Unit.
Students will:
• investigate and explain how an unbalanced force acting on an object changes its
speed or direction of motion (or both)
Students will:
• measure and graph distance versus time for an object moving at a constant speed
Weeks 5 – 10
Standards
SC.6.P.13.1
SC.6.P.13.2
SC.6.P.13.3
SC.6.P.12.1
Vocabulary
applied force
contact force
electrical force
forces
friction
gravitational force
Law of Gravity
magnetic force
mass
normal force
balanced force
motion
negative acceleration
positive acceleration
unbalanced force
Motion of Objects
•
analyze and interpret graphs and data tables of distance and time for an object
moving at a constant speed
Students will:
• design an investigation to test the effect a variable (mass, tire size, ramp incline,
etc.) has on the speed of an object using a minimum of 10 trials
o collect data and organize it in a table
o analyze the data through graphing
o draw conclusions from the analysis about the speed and position of the
object as well as the forces acting on it
• discuss and compare methods used, results obtained, and proposed explanations
among groups of students conducting the same investigation
• explain why scientific investigation should be replicable
NOS Focus: Differentiate between replication and repetition.
NOS Focus: Build an experiment to identify, test, and control variables.
DIA 2: Forces and Motion
Comprehensive Science I (Regular and Advanced)
SC.6.N.1.1
Test (independent)
variable
Outcome (dependent)
variable
Control variable
SC.6.N.1.4
SC.6.N.1.2
18 October – 19 October
Page 14
2016 – 2017
Volusia County Schools
Forces and Motion of Objects Resources
Textbook and
NOS Focus
Safari
Montage/Videos
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Graphing Chapter 8.3, 8.4
Lab book, pg. 202-204
Motion Chapter 9.2, 9.3
NOS Focus: Differentiate between replication and repetition. Build an experiment to identify, test, and control variables.
NBC Science of the Summer Olympics
https://everfi.com/k12/hockeyscholar/
www.edmodo.com
Volume 3 #9 (Rolling Marbles)
• This is the only time this concept is taught in middle school.
• Items will not require the calculations of acceleration or nonparallel vectors.
• The formula required to be used is speed = distance / time, all others are conceptual only.
• Items will not require knowledge of coefficient of friction.
• Items may assess understanding of friction as a force in both sliding and stationary situations.
• The NBC Science of Summer Olympic Games Videos may be timely this year.
Common Science Common Science Literacy Connections (Common SLC)
Common SLC 1 – Why Don’t I Fall Out of A Roller Coaster
Literacy
The article (online or printable version) and Student Questions can be found in the 6th grade Common SLC folder on Edmodo.
Connections
(Common SLC)
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Forces and Motion
folder:
Activity Puck Chuck – this activity is used to teach forces using an interactive game on
pbskids.org (see website above)
Lab New Speed Challenge – Students will find the speed as they walk, skip, run, etc.
Activity Design a Disney Ride
Lab Please Drop In SBI
SLC From Pitch to Hits Online Article
SLC From Pitch to Hits Printable Article
SLC From Pitch to Hits Student Questions
SLC From Pitch to Hits Text Analysis
Prefix / Suffix
Ac/ad- to/toward
An object travels at constant speed, and its distance and time are shown in
the graph. What is the average constant speed of the object between 2 and
5 seconds?
A.
B.
C.
D.
25 m/s
50 m/s
150 m/s
300 m/s
Celera- fast
Comprehensive Science I (Regular and Advanced)
Page 15
2016 – 2017
Volusia County Schools
Unit 3: Weather and Climate
Topics
Learning Targets and Skills
Students will:
• explain how energy provided by the sun influences global patterns, including:
o atmospheric movement (wind)
o temperature differences between air (atmosphere,) land (geosphere,) and
water (hydrosphere)
The Sun’s Energy
•
create a model to investigate how the sun’s energy causes changes in temperature
of air, land, and water, such as:
o a diagram showing how different surfaces reflect or absorb heat (i.e. snow vs.
ocean)
o a 3D representation of uneven heating because of the Earth’s tilt (i.e. using a
globe)
Students will:
• differentiate the three mechanisms by which thermal energy is transferred through
the Earth’s systems:
o Radiation
o Conduction
o Convection
Weeks 11 – 12
Standards
SC.6.E.7.5
Vocabulary
energy
scientific model
temperature
thermometer
wind
SC.6.N.3.4
SC.6.E.7.1
conduction
convection
convection currents
energy transfer
heat
radiation
thermal energy
•
investigate radiation, conduction, and convection in terms of their influence on
Earth’s systems (geosphere, hydrosphere, and atmosphere)
o thermal energy is transferred on Earth from a warmer substance to a cooler
substance from direct contact through conduction
o thermal energy is transferred in the Earth’s atmosphere and hydrosphere through
convection currents
o the transfer of energy in the form of radiation from the Sun to the Earth through
the atmosphere
NOS Focus: Benefits and limitations of models.
