HAMPTON COUNTY SCHOOL DISTRICT 2
CURRICULUM FRAMEWORKS
(6th – 8th Grades)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Science
HAMPTON COUNTY SCHOOL DISTRICT 2
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CURRICULUM FRAMEWORKS
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
TABLE OF CONTENTS
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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ACKNOWLEDGEMENTS----------------------------------------------------------------------------------------------------------------------------Board of Trustees
Administrators
Facilitators
Teachers
Administrative Support
DISTRICT MISSION STATEMENT----------------------------------------------------------------------------------------------------------------A MESSAGE FROM THE EXECUTIVE DIRECTOR FOR TEACHING, LEARNING, AND TECHNOLOGY-----------------------------------RATIONALE-----------------------------------------------------------------------------------------------------------------------------------------INTRODUCTION------------------------------------------------------------------------------------------------------------------------------------DESCRIPTION OF DOCUMENTS-----------------------------------------------------------------------------------------------------------------PACING GUIDE OVERVIEW----------------------------------------------------------------------------------------------------------------------INSTRUCTIONAL FRAMEWORK
CURRICULUM FRAMEWORKS--------------------------------------------------------------------------------------------------------------------6th Grade Science------------------------------------------------------------------------------------------------------------------------Course Description-------------------------------------------------------------------------------------------------------------------South Carolina Academic Standards (SCAS)-------------------------------------------------------------------------------------Common Core State Standards (CCSS)-------------------------------------------------------------------------------------------Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)------------------------------------------Foundation Document---------------------------------------------------------------------------------------------------------------th
7 Grade Science------------------------------------------------------------------------------------------------------------------------Course Description------------------------------------------------------------------------------------------------------------------South Carolina Academic Standards (SCAS)-------------------------------------------------------------------------------------Common Core State Standards (CCSS)-------------------------------------------------------------------------------------------Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)------------------------------------------Foundation Document----------------------------------------------------------------------------------------------------------------
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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8th Grade Science--------------------------------------------------------------------------------------------------------------------------Course Description--------------------------------------------------------------------------------------------------------------------South Carolina Academic Standards (SCAS)--------------------------------------------------------------------------------------Common Core State Standards (CCSS)--------------------------------------------------------------------------------------------Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)-------------------------------------------Foundation Document----------------------------------------------------------------------------------------------------------------APPENDICES----------------------------------------------------------------------------------------------------------------------------------------District Testing Calendar-------------------------------------------------------------------------------------------------------------Teaching and Learning Expectations-----------------------------------------------------------------------------------------------Grading and Assessment Framework----------------------------------------------------------------------------------------------Promotion and Retention Rubric----------------------------------------------------------------------------------------------------Non-Negotiables----------------------------------------------------------------------------------------------------------------------District Initiatives---------------------------------------------------------------------------------------------------------------------Common Core State Standards Overview-----------------------------------------------------------------------------------------Weekly Learning Templates---------------------------------------------------------------------------------------------------------Depth of Knowledge (DOK)----------------------------------------------------------------------------------------------------------Bloom’s Taxonomy “Power Word” Definitions------------------------------------------------------------------------------------Bloom’s Taxonomy Verbs------------------------------------------------------------------------------------------------------------Test-Taking Strategies---------------------------------------------------------------------------------------------------------------Extended Response Scoring Rubric------------------------------------------------------------------------------------------------PASS Test Blueprint – Science------------------------------------------------------------------------------------------------------Science Inquiry Standards (K-8)----------------------------------------------------------------------------------------------------Science Vocabulary-------------------------------------------------------------------------------------------------------------------Graphic Organizers-------------------------------------------------------------------------------------------------------------------State-Adopted Textbooks (HCSD2)------------------------------------------------------------------------------------------------MISCELLANEOUS-----------------------------------------------------------------------------------------------------------------------------------Curriculum Frameworks Annual Update Form-------------------------------------------------------------------------------------
ACKNOWLEDGEMENT
Hampton County School District 2 wishes to express its gratitude to the following individuals for their contributions, encouragement, and support
during the curriculum development process:
BOARD OF TRUSTEES
Mrs. Daisy Orr, Chairperson
Mrs. Myrtle Sumter, Vice Chairperson
Mrs. Elizabeth Haynes, Secretary
Reverend Benjamin Burison, Jr.
Mr. Lucius Moses
ADMINISTRATORS
Dr. Beverly J. Gurley, Superintendent
Mr. Martin Wright, Executive Director for Teaching, Learning, and Technology
Dr. Raedell Brown, Principal, Estill High School
Mrs. Synetria Hawkins, Interim Principal, Estill Middle School
Dr. Deborah Martin, Interim Principal, Estill Elementary School
Dr. Mildred M. Brown, Curriculum Consultant
Mrs. Julia Lee, Coordinator of Testing/District Math Coach
Dr. Raedell Brown, Principal, Estill High School
Dr. Karen Grant, Interim Administrative Assistant/6-8 Curriculum
Mrs. Marsha Robinson, Interim Administrative Assistant/K-5 Curriculum
Mrs. Mamie Jenkins, K-5 Curriculum
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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FACILITATORS
ACKNOWLEDGEMENTS
(continued)
TEACHERS
ESTILL MIDDLE SCHOOL
Science Department
Ms. Latasha Blathers, Department Chair
Mr. Bernard Sanders
Mrs. Mumtaz Shaik
Administrative Support
Mrs. Aquila Houston
Office of Teaching, Learning, and Technology
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Mrs. Shenna Solomon
Office of Human Resources
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
District Mission Statement
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The mission of Hampton County School District 2
is to prepare students
to be successful, healthy and responsible citizens by providing challenging educational
experiences in a safe and positive environment.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
“A Message from
The Executive Director for Teaching, Learning, and
Technology”
One of the purposes of education is
to provide children with the skills and knowledge needed to
function capably as adults.
With the world changing rapidly, the abilities acquired in schools
today need to be reassessed,
as do the ways in which students are expected to learn ... And
when the curriculum changes,
ways in which the curriculum is delivered must change
correspondingly. --
The Mission of Hampton County School District 2 is to prepare students to
be successful, healthy and responsible citizens by providing challenging educational experiences
in a safe and positive environment.
Toward the Year 2000.
Saskatchewan Education, 1985, p.6.
As we embrace 21st century teaching and learning skills, it is important for teachers and parents to help students demonstrate the new Three R’s: Rigor, Relevance
and Relationships. When you take a deep look at the phrase “challenging education experience” from our mission statement, the word rigor is implied. But what is rigor
really? Rigor involves helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.
While the new Three R’s are not the only components of the 21st century teaching and learning framework, it certainly marks the beginning of something new for
Hampton County School District 2. To this end, HCSD 2 is determined to develop and sustain a culture that is built on a non-negotiable commitment of getting results
based on 21st century teaching and learning skills, high expectations for college and career readiness and preparing students to compete in any globalized economy. This
new mindset has to permeate itself throughout our learning community.
We were off and running when the question was posed, what do our students need to know and be able to do in Hampton 2? This question, as simple as it may
be, was quite complex and required an answer that we could not all articulate. We stopped, thought and reflected on crafting our considerations that impacted student
achievement. In developing our common language, we adopted that curriculum is a system for managing and facilitating student achievement and learning based upon
consensus –driven content and performance standards. So our journey begins, rooted and grounded in the question that laid the purpose for our work. It was there that
the professional learning community of Hampton County School District 2 deposited a vast amount of time and energy ensuring that teaching and learning is maximized
through a guaranteed and viable curriculum
Through our work, we understand that it is at the curriculum level that we can ensure the following:
Student learning takes top priority;
The “written curriculum” is analyzed and correlated with state and district standards (Common Core State Standards (CCSS));
The “written curriculum” adequately addresses important 21st century skills (e.g., College and Career Readiness Skills and Mathematical Practice Skills from the CCSS); and
The “taught curriculum” is analyzed and monitored to ensure that it correlates with the “written curriculum”.
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Opening
Work
Session
Closing
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Instruction is defined as teachers designing and implementing teaching – learning tasks and activities to ensure that all
students achieve proficiency relevant to the South Carolina Academic Standards and/or the Common Core State Standards.
Never before has the connection between curriculum, instruction and assessment been so important as we prepare to implement
the Common Core State Standards.
An instructional framework provides a common language developed from accepted best practices in classroom instruction
that ensures a consistent approach to quality classroom instruction and assessment. The instructional framework allows teachers
to sequence the lesson or their instruction in a logical and predictable manner referencing standards throughout.
It also provides opportunities for:
Students to learn by doing and engaging in performance tasks;
Students to improve their levels of performance with practice, guidance, support, revision and feedback;
Teachers to support individual and small groups of students learning through differentiation; and
Teachers to review, share findings, answer the Essential Question and/or assess student learning.
Our curriculum will be a living and working document that is updated annually to maintain its fidelity of implementation as we continue to enhance teaching and
learning in Hampton County School District 2. With this in mind, I promise to be a STAR curriculum level leader that is committed to:
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Service: I will be passionately committed to serving our school system, school faculty, staff, parents, stakeholders and most importantly our students, and I will
embrace the mission, vision and beliefs of Hampton County School District its exceptional leaders.
Teamwork: I will cultivate distributive and shared leadership and a collaborative culture to mobilize the caring power of our learning community.
Accountability: I will adhere to the highest standards of professional leadership and responsible stewardship of resources.
Results: I will work tirelessly to obtain the highest level of student achievement, personal and organizational performance focused on getting results.
Finally, I want to especially thank Dr. Mildred Brown, Curriculum Consultant, for her leadership and guidance in facilitating and structuring the development of our new
curriculum framework.
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Yours in Service,
Martin L. Wright, Ed.S.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
RATIONALE
The development of a district-wide curriculum in core-tested subject areas must be a priority in the process of developing a standards-driven
curriculum in all areas. A curriculum that is standards driven and paced for complete content coverage is the foundation that assures equal
access to all tested standards in each applicable course. Without the focus of district-wide curricula in the core areas, efforts to improve will be
hampered by “hit-and-miss” approaches and the selection of appropriate materials is, at best, a toss up. Additionally, mechanisms used to
monitor implementation of the standards are virtually impossible to effectively manage without the necessary curriculum foundations in place.
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Finally, at the school level, teachers can only be held accountable for what can be monitored effectively. More specifically, a core curriculum is a
“must” to facilitate improved student learning and to hold all stakeholders accountable.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
INTRODUCTION
Hampton County School District 2 Curriculum Frameworks provide a research-based structure for teaching the South Carolina Academic
Standards/Common Core Standards in English/Language Arts, Mathematics, Science, and Social Studies. Based on the premise that an effective
instructional program is balanced, comprehensive, and evolving, this framework is designed to assist teachers and instructional leaders in
improving student achievement through implementation of the South Carolina Academic Standards/Common Core Standards.
The academic standards/common core standards indicate what students should know and be able to do at each grade level and in each subject
area. Each framework contains a copy of the academic standards/common core standards, a course description, standards-in-action “benchmark
schedule”/curriculum map (year-at-a-glance), and a foundation document. Included in the appendices are additional resources and
documentaries that have proven to be essential for effective day-to-day instruction.
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It is hoped that these tools will aid teachers in planning instruction that will ultimately maximize student learning. Teachers are encouraged to
accept this framework as a “living” document that will continue to be revised, edited, and updated as new standards are developed or as subject
areas go through the cyclical review process.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
DESCRIPTION OF DOCUMENTS
South Carolina Academic Standards (SCAS): A set of South Carolina crafted standards that define the knowledge and skills all students
should know and be able to do. They are clear, complete, comprehensive and serve as the basis for objective and reliable statewide assessments.
They provide the foundation for the development of curricula at the district level and are crafted for each subject at every grade level.
Common Core State Standards (CCSS): A set of standards, adopted by the South Carolina State Board of Education in 2010, so that learning
in South Carolina can be as uniform as learning across the country. These standards, currently crafted for English/Language Arts and
Mathematics only, describe the knowledge and skills that students will need when they graduate from high school whether their choice of college
or career. They, like the South Carolina Academic Standards, define the knowledge and skills students should have to succeed in high school, in
addition to those needed to succeed in entry-level, credit-bearing, academic college courses, and in workforce training programs.
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance): A schedule of planned assessments based on the
standards taught and learned within each nine weeks or semester.
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Foundation Document: A compilation of academic standards, resources/materials, best practices, and assessments from which teachers can
produce rigorous, standards-driven, highly motivating, productive lessons.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
PACING GUIDE OVERVIEW
Unlike skills in other subject areas, the South Carolina Academic Standards/Common Core Standards cannot be isolated and checked off as
completed. Instead, they are designed to be grouped in different ways and addressed multiple times throughout the year.
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Additionally, the standards cannot easily be assigned particular dates on a yearly calendar so that R1.1, for example, will be addressed on
particular days and so on. Given the “target standards” for each benchmark, teachers have the liberty to choose appropriate resources and best
practices through which to teach the standards. These choices give teachers flexibility with the number of days to spend on each standard.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
CURRICULUM FRAMEWORK
(6th Grade)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Science
Course Description
SCIENCE
(6TH Grade)
The focus for science in grade six is to provide students with a foundation for hands-on experiences that allow for the active engagement and
concrete examples that these students require in order to understand basic science concepts. Sixth graders continue to develop the investigative
skills they have been acquiring since kindergarten, now expanding them to include the skill of differentiating between observation and inference.
Specifically, students explore the life, earth, and physical sciences within the framework of the following topics: “Structures, Processes, and
Responses of Plants” (structure and function of plants); “Structures, Processes, and Responses of Animals” (structure and function of animals);
“Earth’s Atmosphere and Weather” (atmospheric properties and processes); and “Conservation of Energy” (properties of energy, work, and
machines).
The science standards for the sixth grade provide the foundation for a course that is based on a rich and wide variety of learning experiences that
actively engage students and accommodate a broad range of student learning styles through varied materials and instructional strategies.
Students should observe, interact with materials and with people, and ask questions as they explore new concepts and expand their knowledge.
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The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the
respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed
cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a
knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade
twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SCIENCE
6TH Grade
6-1
6-1.1
6-1.2
6-1.3
6-1.4
6-1.5
6-2
6-2.1
6-2.2
6-2.3
6-2.4
6-2.5
6-2.6
6-2.7
6-2.8
6-2.9
6-3
6-3.1
6-3.2
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF TECHNOLOGICAL DESIGN AND SCIENTIFIC INQUIRY, INCLUDING PROCESS SKILLS,
MATHEMATICAL THINKING, CONTROLLED INVESTIGATIVE DESIGN AND ANALYSIS, AND PROBLEM SOLVING.
Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled
scientific investigation.
Differentiate between observation and inference during the analysis and interpretation of data.
Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product,
implementing the design, and evaluating the solution or the product).
Use appropriate safety procedures when conducting investigations.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF STRUCTURES, PROCESSES, AND RESPONSES OF PLANTS THAT ALLOW THEM TO
SURVIVE AND REPRODUCE. (LIFE SCIENCE)
Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and
process of physical growth and development).
Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things—namely, kingdom,
phylum, class, order, family, genus, and species).
Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot
or dicot).
Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction.
Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).
Differentiate between the processes of sexual and asexual reproduction of flowering plants.
Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).
Explain how disease-causing fungi can affect plants.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF STRUCTURES, PROCESSES, AND RESPONSES OF ANIMALS THAT ALLOW THEM TO
SURVIVE AND REPRODUCE. (LIFE SCIENCE)
Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals
(fish, amphibians, reptiles, birds, and mammals).
Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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INDICATOR
INDICATOR
6-3.3
6-3.4
6-3.5
6-3.6
6-3.7
6-4
6-4.1
6-4.2
6-4.3
6-4.4
6-4.5
6-4.6
6-4.7
6-4.8
6-4.9
6-5
6-5.1
6-5.2
Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded
(ectothermic) animal makes to such a fluctuation.
Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).
Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.
Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.
Compare learned to inherited behaviors in animals.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN EARTH’S ATMOSPHERIC PROPERTIES AND PROCESSES
AND ITS WEATHER AND CLIMATE. (EARTH SCIENCE)
Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers).
Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow,
and groundwater flow).
Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns.
Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and
tornadoes) and other weather conditions.
Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure).
Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar.
Explain how solar energy affects Earth’s atmosphere and surface (land and water).
Explain how convection affects weather patterns and climate.
Explain the influence of global winds and the jet stream on weather and climatic conditions.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE LAW OF CONSERVATION OF ENERGY AND THE PROPERTIES OF ENERGY AND
WORK. (PHYSICAL SCIENCE)
Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.
Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and
electrical energy) in accordance with the law of conservation of energy.
Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors.
Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.
Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
Recognize that energy is the ability to do work (force exerted over a distance).
Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work.
Illustrate ways that simple machines exist in common tools and in complex machines.
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6-5.3
6-5.4
6-5.5
6-5.6
6-5.7
6-5.8
STANDARD
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
COMMON CORE STATE STANDARDS (CCSS)
SCIENCE
6th Grade
INDICATOR
RST.6-8.1
RST.6-8.2
RST.6-8.3
RST.6-8.4
RST.6-8.5
RST.6-8.6
RST.6-8.7
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 6–8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
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RST.6-8.8
RST.6-8.9
RST.6-8.10
LITERACY (READING SCIENCE/TECHNOLOGY)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Standards-in-Action Curriculum Map
SCIENCE
Grade 6
1ST NINE WEEKS
2ND NINE WEEKS
3RD NINE WEEKS
4TH NINE WEEKS
6-1.1 Use appropriate tools and instruments
(including a spring scale, beam balance,
barometer, and sling psychrometer) safely and
accurately when conducting a controlled scientific
investigation.
6-1.2 Differentiate between observation and
inference during the analysis and interpretation
of data.
6-1.3 Classify organisms, objects, and materials
according to their physical characteristics by
using a dichotomous key.
6-1.4 Use a technological design process to plan
and produce a solution to a problem or a product
(including identifying a problem, designing a
solution or a product, implementing the design,
and evaluating the solution or the product).
6-1.5 Use appropriate safety procedures when
conducting investigations.
6-4.1 Compare the composition and structure of
Earth’s atmospheric layers (including the gases
and differences in temperature and pressure
within the layers).
6-4.2 Summarize the interrelationships among
the dynamic processes of the water cycle
(including precipitation, evaporation,
transpiration, condensation, surface-water.
6-4.3 Classify shapes and types of clouds
according to elevation and their associated
weather conditions and patterns.
6-4.7 Explain how solar energy affects Earth’s
atmosphere and surface (land and water).
6-4.8 Explain how convection affects weather
patterns and climate.
6-4.9 Explain the influence of global winds and the
jet stream on weather and climatic conditions.
6-5.1 Identify the sources and properties of heat,
solar, chemical, mechanical, and electrical energy.
6-5.2 Explain how energy can be transformed
from one form to another (including the two types
of mechanical energy, potential and kinetic, as well
as chemical and electrical energy) in accordance
with the law of conservation of energy.
6-5.5 Illustrate the directional transfer of heat
energy through convection, radiation, and
conduction.
6-5.3 Explain how magnetism and electricity are
interrelated by using descriptions, models, and
diagrams of electromagnets, generators, and
simple electrical motors.
6-5.4 Illustrate energy transformations (including
the production of light, sound, heat, and
mechanical motion) in electrical circuits.
6-5.6 Recognize that energy is the ability to do
work (force exerted over a distance).
6-5.7 Explain how the design of simple machines
(including levers, pulleys, and inclined planes)
helps reduce the amount of force required to do
work.
6-5.8 Illustrate ways that simple machines exist in
common tools and in complex machines.
6-2.1 Summarize the characteristics that all
organisms share (including the obtainment
and use of resources for energy, the response to
stimuli, the ability to reproduce,
and process of physical growth and development).
6-2.2 Recognize the hierarchical structure of the
classification (taxonomy) of organisms
(including the seven major levels or categories of
living things—kingdom, phylum, class, order,
family, genus, and species).
6-2.3 Compare the characteristic structures of
various groups of plants (including vascular or
nonvascular, seed or spore-producing, flowering or
cone-bearing, and monocot or dicot).
6-2.4 Summarize the basic functions of the
structures of a flowering plant for defense,
survival, and reproduction.
6-2.5 Summarize each process in the life cycle of
flowering plants (including germination, plant
development, fertilization, and seed
6-2.6
Differentiate between the processes of sexual
and asexual reproduction of flowering plants.
6-2.7 Summarize the processes required for
plant survival (including photosynthesis,
respiration, and transpiration).
6-2.8 Explain how plants respond to external
stimuli (including dormancy and the forms of
tropism known as phototropism, gravitropism,
hydrotropism, and
thigmotropism).
6-2.9 Explain how disease-causing fungi can
affect plants.
6-3.1 Compare the characteristic structures of
invertebrate animals (including sponges,
segmented worms, echinoderms, mollusks, and
arthropods) and vertebrate
animals (fish, amphibians, reptiles, birds, and
mammals)
6-3.2 Summarize the basic functions of the
structures of animals that allow them to defend
themselves, to move, and to obtain resources.
6-3.3 Compare the response that a warmblooded (endothermic) animal makes to a
fluctuation in environmental temperature with
the response that a cold-blooded (ectothermic)
animal makes to such a fluctuation.
6-3.4 Explain how environmental stimuli cause
physical responses in animals (including
shedding, blinking, shivering, sweating,
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REVIEW
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
1ST NINE WEEKS
2ND NINE WEEKS
6-4.4 Summarize the relationship of the
movement of air masses, high and low pressure
systems, and frontal boundaries to storms
(including thunderstorms, hurricanes, and
tornadoes) and other weather conditions.
6-4.5 Use appropriate instruments and tools to
collect weather data (including wind speed and
direction, air temperature, humidity, and air
pressure).
6-4.6 Predict weather conditions and patterns
based on weather data collected from direct
observations and measurements, weather maps,
satellites, and radar.
3RD NINE WEEKS
production).
REVIEW
4TH NINE WEEKS
panting, and food gathering).
6-3.5 Illustrate animal behavioral responses
(including hibernation, migration, defense, and
courtship) to environmental stimuli.
6-3.6
Summarize how the internal stimuli (including
hunger, thirst, and sleep) of animals ensure
their survival.
6-3.7 Compare learned to inherited behaviors
in animals.
REVIEW
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REVIEW
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
FOUNDATION DOCUMENT
Science
Grade 6
6-1.1
Use appropriate tools and instruments (including a spring scale,
beam balance, barometer, and sling psychrometer) safely and
accurately when conducting a controlled scientific investigation.
Resources