*Students complete CL 2 during the 2nd 9 weeks with The Sun’s Energy Unit.
Advanced:
1. describe heat as the energy transferred by convection, conduction, and radiation,
and explain the connection of heat to change in temperature or states of matter
Comprehensive Science I (Regular and Advanced)
SC.6.N.1.1
Advanced
SC.912.P.10.4
Page 16
2016 – 2017
Volusia County Schools
The Sun’s Energy Resources
Textbook and
NOS Focus
Safari Montage
and Videos
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Common Labs
(CL)
Chapter 5.3, 5.4, 5.5
NOS Focus: Benefits and limitations of models.
Cloud In a Jar Demonstration
Land and Sea Breeze Earth: Climate and Weather
The difference between weather and climate - http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html
Volume 3 #21 (Where did water come from?) Volume 4 #19 (Camping)
• Temperature will be shown in degrees Celsius with Fahrenheit in parenthesis.
• Items assessing radiation, conduction and convection should be done in the context of the atmosphere, geosphere and hydrosphere on Earth.
Students need to identify convection, radiation and conduction on a diagram or picture.
Common Lab (CL)
CL 2 – Things Are Starting To Heat Up
This lab allows students to create a model of how the sun’s energy causes changes in temperature of land and water.
All resources can be found in the 6th grade CL folder on Edmodo.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found at Edmodo in the 6 grade
The Sun’s Energy folder:
The sun’s energy causes water to evaporate from Earth’s surface and become water
vapor. What is the most likely result when water vapor condenses into clouds?
Lab Observing Convection
Lab Where Is The Battery SBI
Lab Conduction with Washers
A.
B.
C.
E.
Prefix / Suffix
Radi- to shine
Duct- to lead
Comprehensive Science I (Regular and Advanced)
Heat from the water is released, causing the clouds to produce snow.
Heat from the water retained, causing the surrounding air to deflate.
Heat from the water is released, causing the surrounding air to expand.
Heat from the water is retained, causing the clouds to move higher in the
atmosphere.
Trans- across
Page 17
2016 – 2017
Topics
Volusia County Schools
Unit 3: Weather and Climate
Learning Targets and Skills
Students will:
• differentiate between weather and climate
•
Weeks 13 – 16
Standards
SC.6.E.7.6
describe the four atmospheric factors that make up weather, including:
o thermal energy, air pressure, winds, and moisture
**Students complete the STEM Lab during Week 15**
Weather and Climate
Students will:
• explain how the cycling of water between the atmosphere and hydrosphere affects
weather patterns and climate
• Investigate how the water cycle affects local climate and weather
Students will:
• explain how global patterns such as the jet stream and ocean currents influence
local weather in measureable terms, such as:
o air temperature and pressure
o wind direction and speed
o humidity and precipitation
o fronts
• investigate how natural disasters have affected human life in Florida
NOS Focus: Differentiate the benefits and limitations of different types of science
investigations.
•
SC.6.E.7.2
SC.6.N.1.1
SC.6.E.7.3
SC.6.N.1.1
SC.6.E.7.7
Vocabulary
air pressure
climate
moisture
thermal energy
weather
condensation
evaporation
precipitation
transpiration
water cycle
front
Gulf stream
humidityjet
stream
ocean currents
temperature
wind
wind direction
wind speed
SC.6.E.7.8
describe ways human beings protect themselves from hazardous weather and sun
exposure
*Students complete Common SLC 2 during the Weather and Climate Unit*
Advanced:
1. use models, weather maps and other tools to predict weather conditions and
differentiate between accuracy of short-range and long-range weather forecasts
2. differentiate the physical factors that affect the formation of severe weather events
(e.g. hurricanes, tornados, flash floods, thunderstorms, and drought)
DIA 3: Weather and Climate
Comprehensive Science I (Regular and Advanced)
Advanced
SC.912.E.7.5
SC.912.E.7.6
1 December – 2 December
Page 18
2016 – 2017
Volusia County Schools
Weather and Climate Resources
Textbook and
NOS Focus
Safari Montage
and Videos
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Chapter 7.3
NOS Focus: Differentiate the benefits and limitations of different types of science investigations.
Safari Montage - “The Weather Channel” “Global Warming” Schlessinger Media Weather vs Climate – YouTube
Weather vs Climate
Earth: Climate and Weather Cloud In a Jar Demonstration
Land and Sea Breeze
The Weather Channel Website
Study Jams – Weather and Climate
NASA- What’s the Difference Between Weather and Climate?
Volume 1 #21 (Wet Jeans) Volume 3 #20 (What are Clouds)
• The water cycle shouldn’t be taught or assessed in isolation but
• The climate of an area is determined by a minimum of 30 years of
through application.
average weather data.
• Students will describe and or explain how the cycling of water and
• Students will be assessed on atmospheric conditions and their resulting
global patterns influence local weather and climate.
weather phenomena such as hurricanes, tornadoes, lightning, fronts
and precipitation.
Common Science Literacy Connections (Common SLC)
Common SLC
and STEM Lab
Weather and Climate Analogies
Common SLC 2 – Silent Hurricane Season
The article (online or printable version) and Student Questions can
be found in the 6th grade Common SLC folder on Edmodo.
STEM Lab during Week 15
STEM Lab – Building With Weather and Climate In Mind
Students will analyze climate and weather data to determine
what building materials to use to build microhouses.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Weather and
Climate folder:
Activity Predicting Weather Is No Sport SBI
Activity Climate Webquest
SLC Weather and Climate Student Questions
SLC Weather and Climate Online Article
SLC Weather and Climate Printable Article
SLC Weather and Climate Text Analysis
El Niño is a weather pattern in which the normally cool ocean currents of the
tropical Pacific Ocean become warmer. How does this most likely affect
weather along the West Coast of the United States?
A.
B.
C.
D.
It does not affect weather in West Coast states
It makes summers colder
It makes winters warmer
It makes storms more predictable
Quick Lab Investigating Florida’s Disasters (from textbook)
Prefix / Suffix
Cyclus- a circle
Precipit- to fall
Comprehensive Science I (Regular and Advanced)
Trans- across
Spirare- to breath
Page 19
2016 – 2017
Volusia County Schools
Unit 4: Earth Structures and Changes
Topics
Learning Targets and Skills
Students will:
• identify there are different types of landforms found on Earth’s surface, including:
o Coastlines, Dunes, Rivers, Mountains, Glaciers, Deltas, Lakes
Earth Structures and Changes
•
Standards
SC.6.E.6.2
differentiate landforms found in Florida (such as aquifers, caverns, and sinkholes,
etc.) from those found outside Florida (such as mountains, glaciers, etc.)
Students will:
• describe and cite examples of ways in which Earth’s surface is built up and torn
down by physical and chemical weathering, erosion, and deposition
•
explain and differentiate the processes of physical weathering, chemical
weathering, erosion, and deposition
•
create a model to investigate ways to prevent the erosion of Florida’s landforms
NOS Focus: Benefits and limitations of models.
Students will:
• investigate the effects of physical weathering on the Earth’s Surface
•
investigate the effects of chemical weathering on the Earth’s Surface
•
investigate the effects of erosion and deposition on the Earth’s surface
SC.6.E.6.1
Weeks 17 – 19
Vocabulary
aquifer
coastlines
deltas
dunes
glaciers
lakes
landforms
model
mountains
rivers
sinkhole
surface
agents
chemical weathering
deposition
erosion
physical weathering
weathering
SC.6.N.3.4
SC.6.N.1.1
control group
NOS Focus: Identify and understand the purpose of a control group in an experiment.
DIA 4: Earth Structures and Changes
Comprehensive Science I (Regular and Advanced)
19 December – 20 December
Page 20
2016 – 2017
Volusia County Schools
Earth’s Structures and Changes Resources
Textbook and
NOS Focus
Safari Montage
and Videos
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Chapter 3.2, 4.5
NOS Focus: Benefits and limitations of models. Identify and understand the purpose of a control group in an experiment.
Safari Montage - “Weathering and Erosion” Schlessinger Media; “Land Formations” Schlessinger Media Study Jams – Weathering and Erosion
Safari Montage - The Magic School Bus Rocks and Rolls
Shape It Up Virtual Game Here Today Gone Tomorrow Virtual Game Erosion Virtual Lab Weathering Virtual Lab
Volume 1 #22 (Where Sand Comes From) Volume 4 #10 (Is it a Model)
• Focus on the building up and tearing down of landforms.
• Plate tectonics is NOT taught in sixth grade.
• Physical and chemical weathering were covered in fifth grade. Review these topics to ensure mastery.
• Scientific laws predict an outcome – theories explain the process to the outcome.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Earth
Structures and Changes folder:
Many people often confuse the terms “weathering” and “erosion.” Which of the
following events is the best example of erosion?
Activity – RAFT on Weathering, Erosion, and Deposition – Writing activity (possible
assessment) to better understand weathering, erosion, and deposition.
Lab Sinkhole Florida
Picture Erosion Bottle Model with link to lab setup
Activity Chalk it Up to Weathering
Activity Erosion Book
Activity Weathering Cards
Activity Weathering Book
Lab Picture Erosion Bottle Models
Lab Sinkhole
Lab Dunwich is Done SBI
Lab In Memory of Winifred SBI
Powerpoint Earth’s Structures Review
SLC Weathering and Erosion Writing Prompt
SLC Weathering and Erosion Printable Article
SLC Ice On The Move Printable Article
SLC Ice On The Move Questions
Let’s Get Moving MSP Lesson
How To Prevent Erosion Lab
A.