6-1.2
Differentiate between observation and inference during the analysis
and interpretation of data.
6-1.3
Classify organisms, objects, and materials according to their physical
characteristics by using a dichotomous key.
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6-1.4
Use a technological design process to plan and produce a solution to
a problem or a product (including identifying a problem, designing a
solution or a product, implementing the design, and evaluating the
solution or the product).
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
Scientific Tools (Barometer, Beam
Balance, Sling Psychrometer, Spring
Scale)
https://www.ed.sc.gov/apps/cso/standar
ds/supdocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
Textbook
Venn Diagram, T-Chart
BrainPop
Etv.streamlinesc.org (Discovery
Education)













Reading/Video
Graphic Organizers
Socratic seminar
Sketch
Tools/Identify
Modeling
2-Column Note taking
Think Pair-Share
Lab
Journals
Graphic Organizers
2-Column Note taking
Think Pair-Share
http://www.nclark.net/Classification
https://www.ed.sc.gov/apps/cso/standar
ds/supdocs_k8.cfm
Textbook
http://www.biologycorner.com/workshee
ts/dichotomous_key_smilies.html
Etv.streamlinesc.org (Discovery
Education)







Journals
Graphic organizers
K-W-L
Modeling
2-Column Note taking
Think Pair-Share
Word Wall
Textbook
Flow Map
BrainPop
Etv.streamlinesc.org (Discovery
Education)
https://www.ed.sc.gov/apps/cso/standar
ds/supdocs_k8.cfm

Reading/Video Response
Journals
Graphic organizers
Record Data
Modeling
2-Column Note taking
Think Pair-Share
Lab






Assessments







Journals
Projects
Peer Teaching
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks






















Journals
Peer Teaching
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks/Tests
Journals
Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Reading Response Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Page 21
SC Academic Standard/Common Core Standard
6-1.5
Use appropriate safety procedures when conducting investigations.
Resources



Word Wall




Response Journals
2-Column Note taking
Lab
Word Wall














Journals
Graphic organizers
Response in writing
K-W-L
Socratic seminar
Modeling
2-Column Note taking
Think Pair-Share
Word Wall
Graphic organizers
Modeling
2-Column Note taking
Think Pair-Share
Word Wall
https://www.ed.sc.gov/apps/cso/standar
ds/supdocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Textbook
BrainPop
http://player.discoveryeducation.com/ind
ex.cfm?guidAssetId=E9539EBF-941F4099-8D31-




Journals
2-Column Note taking
Think Pair-Share
Lab
https://www.ed.sc.gov/apps/cso/standar
ds/supdocs_k8.cfm
http://etv.streamlinesc.org
Textbook
6-2.1
Summarize the characteristics that all organisms share (including the
obtainment
and use of resources for energy, the response to stimuli, the ability to
reproduce,
and process of physical growth and development).



Textbook
BrainPop
http://player.discoveryeducation.com/ind
ex.cfm?guidAssetId=902F8724-B78E4E18-9D24A5E6B4D743B4&blnFromSearch=1&prod
uctcode=US
6-2.2
Recognize the hierarchical structure of the classification (taxonomy) of
organisms
(including the seven major levels or categories of living things—
kingdom, phylum, class, order, family, genus, and species).

https://www.ed.sc.gov/apps/cso/standar
ds/supdocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
Compare the characteristic structures of various groups of plants
(including vascular or nonvascular, seed or spore-producing, flowering
or cone-bearing, and monocot or dicot).

Summarize the basic functions of the structures of a flowering plant for
defense, survival, and reproduction.