B.
C.
D.
Prefix / Suffix
Forma- shape
Deposit- leave
Comprehensive Science I (Regular and Advanced)
e/ex- away
The rolling of a pebble along the bottom of a streambed
The splitting of sedimentary rock because water has frozen in a crack
The dissolving of rock by rainwater
The crumbling of bedrock to form soil
rodere – to gnaw
Page 21
2016 – 2017
Volusia County Schools
Unit 5: Earth Systems and Patterns
Topics
Learning Targets and Skills
Students will:
• differentiate among the Earth’s
o Geosphere
o Hydrosphere
o Cryosphere
o Atmosphere
o Biosphere
Weeks 20 – 23
Standards
SC.6.E.7.4
Vocabulary
atmosphere
biosphere
cryosphere
geosphere
hydrosphere
interactions
Earth’s Systems and Patterns
•
describe the interactions between the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere
Advanced:
1. interactions include transfer of energy (biogeochemical cycles, water cycle, ground
and surface waters, photosynthesis, radiation, plate tectonics, conduction, and
convection), storms, winds, waves, erosion, currents, deforestation and wildfires,
hurricanes, tsunamis, volcanoes
Students will:
• describe the composition and structure of the Earth’s atmosphere
•
describe the functions of the four main layers of Earth’s atmosphere:
o Thermosphere, Mesosphere, Stratosphere, Troposphere
•
explain how Earth’s atmosphere protects life and insulates the planet including the
ozone layer
Advanced
SC.912.E.7.3
SC.6.E.7.9
climate change
composition
mesosphere
ozone layer
stratosphere
thermosphere
troposphere
•
discuss the impacts to life if Earth’s atmosphere is compromised, such as:
o climate change and ozone depletion
NOS Focus: Reading and analyzing charts and graphs.
Students will:
• identify how air and water quality (and other environmental factors) affect personal
health
DIA 5: Earth Systems and Patterns
Comprehensive Science I (Regular and Advanced)
HE.6.C.1.3
26 January – 27 January
Page 22
2016 – 2017
Volusia County Schools
Earth’s Systems and Patterns Resources
Textbook and
NOS Focus
Safari Montage
and Videos
Chapter 7.1
NOS Focus: Reading and analyzing charts and graphs.
Learn About Planet Earth - Earth's Atmosphere - https://youtu.be/fyfN9t_E0w8
Four Spheres Part 2: Crash Course Kids – YouTube Four Spheres Part 1: Crash Course Kids - YouTube
Websites
Keeley Probes
Volume 3 #22 (Rainfall)
•
•
•
Teacher Hints &
Instruction
Focus
Students should know the layers of the atmosphere and their functions.
Focus on the effects if the atmosphere were compromised, not the causes.
Climate change may include global warming; it is a long-term change in the Earth’s climate, or of a region on Earth.
Global warming: the increase in Earth’s average surface temperature due to rising levels of greenhouse gases.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Earth
Systems and Patterns folder:
Activity Earth’s Systems Vocabulary Crossword
Picture Atmosphere
Picture Atmospheric Temperatures
Picture Earth Atmosphere
WebQuest Earth Spheres
Activity Graphing The Layers of The Atmosphere (Teacher Page, with data points,
Graph Paper, and Student Page)
Powerpoint Earth’s Systems Review
Webquest Oceans
Carbon and Climate MSP Lesson
Prefix / Suffix
Inter- between
Thermo- heat
Atmos- vapor
Comprehensive Science I (Regular and Advanced)
Bio- life
Cryo- cold
The interaction between the cryosphere and the hydrosphere has the ability to
dramatically change our global climate. Which of the following events shows an
interaction between the cryosphere and the hydrosphere?
A.
B.
C.
D.
Geo- earth
A large iceberg melting in the ocean.
Evaporated water condensing to form clouds.
Trees releasing oxygen into the environment.
The Himalayan Mountains being pushed upward.
Hydro- water
Tropo- change
Strato- spreading
Meso- middle
Page 23
2016 – 2017
Volusia County Schools
Unit 6: Cells
Cell Theory, Processes, and Organization of Life
Topics
Learning Targets and Skills
Students will:
• describe cell theory as:
o all organisms are composed of one or more cells
o all cells come from pre-existing cells
o cells are the basic unit of life
•
explain how cell theory is applied to all living organisms
•
explain why cell theory is a theory
Students will:
• describe homeostasis as a constant internal condition within cells and organisms
• explore how cells of all organisms undergo similar processes to maintain
homeostasis, including:
o getting energy
o removing waste
o reproducing
Advanced:
1. describe the cell cycle, including the process of mitosis. Explain the role of mitosis in
the formation of new cells and its importance in maintaining chromosome number
during asexual reproduction
Students will:
• describe and identify patterns in the hierarchical organization of organisms from
atoms to molecules and cells to tissues to organs to organ systems to organisms, for
example:
atom → molecule → cell → tissue → organ → organ system → organism
Comprehensive Science I (Regular and Advanced)
Week 24
Standards
SC.6.L.14.2
Vocabulary
Cell Theory
Homeostasis
Nutrients
Reproduction
SC.6.N.3.1
SC.6.L.14.3
Advanced
SC.912.L.16.14
SC.6.L.14.1
atoms
cells
molecules
organ systems
organisms
organization
organs
tissues
Page 24
2016 – 2017
Volusia County Schools
Cells Theory, Processes, and Organization of Life Resources
Cell Theory Chapter 10.2
Homeostasis Chapter 10.3 Advanced, Chapter 10.5
Organization of Life Chapter 10.1
Textbook and
NOS Focus
Safari
The Wacky History of Cell Theory
Bill Nye Cells
Montage/Videos
Websites
Volume 1 #18 (Is it Made of Cells?) Volume 1 #19 (Human Body Basics)
Keeley Probes
•
Teacher Hints &
Instruction
Focus
•
•
•
Items on FCAT may use terms like cellular respiration and photosynthesis in the context of homeostasis but will not assess knowledge of these
processes.
Time should not be spent teaching the parts of an atom.
Items will not assess the scientists who contributed to the cell theory or the historical development of the cell theory.
th
Mitosis and Meiosis will not be assessed at the 6 grade level.
Labs and Activities
Sample FOCUS Question
The nervous system is the body's switchboard, sending signals between
different parts of the body. The central hub of the nervous system is the
brain. The brain is an example of which level of hierarchical organization
within the body?
The following labs and activities can be found on Edmodo in the
th
6 grade Cell Theory and Organization of Life folder:
Activity Cell Theory Instagram Post Teacher Notes
Activity Cell Theory Instagram Post Template
Activity Cell Theory Instagram Post Examples
SLC Surprise! Fossils in a Flash Printable Article
SLC Surprise! Fossils in a Flash Online Article
SLC Surprise! Fossils in a Flash Student Questions
SLC Surprise! Fossils in a Flash Text Analysis
Activity Hierarchical Organization Mobile Slips
Activity Hierarchical Organization Station Sheets
Powerpoint Cell Theory
Prefix / Suffix
Atomo- can’t cut
-archy- to rule
Comprehensive Science I (Regular and Advanced)
A.
B.
C.
D.
Uni- one
Multi- man
Homeo- same
cell
tissue
organ
organ system
-stasis- no change
Page 25
2016 – 2017
Volusia County Schools
Weeks 25 – 29
Unit 6: Cells
Cell Structure and Function
Topics
Students will:
Learning Targets and Skills
Standards
•
compare and contrast the structure and function of major organelles found in plant
and animal cells, including:
o cell wall
o cell membrane
o nucleus
o cytoplasm
o chloroplast
o mitochondria
o vacuoles
•
create models of plant and animal cells to illustrate and identify the similarities and
differences in the structures found in each cell
SC.6.L.14.4
SC.6.N.3.4
Vocabulary
animal cells
plant cells
organelles
structures
functions
cell membrane
cell wall
chloroplast
cytoplasm
mitochondria
nucleus
vacuoles
NOS Focus: Benefits and limitations of models.
*Students complete Common SLC 3 in the 3rd 9 weeks during the Cells Unit*
*Students complete Common CL 3 in the 3rd 9 weeks during the Cells Unit*
Advanced:
Advanced
1. relate structure to function for the components of plant and animal cells
2. explain the role of cell membranes as a highly selective barrier (passive and active
transport)
3. compare and contrast the general structures of plant and animal cells
4. compare and contrast the general structures of prokaryotic and eukaryotic cells
DIA 6: Cells
Comprehensive Science I (Regular and Advanced)
SC.912.L.14.2
SC.912.L.14.3
8 March – 9 March
Page 26
2016 – 2017
Volusia County Schools
Cell Structure and Function Resources
Chapter 10.4 Text book, pg. 287E (Teacher Edition) – Cell City
Textbook and
NOS Focus: Benefits and limitations of models.
NOS Focus
Safari
Cell Rap Video
Montage/Videos
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Common SLC
and
Common Lab
http://www.cellsalive.com/cells/3dcell.htm - Interactive Diagram of A Plant and Animal Cell
Interactive Cell Model
Volume 3 #16 (Sam’s Puppies)
• This is the only time this concept is taught in middle school.
• See page 386, “electronic store” in text.