6-2.3
6-2.4
Hampton County School District 2 Curriculum Frameworks 2013 - 2014








Best Practices

Assessments






Ticket Out Door
Notebooks
Journals
Labs/Projects
Peer Teaching
Teacher Observation








Journals
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks




















Journals
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals/Lab
Cooperative Presentations
Peer Teaching
Page 22
SC Academic Standard/Common Core Standard
Resources

Word Wall















Reading/Video
Response Journals
Graphic organizers
Response in writing
K-W-L
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Graphic organizers
K-W-L
2-Column Note taking
Think Pair-Share
Lab
Word Wall



















6-2.5
Summarize each process in the life cycle of flowering plants (including
germination, plant development, fertilization, and seed production).




Textbook
www.explorelearning.com
BrainPop
http://etv.streamlinesc.org
6-2.6
Differentiate between the processes of sexual and asexual
reproduction of flowering plants.

https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
Venn Diagram, T-Chart, Bubble Map
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
Flow Chart
6-2.7
6-2.8
6-2.9
Summarize the processes required for plant survival (including
photosynthesis,
respiration, and transpiration).











Explain how plants respond to external stimuli (including dormancy
and the forms of tropism known as phototropism, gravitropism,
hydrotropism, and
thigmotropism).

Explain how disease-causing fungi can affect plants.






Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
630387812FC8&blnFromSearch=1&productc
ode=US
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
Assessments










Graphic Organizer
Ticket Out Door
Notebooks
Reading Response Journals
Labs/Projects
Peer Teaching
Test
Teacher Observation
Ticket Out Door
Notebooks





Peer Teaching
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Reading/Video
Response Journals
Graphic organizers
2-Column Note taking
Think Pair-Share
Lab
Word Wall







Reading Response
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Graphic organizers
K-W-L
Socratic seminar
Modeling
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Journals
Graphic organizers
K-W-L








Reading Response Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door



Journals
Labs/Projects
Cooperative Presentations
Page 23
SC Academic Standard/Common Core Standard
6-3.1
6-3.2
Resources
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com





Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Compare the characteristic structures of invertebrate animals (including
sponges, segmented worms, echinoderms, mollusks, and arthropods)
and vertebrate animals (fish, amphibians, reptiles, birds, and
mammals).

https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Summarize the basic functions of the structures of animals that allow
them to defend themselves, to move, and to obtain resources.

https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop




Journals
Graphic organizers
K-W-L
Socratic seminar








6-3.3
6-3.4
Best Practices



Compare the response that a warm-blooded (endothermic) animal
makes to a fluctuation in environmental temperature with the response
that a cold-blooded (ectothermic) animal makes to such a fluctuation.

Explain how environmental stimuli cause physical responses in animals
(including shedding, blinking, shivering, sweating, panting, and food
gathering).

Hampton County School District 2 Curriculum Frameworks 2013 - 2014






Assessments




































Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Page 24
SC Academic Standard/Common Core Standard
6-3.5
Illustrate animal behavioral responses (including hibernation, migration,
defense, and courtship) to environmental stimuli.
Resources
Summarize how the internal stimuli (including hunger, thirst, and sleep)
of animals ensure their survival.




2-Column Note taking
Think Pair-Share
Lab
Word Wall






Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks

https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org





Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
































Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test





6-3.7
Compare learned to inherited behaviors in animals.





6-4.1
Compare the composition and structure of Earth’s atmospheric layers
(including the gases and differences in temperature and pressure
within the layers).
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
http://etv.streamlinesc.org
www.Explorelearning.com




6-3.6
Best Practices






Page 25
SC Academic Standard/Common Core Standard
6-4.2
6-4.3
Resources
www.Explorelearning.com



Think Pair-Share
Lab
Word Wall
Summarize the interrelationships among the dynamic processes of the
water cycle (including precipitation, evaporation, transpiration,
condensation, surface-water flow, and groundwater flow).

https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Classify shapes and types of clouds according to elevation and their
associated weather conditions and patterns.

https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/s
updocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
Scientific Tools (Barometer, Beam Balance,
Sling Psychrometer, Spring Scale)








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall








6-4.4
6-4.5
Best Practices

Summarize the relationship of the movement of air masses, high and
low pressure systems, and frontal boundaries to storms (including
thunderstorms, hurricanes, and tornadoes) and other weather
conditions.

Use appropriate instruments and tools to collect weather data
(including wind speed and direction, air temperature, humidity, and air
pressure).

Hampton County School District 2 Curriculum Frameworks 2013 - 2014









Assessments







































Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Page 26
SC Academic Standard/Common Core Standard
6-4.7
Resources
Predict weather conditions and patterns based on weather data
collected from direct observations and measurements, weather
maps, satellites, and radar.

Explain how solar energy affects Earth’s atmosphere and surface
(land and water).










6-4.8
Explain how convection affects weather patterns and climate.





6-4.9
Explain the influence of global winds and the jet stream on weather
and climatic conditions.





6-5.1
Identify the sources and properties of heat, solar, chemical,
mechanical, and electrical energy.


Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Best Practices
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com
Weatherchannel.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook



Journals
Graphic organizers
K-W-L
Assessments
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
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

Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative
Page 27
SC Academic Standard/Common Core Standard
6-4.6
6-5.2
6-5.3
6-5.4
Resources
http://etv.streamlinesc.org
www.Explorelearning.com




5.
6.
7.
8.
Explain how energy can be transformed from one form to another
(including the two types of mechanical energy, potential and
kinetic, as well as chemical and electrical energy) in accordance
with the law
of conservation of energy.

https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Explain how magnetism and electricity are interrelated by using
descriptions,
models, and diagrams of electromagnets, generators, and simple
electrical motors.

https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Illustrate energy transformations (including the production of light,
sound, heat, and mechanical motion) in electrical circuits.

https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com






Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share

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


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
6-5.5
Best Practices


Illustrate the directional transfer of heat energy through
convection, radiation, and conduction.





Hampton County School District 2 Curriculum Frameworks 2013 - 2014
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Assessments
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


Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Page 28
SC Academic Standard/Common Core Standard
SC Academic Standard/Common Core Standard
6-5.6
Recognize that energy is the ability to do work (force exerted over
a distance).
Resources





6-5.7
6-5.8
Explain how the design of simple machines (including levers,
pulleys, and inclined planes) helps reduce the amount of force
required to do work.

Illustrate ways that simple machines exist in common tools and in
complex machines.





Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
https://www.ed.sc.gov/apps/cso/standards/supd
ocs_k8.cfm
Textbook
BrainPop
http://etv.streamlinesc.org
www.Explorelearning.com








Journals
Graphic organizers
K-W-L
Socratic seminar
2-Column Note taking
Think Pair-Share
Lab
Word Wall
Assessments
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


Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Journals
Labs/Projects
Cooperative Presentations
Peer Teaching
Test
Teacher Observation
Graphic Organizer
Ticket Out Door
Notebooks
Page 29
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Best Practices

Hampton County School District 2 Curriculum Frameworks 2013 - 2014
CURRICULUM FRAMEWORK
(7th Grade)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 30
Science
SCIENCE
(7TH Grade)
Course Description
Students in grade seven continue to deepen their knowledge of the life, earth, and physical sciences through more complex investigations and
explanations. The concepts they study become increasingly abstract in a developmentally appropriate manner to allow for the slow, incremental
development of these cognitively complex ideas. Seventh graders also continue to develop their investigative skills by generating their own
questions, recognizing and explaining the relationships among variables, and critiquing the conclusions that are drawn from scientific
investigations. Specifically, these students explore the sciences within the framework of the following topics: “Cells and Heredity” (structure and
function of cells and heredity), “Human Body Systems and Disease” (functions and interconnections within the human body and the breakdown of
these functions due to disease); “Ecology: The Biotic and Abiotic Environment” (interactions and responses between biotic and abiotic components
and organisms); and “The Chemical Nature of Matter” (classifications and properties of matter, changes in matter).
The science standards for grade seven provide the foundation for a course that is based on a rich and wide variety of learning experiences that
actively engage students and accommodate a broad range of student learning styles through varied materials and instructional strategies.
Students should observe, interact with materials and with people, and ask questions as they explore new concepts and expand their knowledge.
Page 31
The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the
respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed
cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a
knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade
twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SCIENCE
7TH Grade
7-1
7-1.1
7-1.2
7-1.3
7-1.4
7-1.5
7-1.6
7-2
7-2.1
7-2.2
7-2.3
7-2.4
7-2.5
7-2.6
7-2.7
7-3
7-3.1
7-3.2
7-3.3
7-3.4
7-4
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF TECHNOLOGICAL DESIGN AND SCIENTIFIC INQUIRY, INCLUDING PROCESS SKILLS,
MATHEMATICAL THINKING, CONTROLLED INVESTIGATIVE DESIGN AND ANALYSIS, AND PROBLEM SOLVING.
Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.
Generate questions that can be answered through scientific investigation.
Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.
Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.
Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts.
Critique a conclusion drawn from a scientific investigation.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE STRUCTURE AND FUNCTION OF CELLS, CELLULAR REPRODUCTION, AND
HEREDITY. (LIFE SCIENCE)
Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts,
mitochondria, and vacuoles).
Compare the major components of plant and animal cells.
Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and
locomotion.
Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism.
Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits,
and recessive traits.
Use Punnett squares to predict inherited monohybrid traits.
Distinguish between inherited traits and those acquired from environmental factors.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE FUNCTIONS AND INTERCONNECTIONS OF THE MAJOR HUMAN BODY SYSTEMS,
INCLUDING THE BREAKDOWN IN STRUCTURE OR FUNCTION THAT DISEASE CAUSES. (LIFE SCIENCE)
Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).
Recall the major organs of the human body and their function within their particular body system.
Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems).
Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious
diseases such as diabetes, Parkinson’s, and skin cancer).
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW ORGANISMS INTERACT WITH AND RESPOND TO THE BIOTIC AND ABIOTIC
COMPONENTS OF THEIR ENVIRONMENT. (EARTH SCIENCE, LIFE SCIENCE)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 32
INDICATOR
INDICATOR
7-4.1
7-4.2
7-4.3
7-4.4
7-4.5
7-4.6
7-5
7-5.1
7-5.2
7-5.3
7-5.4
7-5.5
7-5.6
7-5.7
7-5.8
7-5.9
Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes).
Illustrate energy flow in food chains, food webs, and energy pyramids.
Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting
factors (including climate and the availability of food and water, space, and shelter).
Explain the effects of soil quality on the characteristics of an ecosystem.
Summarize how the location and movement of water on Earth’s surface through groundwater zones and surface-water drainage basins, called watersheds, are important
to ecosystems and to human activities.
Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of conservation.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CLASSIFICATIONS AND PROPERTIES OF MATTER AND THE CHANGES THAT
MATTER UNDERGOES. (PHYSICAL SCIENCE)
Recognize that matter is composed of extremely small particles called atoms.
Classify matter as element, compound, or mixture on the basis of its composition.
Compare the physical properties of metals and nonmetals.
Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families).
Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances (including NaCl [table salt], H2O [water],
C6H12O6 [simple sugar], O2 [oxygen gas], CO2 [carbon dioxide], and N2 [nitrogen gas]).
Distinguish between acids and bases and use indicators (including litmus paper, pH paper, and phenolphthalein) to determine their relative pH.
Identify the reactants and products in chemical equations.
Explain how a balanced chemical equation supports the law of conservation of matter.
Compare physical properties of matter (including melting or boiling point, density, and color) to the chemical property of reactivity with a certain substance (including
the ability to burn or to rust).
Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or
temperature and formation of a precipitate or gas).
Page 33
7-5.10
STANDARD
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
COMMON CORE STATE STANDARDS (CCSS)
SCIENCE
7th Grade
INDICATOR
RST.6-8.1
RST.6-8.2
RST.6-8.3
RST.6-8.4
LITERACY (READING SCIENCE/TECHNOLOGY)
RST.6-8.8
RST.6-8.9
RST.6-8.10
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 6–8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
RST.6-8.1
RST.6-8.2
RST.6-8.3
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.6-8.5
Page 34
RST.6-8.6
RST.6-8.7
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Standards-in-Action Curriculum Map
SCIENCE
Grade 7
1ST NINE WEEKS
2ND NINE WEEKS
3RD NINE WEEKS
4TH NINE WEEKS
7-1.1. Use appropriate tools and instruments
(including a microscope) safely and accurately
when conducting a controlled scientific
investigation.
7-1.2. Generate questions that can be answered
through scientific investigation
7-1.3. Explain the reasons for testing one
independent variable at a time in a controlled
scientific investigation.
7-1.4. Explain the importance that repeated
trials and a well-chosen sample size have with
regard to the validity of a controlled scientific
investigation.
7-1.5. Explain the relationships between
independent and dependent variables in a
controlled scientific investigation through the use
of appropriate graphs, tables, and charts.
7-1-6. Critique a conclusion drawn from a
scientific investigation.
7-1-7. Use appropriate safety procedures when
conducting investigations.
7-2.1. Summarize the structures and functions
of the major components of plant and animal
cells (including the cell wall, the cell membrane,
the nucleus, chloroplasts, mitochondria, and
vacuoles).
7-2.2. Compare the major components of plant
and animal cells.
7-2.3. Compare the body shapes of bacteria
(spiral, coccus, and bacillus) and the body
structures that protists (euglena, paramecium,
7-2.4. Explain how cellular processes (including
respiration, photosynthesis in plants, mitosis, and
waste elimination) are essential to the survival of
the organism.
7-2.5. Summarize how genetic information is
passed from parent to offspring by using the
terms genes, chromosomes, inherited traits,
genotype, phenotype, dominant traits, and
recessive traits.
7-2.7. Distinguish between inherited traits and
those acquired from environmental factors.
7-3.1 Summarize the levels of structural
organization within the human body (including
cells, tissues, organs, and systems).
7-3.2 Recall the major organs of the human
body and their function within their particular
body system
7-3.3 Summarize the relationships of the major
body systems (including the circulatory,
respiratory, digestive, excretory, nervous,
muscular, and skeletal systems).
7-3.2 Recall the major organs of the human
body and their function within their particular
body system
7-3.4 Explain the effects of disease on the
major organs and body systems (including
infectious diseases
such as colds and flu, AIDS, and athlete’s foot
and noninfectious diseases such as diabetes,
Parkinson’s, and skin cancer).
7-4.1 Summarize the characteristics of the
levels of organization within ecosystems
(including populations, communities, habitats,
niches, and biomes).
7-4.2 Illustrate energy flow in food chains,
food webs, and energy pyramids
7-4.3 Explain the interaction among changes
in the environment due to natural hazards
(including landslides, wildfires, and floods),
changes in populations, and limiting factors
(including climate and the availability of food
and water, space, and shelter).
7-4.4 Explain the effects of soil quality on the
characteristics of an ecosystem
7-4.5 Summarize how the location and
movement of water on Earth’s surface
through groundwater zones
and surface-water drainage basins, called
watersheds, are important to ecosystems and
to human activities
7-4.6 Classify resources as renewable or
nonrenewable and explain the implications of their
depletion and the importance of conservation
7-5.1 Recognize that matter is composed of
extremely small particles called atoms.
7-5.2 Classify matter as element, compound, or
mixture on the basis of its composition
7-5.3 Compare the physical properties of metals and
nonmetals.
7-5.4 Use the periodic table to identify the basic
organization of elements and groups of elements
(including metals, nonmetals, and families).
7-5.5 Translate chemical symbols and the chemical
formulas of common substances to show the
component parts of the substances (including NaCl
[table salt], H2O [water], C6H12O6 [simple sugar],
O2 [oxygen gas], CO2 [carbon dioxide], and N2
[nitrogen gas]).
7-5.6 Distinguish between acids and bases and use
indicators (including litmus paper, pH paper, and
phenolphthalein) to determine their relative pH.
7-5.7 Identify the reactants and products in chemical
equations.
7-5.8 Explain how a balanced chemical equation
supports the law of conservation of matter.
7-5.10 Compare physical changes (including changes
in size, shape, and state) to chemical changes that
are the result of chemical
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
REVIEW
Page 35
REVIEW
1ST NINE WEEKS
2ND NINE WEEKS
amoeba) use for food gathering and locomotion
REVIEW
3RD NINE WEEKS
4TH NINE WEEKS
reactions (including changes in color or temperature
and formation of a
precipitate or gas).
Page 36
REVIEW
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
FOUNDATION DOCUMENT
Science
Grade 7
7-1.1.
7-1.2.
7-1.3.
7-1.4.
Use appropriate tools and instruments (including a microscope) safely and accurately
when conducting a controlled scientific investigation.
Generate questions that can be answered through scientific investigation
Explain the reasons for testing one independent variable at a time in a controlled scientific
investigation.
Explain the importance that repeated trials and a well-chosen sample size have with
regard to the validity of a controlled scientific investigation.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Resources


















Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Documents
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Documents
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Documents
Text Book
Brain Pop
SC Streamline
Best Practices
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
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Assessments




Quizzes
Test
Projects
Exams




Quizzes
Test
Projects
Exams

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


Quizzes
Test
Projects
Exams
Projects



Quizzes
Test
Projects
Page 37
SC Academic Standard/Common Core Standard
Resources


7-1.5.
7-1-6.
7-1-7.
7-2.1.
Explain the relationships between independent and dependent variables in a controlled
scientific investigation through the use of appropriate graphs, tables, and charts.
Critique a conclusion drawn from a scientific investigation.
Use appropriate safety procedures when conducting investigations.
Summarize the structures and functions of the major components of plant and animal
cells
(including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and
vacuoles).
Hampton County School District 2 Curriculum Frameworks 2013 - 2014

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











Explorelearning.com
SC Standards Support
Documents
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Best Practices