• Make sure students have shown mastery of the organelles in the learning targets before adding organelles that will not appear on FCAT.
• The cell wall, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, and vacuole are the only structures required.
• Testing scenarios will require a differentiation of the structures and functions of organelles in plant and/or animal cells.
Common Science Literacy Connections (Common SLC)
Common SLC 3 – From Stem Cells to Any Cells
The article (online or printable version) and Student Questions
can be found in the 6th grade Common SLC folder on Edmodo.
Common Lab (CL)
CL 3 – Microscope Lab
This lab allows students to view cells under microscopes. All
resources can be found in the 6th grade CL folder on Edmodo.
Labs and Activities
Sample FOCUS Question
The following labs and activities can be found on Edmodo in the
th
6 grade Cell Structure and Function folder:
Activity Cell City This activity allows students to create a graphic analogy of a typical cell to
objects in the real world. Students will also be able to relate and describe their functions to a
city.
Activity Cell City Gallery Walk
Webquest Cell Organelles
Activity Cell Song – This project allows students to creatively differentiate the structure and
functions between plant and animal cells.
Activity Cell Review Game
Activity Cell Organelle Card Sort
Prefix / Suffix
Nuc- center Cyto- hollow -plasm- to form
Trans- across Port- gateway
Comprehensive Science I (Regular and Advanced)
Chloro- green
In an animal, a muscle cell requires more energy than other cells. Because of
this, you would expect to find more of which type of organelles in muscle
cells than in other cells?
A.
B.
C.
D.
-plast- form
vacuoles
chloroplasts
cell walls
mitochondria
Mitos- thread
Khondros –grain
Vacuo- space
Page 27
2016 – 2017
Volusia County Schools
Unit 7: Human Body Systems
Human Body Systems
Topics
Learning Targets and Skills
Students will:
• identify the major systems of the human body, including:
o Digestive
o Respiratory
o Circulatory
o Reproductive
o Excretory
o Immune
o Nervous
o Musculoskeletal (NOT muscular and skeletal separately)
Week 30 – 34
Standards
SC.6.L.14.5
Vocabulary
circulatory
digestive
excretory
homeostasis
immune
musculoskeletal
nervous
reproductive
respiratory
•
•
describe the general functions of the major systems of the human body
describe ways that the major systems of the human body interact to maintain
homeostasis, such as:
o maintain constant temperature – i.e. sweating while running
o response to stimuli – i.e. pull back after touching a hot surface
NOS Focus: Collecting and analyzing data.
Students will:
• recognize different types of infectious agents that may affect the human body, such
as:
o virus - cold
o bacteria - strep throat
o Fungi - athlete’s foot
o Parasite - cholera
• Compare and contrast treatments for viruses versus bacterial infections
• explain how body systems are impacted by hereditary factors and infectious agents,
such as:
o cystic fibrosis affects respiratory and digestive systems
o sickle cell anemia affects the circulatory system
o influenza affects the respiratory system
*Students complete CL 4 in the 4th 9 weeks during The Human Body Systems Unit.
DIA 7: Human Body Systems
Comprehensive Science I (Regular and Advanced)
SC.6.N.1.1
SC.6.L.14.6
bacteria
fungi
infectious agent
parasite
virus
HE.6.C.1.5
20 April – April 21
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Volusia County Schools
Human Body Systems Resources
Textbook and
Chapters 11 – 14
NOS Focus: Collecting and analyzing data.
NOS Focus
Safari Montage - “Interrelationship of the Body Systems” Schlessinger Media https://human.biodigital.com/index.html Nervous System Circulatory
Safari
Montage/Videos System How A Virus Works How To Prevent Athlete’s Foot
Websites
Keeley Probes
Teacher Hints &
Instruction
Focus
Common Labs
(CL)
Human Body Webquest - http://zunal.com/webquest.php?w=138408
Ben’s Bad Day- http://ats.doit.wisc.edu/biology/ap/ho/t1.htm
Code Fred - https://www.brainpop.com/games/codefredsurvivalmode/ www.kidsbiology.com
Volume 4 #17 (Catching a Cold) Volume 4 #18 (Digestion)
• Items assessing interactions of systems to maintain homeostasis should
• This is the only time this concept is taught in middle school.
include a reference to homeostasis and are limited to the organismal
• Items are limited to the human digestive, respiratory, circulatory,
level.
reproductive, excretory, immune, nervous, and musculoskeletal
systems.
• Items will not require specific knowledge of diseases that affect the
human body or the causal agents.
• Items will not assess individual structures or functions of individual
organs in isolation BUT their interaction with each other.
• Items will not assess the interactions of more than three systems.
• Diagrams of the human reproductive system will not be used.
Common Lab (CL)
CL 4 - Muscle Fatigue Lab
This Lab provides an opportunity for students to experience muscle fatigue.