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
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
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Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Assessments
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Exams
Projects
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Test
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Exams
5. Projects
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Page 38
SC Academic Standard/Common Core Standard
Resources
Document
7-2.2.
7-2.3.
7-2.4.
7-2.5.
Compare the major components of plant and animal cells.
Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body
structures that protists (euglena, paramecium, amoeba) use for food gathering and
locomotion
Explain how cellular processes (including respiration, photosynthesis in plants, mitosis,
and waste elimination) are essential to the survival of the organism.
Summarize how genetic information is passed from parent to offspring by using the terms
genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and
recessive traits.
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Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Best Practices
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Assessments
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Quizzes
Test
Projects
Exams
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Page 39
SC Academic Standard/Common Core Standard
7-2.7.
7-3.1
7-3.2
7-3.2
Use Punnett squares to predict inherited monohybrid traits
Distinguish between inherited traits and those acquired from environmental factors.
Summarize the levels of structural organization within the human body (including cells,
tissues,
organs, and systems).
Recall the major organs of the human body and their function within their particular body
system
Recall the major organs of the human body and their function within their particular body
system
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Resources
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Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Best Practices
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Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Assessments
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Test
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Exams
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Page 40
SC Academic Standard/Common Core Standard
7-2.6
Resources
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7-3.3
7-3.4
7-4.1
7-4.2
Summarize the relationships of the major body systems (including the circulatory,
respiratory, digestive, excretory, nervous, muscular, and skeletal systems).
Explain the effects of disease on the major organs and body systems (including infectious
diseases such as colds and flu, AIDS, and athlete’s foot and noninfectious diseases such
as diabetes, Parkinson’s, and skin cancer).
Summarize the characteristics of the levels of organization within ecosystems (including
populations, communities, habitats, niches, and biomes).
Illustrate energy flow in food chains, food webs, and energy pyramids
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Best Practices
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Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
Assessments
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Exams
Projects
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Test
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Page 41
SC Academic Standard/Common Core Standard
7-4.3
7-4.4
7-4.5
7-4.6
Explain the interaction among changes in the environment due to natural hazards
(including landslides, wildfires, and floods), changes in populations, and limiting factors
(including climate and the availability of food and water, space, and shelter).
Explain the effects of soil quality on the characteristics of an ecosystem
Summarize how the location and movement of water on Earth’s surface through
groundwater zones and surface-water drainage basins, called watersheds, are important
to ecosystems and to human activities
Classify resources as renewable or nonrenewable and explain the implications of their
depletion and the importance of conservation
Resources
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Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Best Practices
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Assessments
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Quizzes
Test
Projects
Exams
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Page 42
SC Academic Standard/Common Core Standard
Recognize that matter is composed of extremely small particles called atoms. precipitate
or gas).
7-5.2
Classify matter as element, compound, or mixture on the basis of its composition
7-5.3
7-5.4
7-5.5
Compare the physical properties of metals and nonmetals.
Use the periodic table to identify the basic organization of elements and groups of
elements (including metals, nonmetals, and families).
Translate chemical symbols and the chemical formulas of common substances to show
the component parts of the substances (including NaCl [table salt], H2O [water],
C6H12O6 [simple sugar], O2 [oxygen gas], CO2 [carbon dioxide], and N2 [nitrogen gas]).
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Resources
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Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Best Practices
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Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Assessments
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Quizzes
Test
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Exams
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Page 43
SC Academic Standard/Common Core Standard
7-5.1
Resources
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7-5.6
7-5.7
7-5.8
7-5.9
Distinguish between acids and bases and use indicators (including litmus paper, pH
paper, and phenolphthalein) to determine their relative pH.
Identify the reactants and products in chemical equations.
Explain how a balanced chemical equation supports the law of conservation of matter.
Compare physical properties of matter (including melting or boiling point, density, and
color) to the chemical property of reactivity with a certain substance (including the ability
to burn or to rust).
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Best Practices
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Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
Assessments
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Exams
Projects
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Quizzes
Test
Projects
Exams
Projects
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Page 44
SC Academic Standard/Common Core Standard
SC Academic Standard/Common Core Standard
7-5.10
Compare physical changes (including changes in size, shape, and state) to chemical
changes that are the result of chemical reactions (including changes in color or
temperature and formation of a precipitate or gas).
Resources
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Text Book
Brain Pop
SC Streamline
Explorelearning.com
SC Standards Support
Document
Best Practices
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Page 45
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specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response
Journals
Graphic organizers
Response in writing to a
specific question
K-W-L
Socratic seminar
Assessments
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Science
(8th Grade)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 46
CURRICULUM FRAMEWORK
Course Description
SCIENCE
(8TH Grade)
The focus of the grade-eight science standards is on providing students with the hands-on experiences that give them the active engagement and
the concrete examples they require in order to understand basic science concepts. The development of eighth graders’ science skills culminates
with their designing an entire controlled scientific investigation, constructing explanations and drawing conclusions from data, and generating
questions for further study. Specifically, students explore the life, earth, and physical sciences within the framework of the following topics:
“Earth’s Biological History” (Earth’s biological diversity over time); “Earth’s Structure and Processes” (materials and processes that alter the
structure of Earth); “Astronomy: Earth and Space Systems” (characteristics, structure, and motions of celestial bodies in the universe); “Forces
and Motion” (effects of forces on the motion of an object); and “Waves” (properties and behaviors of waves).
The science standards for grade eight provide the foundation for a course that is based on a rich and wide variety of learning experiences that
actively engage students and accommodate a broad range of student learning styles through varied materials and instructional strategies.
Students should observe, interact with materials and with people and ask questions as they explore new concepts and expand their knowledge.
Page 47
The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the
respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed
cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a
knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade
twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SCIENCE
8TH Grade
8-1.1
8-1.2
8-1.3
8-1.4
8-1.5
8-1.6
8-1.7
8-2
8-2.1
8-2.2
8-2.3
8-2.4
8-2.5
8-2.6
8-2.7
8-3
8-3.1
8-3.2
8-3.3
8-3.4
8-3.5
8-3.6
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF TECHNOLOGICAL DESIGN AND SCIENTIFIC INQUIRY, INCLUDING PROCESS SKILLS,
MATHEMATICAL THINKING, CONTROLLED INVESTIGATIVE DESIGN AND ANALYSIS, AND PROBLEM SOLVING.
Design a controlled scientific investigation.
Recognize the importance of a systematic process for safely and accurately conducting investigations.
Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.
Generate questions for further study on the basis of prior investigations.
Explain the importance of and requirements for replication of scientific investigations.
Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms, and slinky springs) safely and accurately when conducting a
controlled scientific investigation.
Use appropriate safety procedures when conducting investigations.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF EARTH’S BIOLOGICAL DIVERSITY OVER TIME. (LIFE SCIENCE, EARTH SCIENCE)
Explain how biological adaptations of populations enhance their survival in a particular environment.
Summarize how scientists study Earth’s past environment and diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils,
preserved and carbonized remains of plants and animals, and trace fossils).
Explain how Earth’s history has been influenced by catastrophes (including the impact of an asteroid or comet, climatic changes, and volcanic activity) that have
affected the conditions on Earth and the diversity of its life-forms.