All resources can be found in the 6th grade CL folder on Edmodo.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Human Body
Systems folder:
Lab Respiration and Homeostasis
Project The Organ Trail
Lab Fizz Virus Student Sheet
Lab Fizz Virus Teacher Notes
Lab Cruise Ship Sickness
Lab Sweating Alcohol Homeostasis
Online Activity Ben’s Bad Day
Online Activity Code Fred
Lab Working Together Is Key SBI
Activity Body systems Interactions Chart
SLC A Big Discovery about Little People Printable Article
SLC A Big Discovery about Little People Student Questions
SLC A Big Discovery about Little People Online Article and Text Analysis
Prefix / Suffix
Digest- pull apart
Respire- breathe
Comprehensive Science I (Regular and Advanced)
Circ- cycle
Ex- out/from
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2016 – 2017
Volusia County Schools
Unit 8: Classification
Classification
Topics
Learning Targets and Skills
Students will:
• analyze the classification of organisms in terms of shared characteristics in the
Linnaean system
•
explain why organisms are organized into a hierarchy of classification:
o Domain, Kingdom, Phylum, Class, Order, Family, Genus., Species
•
classify organisms into the three domains:
o Bacteria
o Archaea
o Eukarya
•
classify living organisms into kingdoms based on shared characteristics:
o Protist
o Fungus
o Plant
o Animal
•
classify living organisms into specific domains and kingdoms using:
o Energy needs: Heterotroph versus autotroph
o Organisms structure: unicellular versus multicellular
o Cell structure: Cell wall versus cell membrane
o Environment: Extreme conditions versus surface conditions
Week 35 – 37
Standards
SC.6.L.15.1
Vocabulary
binomial
nomenclature
Linnaean System
classification
common name
scientific name
domain
Archaea
Bacteria
Eukarya
kingdom
phylum
class
order
family
genus
species
heterotroph
autotroph
unicellular
multicellular
prokaryotic
eukaryotic
*Students complete Common SLC 4 in the 4th 9 weeks at the end of the Classification Unit.
NOS Focus: Draw and defend conclusions. Understand that scientists use a variety of
methods to solve problems.
DIA 8: Classification
Comprehensive Science I (Regular and Advanced)
11 May – 12 May
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2016 – 2017
Volusia County Schools
Classification Resources
Textbook and
NOS Focus
Classification Chapter 15.1-3
NOS Focus: Draw and defend conclusions. Understand that scientists use a variety of methods to solve problems.
Safari
Safari Montage - “Animal Classification” Schlessenger Media Learn Classification Video
Montage/Videos
Websites
Volume 1 #16 (Is it an Animal?)
Keeley Probes
Teacher Hints &
Instruction Focus
Common
Science Literacy
Connection
(Common SLC)
•
•
•
This is the one and only time this concept is taught in middle school.
Items assessing the classification of organisms into domains are limited to Bacteria, Archaea and Eukarya.
Items assessing the classification of organisms into kingdoms are limited to Protist, Fungus, Plant, and Animal.
Common Science Literacy Connection (Common SLC)
Common SLC 4 – Could Common Earthly Organisms Thrive On Mars?
The article (online or printable version) and Student Questions can be found in the 6th grade Common SLC folder on Edmodo.
Labs and Activities
Sample FOCUS Question
th
The following labs and activities can be found on Edmodo in the 6 grade Classification folder:
Activity Salamander Dichotomous Key
Activity Classify Me
Lab Fantasy Zoo SBI
Writing Prompt Classification
Lab Candy Classification
SLC Modern Peanut Printable Article
SLC Modern Peanut Article Quiz/answer key
Activity Kingdom WS
Classification of Living Things MSP Lesson
Prefix / Suffix
Bi- two
Nomen- name
According to the modern classification system, which list is written correctly
from least specific to most specific?
A.
B.
C.
D.