Recognize the relationship among the units—era, epoch, and period—into which the geologic time scale is divided.
Illustrate the vast diversity of life that has been present on Earth over time by using the geologic time scale.
Infer the relative age of rocks and fossils from index fossils and the ordering of the rock layers.
Summarize the factors, both natural and man-made, that can contribute to the extinction of a species.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF MATERIALS THAT DETERMINE THE STRUCTURE OF EARTH AND THE PROCESSES THAT
HAVE ALTERED THIS STRUCTURE. (EARTH SCIENCE)
Summarize the three layers of Earth—crust, mantle, and core—on the basis of relative position, density, and composition.
Explain how scientists use seismic waves—primary, secondary, and surface waves—and Earth’s magnetic fields to determine the internal structure of Earth.
Infer an earthquake’s epicenter from seismographic data.
Explain how igneous, metamorphic, and sedimentary rocks are interrelated in the rock cycle.
Summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties.
Explain how the theory of plate tectonics accounts for the motion of the lithospheric plates, the geologic activities at the plate boundaries, and the changes in landform
areas over geologic time.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 48
INDICATOR
8-1
8-3.7
8-3.8
8-3.9
8-4
8-4.1
8-4.2
8-4.3
8-4.4
8-4.5
8-4.6
8-4.7
8-4.8
8-4.9
8-4.10
8-5
8-5.1
8-5.2
8-5.3
8-5.4
8-5.5
8-5.6
8-6
8-6.1
8-6.2
8-6.3
8-6.4
8-6.5
8-6.6
8-6.7
8-6.8
STANDARD
Illustrate the creation and changing of landforms that have occurred through geologic processes (including volcanic eruptions and mountain-building forces).
Explain how earthquakes result from forces inside Earth.
Identify and illustrate geologic features of South Carolina and other regions of the world through the use of imagery (including aerial photography and satellite
imagery) and topographic maps.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CHARACTERISTICS, STRUCTURE, AND PREDICTABLE MOTIONS OF CELESTIAL
BODIES. (EARTH SCIENCE)
Summarize the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).
Summarize the characteristics of the surface features of the Sun: photosphere, corona, sunspots, prominences, and solar flares.
Explain how the surface features of the Sun may affect Earth.
Explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides).
Explain how the tilt of Earth’s axis affects the length of the day and the amount of heating on Earth’s surface, thus causing the seasons of the year.
Explain how gravitational forces are influenced by mass and distance.
Explain the effects of gravity on tides and planetary orbits.
Explain the difference between mass and weight by using the concept of gravitational force.
Recall the Sun’s position in the universe, the shapes and composition of galaxies, and the distance measurement unit (light year) needed to identify star and galaxy
locations.
Compare the purposes of the tools and the technology that scientists use to study space (including various types of telescopes, satellites, space probes, and
spectroscopes).
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE EFFECTS OF FORCES ON THE MOTION OF AN OBJECT. (PHYSICAL SCIENCE)
Use measurement and time-distance graphs to represent the motion of an object in terms of its position, direction, or speed.
Use the formula for average speed, v = d/t, to solve real-world problems.
Analyze the effects of forces (including gravity and friction) on the speed and direction of an object.
Predict how varying the amount of force or mass will affect the motion of an object.
Analyze the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.
Summarize and illustrate the concept of inertia.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES AND BEHAVIORS OF WAVES. (PHYSICAL SCIENCE)
Recall that waves transmit energy but not matter.
Distinguish between mechanical and electromagnetic waves.
Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed).
Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption).
Explain hearing in terms of the relationship between sound waves and the ear.
Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object.
Explain how the absorption and reflection of light waves by various materials result in the human perception of color.
Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (including visible light, infrared, and ultraviolet radiation).
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 49
INDICATOR
COMMON CORE STATE STANDARDS (CCSS)
SCIENCE
8th Grade
INDICATOR
RST.6-8.1
RST.6-8.2
RST.6-8.3
RST.6-8.4
RST.6-8.5
RST.6-8.6
RST.6-8.7
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 6–8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
Page 50
RST.6-8.8
RST.6-8.9
RST.6-8.10
LITERACY (READING SCIENCE/TECHNOLOGY)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Standards-in-Action Curriculum Map
SCIENCE
1ST NINE WEEKS
2ND NINE WEEKS
3RD NINE WEEKS
4TH NINE WEEKS
8-1.1 Design a controlled scientific investigation.
8-1.2 Recognize the importance of a systematic
process for safely and accurately conducting
investigations.
8-1.3 Construct explanations and conclusions
from interpretations of data obtained during a
controlled scientific investigation.
8-1.4 Generate questions for further study on the
basis of prior investigations.
8-1.5 Explain the importance of and requirements
for replication of scientific investigations.
8-1.6 Use appropriate tools and instruments
(including convex lenses, plane mirrors, color
filters, prisms, and slinky springs) safely and
accurately when conducting a controlled scientific
investigation.
8-1.7 Use appropriate safety procedures when
conducting investigations.
8-4.1 Summarize the characteristics and
movements of objects in the solar system
(including planets, moons, asteroids, comets, and
meteors).
8-4.1 Compare the purposes of the tools and the
technology that scientists use to study space
(including various types of telescopes, satellites,
space probes, and spectroscopes).
8-4.2 Summarize the characteristics of the
surface features of the Sun: photosphere,
corona, sunspots, prominences, and solar flares.
8-4.5 Explain how the tilt of Earth's axis affects
the length of the day and the amount of heating
on Earth's surface, thus causing the seasons of the
year.
8-4.6 Explain how gravitational forces are
influenced by mass and distance.
8-4.7 Explain the effects of gravity on tides and
planetary orbits.
8-4.8 Explain the difference between mass and
weight by using the concept of gravitational force.
8-4.9 Recall the Sun's position in the universe, the
shapes and composition of galaxies, and the
distance measurement unit (light year) needed to
identify star and galaxy locations.
8-3.1 Summarize the three layers of Earth-crust,
mantle, and core-on the basis of relative position,
density, and composition.
8-3.2 Explain how scientists use seismic wavesprimary, secondary, and surface waves-and Earth's
magnetic fields to determine the internal structure
of Earth.
8-3.3 Infer an earthquake's epicenter from
seismographic data.
8-3.4 Explain how igneous, metamorphic, and
sedimentary rocks are interrelated in the rock
cycle.
8-3.5 Summarize the importance of minerals,
ores, and fossil fuels as Earth resources on the
basis of their physical and chemical properties.
8-2.1 Explain how biological adaptations of
populations enhance their survival in a particular
environment.
8-2.2 Summarize how scientists study Earth's
past environment and diverse life-forms by
examining different types of fossils (including
molds, casts, petrified fossils, preserved and
carbonized remains of plants and animals, and
trace fossils.)
8-2.3 Explain how Earth's history has been
influenced by catastrophes (including the impact
of an asteroid or comet, climatic changes, and
volcanic activity) that have affected the conditions
on Earth and the diversity of its life-forms.
8-2.4 Recognize the relationship among the
units-era, epoch, and period-into which the
geologic time scale is divided.
8-2.5 Illustrate the vast diversity of life that has
been present on Earth over time by using the
geologic time scale.
8-2.6 Infer the relative age of rocks and fossils
from index fossils and the ordering of the rock
layers.
8-2.7 Summarize the factors, both natural and
man-made, that can contribute to the extinction
of a species.
8-6.1 Recall that waves transmit energy but not
matter.
8-6.2 Distinguish between mechanical and
electromagnetic waves.
8-6.3 Summarize factors that influence the
8-6.6 Explain sight in terms of the
relationship between the eye and the light
waves emitted or reflected by an object.
8-6.7 Explain how the absorption and
reflection of light waves by various materials
result in the human perception of color.
8-6.8 Compare the wavelength and energy of
waves in various parts of the electromagnetic
spectrum (including visible light, infrared, and
ultraviolet radiation).
8-5.1 Use measurement and time-distance
graphs to represent the motion of an object in
terms of its position, direction, or speed.
8-5.2 Use the formula for average speed, v =
d/t, to solve real-world problems.
8-5.3 Analyze the effects of forces (including
gravity and friction) on the speed and
direction of an object.
8-5.4 Predict how varying the amount of
force or mass will affect the motion of an
object.
8-5.5 Analyze the resulting effect of balanced
and unbalanced forces on an object's motion
in terms of magnitude and direction.
8-5.6 Summarize and illustrate the concept
of inertia.
8-3.9 Identify and illustrate geologic features
of South Carolina and other regions of the
world through the use of imagery (including
aerial photography and satellite imagery) and
topographic maps.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
REVIEW
Page 51
Grade 8
1ST NINE WEEKS
2ND NINE WEEKS
3RD NINE WEEKS
8-4.3 Explain how the surface features of the Sun
may affect Earth.
8-4.4 Explain the motions of Earth and the Moon
and the effects of these motions as they orbit the
Sun (including day, year, phases of the Moon,
eclipses, and tides).
8-3.6 Explain how the theory of plate tectonics
accounts for the motion of the lithospheric plates,
the geologic activities at the plate boundaries, and
the changes in landform areas over geologic time.
8-3.7 Illustrate the creation and changing of
landforms that have occurred through geologic
processes (including volcanic eruptions and
mountain-building forces).
8-3.8 Explain how earthquakes result from forces
inside Earth.
basic properties of waves (including frequency,
amplitude, wavelength, and speed).
8-6.4 Summarize the behaviors of waves
(including refraction, reflection, transmission, and
absorption).
8-6.5 Explain hearing in terms of the relationship
between sound waves and the ear.
REVIEW
3RD NINE WEEKS
REVIEW
Page 52
REVIEW
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
FOUNDATION DOCUMENT
Science
Grade 8
Resources
Best Practices
Design a controlled scientific investigation.