Auto- self
Comprehensive Science I (Regular and Advanced)
Hetero- different
species, genus, family, order
phylum, class, genus, order
class, order, genus, species
phylum, order, species, family
Trophos- feeder
Page 31
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Volusia County Schools
Florida Statewide Science Assessment (SSA) Information
Nature of Science
19% of SSA
8.N.1.1
7.N.1.5
6.N.1.1
7.N.3.2
6.N.1.3
8.N.1.5
7.N.1.1
E.5.10
7.N.1.3
6.N.2.2
7.N.1.4
7.N.1.6
8.N.1.3
7.N.1.7
8.N.1.4
7.N.2.1
8.N.1.6
7.N.1.2
6.N.1.2
7.N.3.1
6.N.1.4
6.N3.1
8.N.1.2
8.N.3.2
Content Breakdown by Benchmark
8.E.5.3
8.E.5.5
8.E.5.7
8.E.5.9
7.E.6.2
Earth and Space Science
27% of SSA
7.E.6.4
8.E.5.1
7.E.6.3
7.E.6.5
8.E.5.2
7.E.6.1
7.E.6.7
8.E.5.6
6.E.7.4
8.E.5.4
6.E.7.2
8.3.5.8
6.E.7.3
6.E.7.6
6.E.7.9
6.E.6.1
6.E.7.5
6.E.6.2
6.E.7.1
7.E.6.6
Physical Science
27% of SSA
8.N.1.1
7.N.1.5
6.N.1.1
7.N.3.2
6.N.1.3
8.N.1.5
7.N.1.1
E.5.10
7.N.1.3
6.N.2.2
7.N.1.4
7.N.1.6
8.N.1.3
7.N.1.7
8.N.1.4
7.N.2.1
8.N.1.6
7.N.1.2
6.N.1.2
7.N.3.1
6.N.1.4
6.N3.1
8.N.1.2
8.N.3.2
Life Science
27% of SSA
8.E.5.3
7.E.6.4
8.E.5.1
7.E.6.3
7.E.6.5
8.E.5.2
7.E.6.1
8.E.5.5
7.E.6.7
8.E.5.6
8.E.5.7
6.E.7.4
8.E.5.4
6.E.7.2
8.3.5.8
6.E.7.3
8.E.5.9
6.E.7.6
7.E.6.2
6.E.7.9
6.E.6.1
6.E.7.5
6.E.6.2
6.E.7.1
7.E.6.6
Low
10-20%
Item Cognitive Complexity
Moderate
60-80%
High
10-20%
Sessions
2
Duration and Length
Total Time
160 minutes
Total Items
60-66
Recommendations for success on the Statewide Science Assessment:
1. Use frequent formative assessment of measurement topics.
2. Students should have access to and use digital tools to work on Excel.
3. Instruction should be at the same level of rigor as the learning targets in the curriculum map.
Comprehensive Science I (Regular and Advanced)
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2016 – 2017
Volusia County Schools
Middle Grades ELA Florida Standards
*English/Language Arts Florida Standards integrated during science labs and activities:
*During Volusia Literacy Tasks (VLT) or ISN activities:
LAFS.68.RST.1.3 – Follow precisely a multistep procedure when carrying out experiments, taking
measurement or performing technical tasks.
LAFS.68.RST.3.7 – Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flow chart, diagram, model,
graph, or table.)
*During class discussion and debates (ADI):
LAFS.68.SL.1.1 – Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific
goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented.
LAFS.68.WHST.1.2 – Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful
to aiding comprehension.
b) Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c) Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
d) Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e) Establish and maintain a formal style and objective tone.
f) Provide a concluding statement or section that follows from and supports the
information or explanation presented.
*During reading in the content area (CLOSE reading, SLAM, ISN, etc.):
LAFS.68.WHST.3.9 – Draw evidence from informational texts to support analysis reflection, and
research.
LAFS.68.RST.2.4 – Determine the meaning of symbols, key terms, and other domain specific
words and phrases as they are used in a specific scientific or technical context relevant to grades
6 – 8 text and topics.
LAFS.68.RST.4.10 – By the end of grade 8, read and comprehend science / technical text in grades
6 – 8 text complexity band independently and proficiently.
Middle Grades Math Florida Standards
*All Math Florida Standards integrated during science labs and activities:
MAFS.6.EE.3.9 – Use variables to represent two quantities in a real-world problem that change
in relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent variables using graphs and
tables, and relate these to the equation. For example, in a problem involving motion at constant
speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to
represent the relationship between distance and time.
MAFS.6.SP.1.3 – Recognize that a measure of center for a numerical data set summarizes all of
its values with a single number, while a measure of variation describes how its values vary with
a single number.
MAFS.8.G.3.9 – Know the formulas for the volumes of cones, cylinders, and spheres and use
them to solve real-world and mathematical problems.
Comprehensive Science I (Regular and Advanced)
MAFS.6.SP.2.5 – Summarize numerical data sets in relation to their context, such as by:
a) Reporting the number of observations.
b) Describing the nature of the attribute under investigation, including how it was
measured and its units of measurement.
c) Giving quantitative measures of center (median and/or mean) and variability
(interquartile range and/or mean absolute deviation), as well as describing any overall
pattern and any striking deviations from the overall pattern with reference to the
context in which the data were gathered.
d) Relating the choice of measures of center and variability to the shape of the data
distribution and the context in which the data were gathered.
MAFS.8.F.2.5 – Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g. where a function is increasing or decreasing, linear or nonlinear.) Sketch a
graph that exhibits the qualitative features of a function that have been described verbally.
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2016 – 2017
Comprehensive Science I (Regular and Advanced)
Volusia County Schools
Page 34