Self-selected books
Magazines
Newspapers
Text, pgs. 33-49
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
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-1.2.
Recognize the importance of a systematic process for safely and
accurately conducting investigations.



Self-selected books
Magazines
Newspapers





Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question









K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar






Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
8-1.3.
Explain the reasons for testing one independent variable at a time in a
controlled scientific investigation.



Self-selected books
Magazines
Newspapers
8-1.4.
Explain the importance that repeated trials and a well-chosen sample size
have with regard to the validity of a controlled scientific investigation.



Self-selected books
Magazines
Newspapers
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
6, Literary response paper
Speech
8 Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Page 53
SC Academic Standard/Common Core Standard
8-1.1.
Resources
Best Practices
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Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
7. Socratic seminar



Self-selected books
Magazines
Newspapers


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


Explain how biological adaptations of populations enhance their survival in
a particular environment.



Self-selected books
Magazines
Newspapers
Summarize how scientists study Earth's past environment and diverse lifeforms by

Self-selected books
8-1.5.
Explain the relationships between independent and dependent variables in
a controlled scientific investigation through the use of appropriate graphs,
tables, and charts.



Self-selected books
Magazines
Newspapers
8-1-6.
Critique a conclusion drawn from a scientific investigation.
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

8-1-7.
Use appropriate safety procedures when conducting investigations.
8-2.1.
8-2.2.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
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











Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar








Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar








Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique

Sustained Silent Reading

Reading Response Journals
Page 54
SC Academic Standard/Common Core Standard
Resources
Best Practices
examining different
types of fossils (including molds, casts, petrified fossils, preserved and
carbonized remains of plants and animals, and trace fossils.)


Magazines
Newspapers






Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-2.3.
Explain how Earth's history has been influenced by catastrophes
(including the impact of an asteroid or
comet, climatic changes, and volcanic activity) that have affected the
conditions on Earth and the diversity
of its life-forms.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-2.4.
Recognize the relationship among the units-era, epoch, and period-into
which the geologic time scale is divided.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-2.5.
Illustrate the vast diversity of life that has been present on Earth over time
by using the geologic time scale.



Self-selected books
Magazines
Newspapers







8-2.6
Infer the relative age of rocks and fossils from index fossils and the
ordering of the rock layers.



Self-selected books
Magazines
Newspapers





Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
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




Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar








Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific





Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Page 55
SC Academic Standard/Common Core Standard
Resources
Best Practices


question
K-W-L
Socratic seminar

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
Literary response paper
Speech
Literary review/book critique
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





Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
6, Literary response paper
Speech
8 Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
8-2.7.
Summarize the factors, both natural and man-made, that can contribute to
the extinction of a species.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-3.1
Summarize the three layers of Earth-crust, mantle, and core-on the basis
of relative position, density, and composition.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-3.2
Explain how scientists use seismic waves-primary, secondary, and surface
waves-and Earth's magnetic fields to determine the internal structure of
Earth.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar



Self-selected books
Magazines
Newspapers



Sustained Silent Reading
Literature circles
Reading Response Journals
8-3.3
8-3.4
Infer an earthquake's epicenter from seismographic data.
Explain how igneous, metamorphic, and sedimentary rocks are interrelated
in the rock cycle.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
Page 56
SC Academic Standard/Common Core Standard
Resources
Best Practices



Response in writing to a specific question
K-W-L
Socratic seminar
Assessments












Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-3.5
Summarize the importance of minerals, ores, and fossil fuels as Earth
resources on the basis of their physical and chemical properties.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-3.6
Explain how the theory of plate tectonics accounts for the motion of the
lithospheric plates, the geologic activities at the plate boundaries, and the
changes in landform areas over geologic time.



Self-selected books
Magazines
Newspapers







Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic s








Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-3.7
Illustrate the creation and changing of landforms that have occurred
through geologic processes (including volcanic eruptions and mountainbuilding forces).

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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-3.8
Explain how earthquakes result from forces inside Earth.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 57
SC Academic Standard/Common Core Standard
Resources
Best Practices
Identify and illustrate geologic features of South Carolina and other
regions of the world through the use of imagery (including aerial
photography and satellite imagery) and topographic maps.
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Self-selected books
Magazines
Newspapers

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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-4.1
Summarize the characteristics and movements of objects in the solar
system (including planets, moons, asteroids, comets, and meteors).
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Self-selected books
Magazines
Newspapers

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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-4.2
Summarize the characteristics of the surface features of the Sun:
photosphere, corona, sunspots, prominences, and solar flares.
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Self-selected books
Magazines
Newspapers

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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-4.3
Explain how the surface features of the Sun may affect Earth.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-4.4
Explain the motions of Earth and the Moon and the effects of these
motions as they orbit the Sun
(including day, year, phases of the Moon, eclipses, and tides).
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Page 58
SC Academic Standard/Common Core Standard
8-3.9
Resources
Best Practices
Assessments
Explain how the tilt of Earth's axis affects the length of the day and the
amount of heating on Earth's surface, thus causing the seasons of the
year.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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





Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-4.6
Explain how gravitational forces are influenced by mass and distance.
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Self-selected books
Magazines
Newspapers

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

Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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
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



Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-4.7
Explain the effects of gravity on tides and planetary orbits.
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Self-selected books
Magazines
Newspapers
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
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique



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Reading Response Journals
Book Talk
Book jacket
Annotated book list
8-4.8
Explain the difference between mass and weight by using the concept of
gravitational force.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-4.9
Recall the Sun's position in the universe, the shapes and composition of
galaxies, and the distance measurement unit (light year) needed to
identify star and galaxy locations
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 59
SC Academic Standard/Common Core Standard
8-4.5
Resources
Best Practices
Assessments
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Response in writing to a specific question
K-W-L
Socratic seminar
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Independent reading record
Literary response paper
Speech
Literary review/book critique
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Compare the purposes of the tools and the technology that scientists
use to study space (including various types of telescopes, satellites,
space probes, and spectroscopes).
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-5.1
8-5.1 Use measurement and time-distance graphs to represent the
motion of an object in terms of its position, direction, or speed.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-5.2
8-5.2 Use the formula for average speed, v = d/t, to solve real-world
problems.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-5.3
8-5.3 Analyze the effects of forces (including gravity and friction) on the
speed and direction of an object.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
8-4.10
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 60
SC Academic Standard/Common Core Standard
Resources
Best Practices
8-5.4 Predict how varying the amount of force or mass will affect the
motion of an object.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-5.5
8-5.5 Analyze the resulting effect of balanced and unbalanced forces on an
object's motion in terms of magnitude and direction.
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Self-selected books
Magazines
Newspapers
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Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
7. Socratic seminar
8-5.6
8-5.6 Summarize and illustrate the concept of inertia.
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Self-selected books
Magazines
Newspapers
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8-6.1
8-6.1 Recall that waves transmit energy but not matter.
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Self-selected books
Magazines
Newspapers
8-6.2
8-6.2
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Self-selected books
Magazines
Newspapers
Distinguish between mechanical and electromagnetic waves.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Assessments
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
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
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
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique

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

Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Page 61
SC Academic Standard/Common Core Standard
8-5.4
SC Academic Standard/Common Core Standard
Resources
Best Practices
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Response in writing to a specific question
K-W-L
Socratic seminar
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
Response in writing to a specific question
K-W-L
Socratic seminar
8-6.3
Summarize factors that influence the basic properties of waves
(including frequency, amplitude, wavelength, and speed).
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Self-selected books
Magazines
Newspapers
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8-6.4
8-6.4 Summarize the behaviors of waves (including refraction,
reflection, transmission, and absorption).
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Self-selected books
Magazines
Newspapers
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Independent reading record
Literary response paper
Speech
Literary review/book critique
Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
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Reading Response Journals
Book Talk
Book jacket
Annotated book list
Independent reading record
Literary response paper
Speech
Literary review/book critique
Page 62
Sustained Silent Reading
Literature circles
Reading Response Journals
Graphic organizers
 Response in writing to a specific question
 K-W-L
 Socratic seminar
Assessments
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 63
APPENDICES
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
(2013 -2014 Assessment/Testing Schedule)
Assessments
Testing Window
Actual Testing Dates
High School Assessment Program (HSAP)
Fall 2013 Schedule: 10/22/13-11/01/13
ELA (Session 1) - 10/22/2013
ELA (Session 2) - 10/23/2013
Mathematics – 10/24/2013
Make-Up Testing – 10/25 – 11/01/2014
ELA (Session 1) – 4/01/2014
ELA (Session 2) – 4/02/2014
Mathematics – 4/03/2014
Make-Up Testing – 4/04 – 04/18/2014
ELA (Session 1) – 7/15/2014
ELA (Session 2) – 7/16/2014
Mathematics – 7/17/2014
Spring 2014 Schedule: 4/01/14 - 4/18/14
Summer 2014 Schedule: 7/15/14 - 7/17/14
PLAN (10th grade)
PSAT
Fall/Winter: 12/03/2013 – 1/27/2014
Spring: 5/01/2014 – 6/10/2014
Summer: 7/01/2014 – 6/31/2014
10/10/2013
10/16/2013, 10/19/2013
ACT
1st Semester Dates:
9/21/2013, 10/26/2013, 12/14/2013
2nd Semester Dates:
2/8/2014, 4/12/2014, 6/14/2014
SAT
1st Semester Dates:
10/5/2013, 11/2/2013, 12/7/2013
2nd Semester Dates:
1/25/2014, 3/8/2014, 5/3/2014, 6/7/2014
ASVAB
11/2013; 2/2014
EXPLORE (8th grade)
SC-ALT
Measures of Academic Progress (MAP)
10/10/2013
3/3/2014 – 4/25/2014
Fall: 8/26/2013 – 9/16/2013
Winter: 11/25/2013 – 12/19/2013
Spring: 3/24/2014 – 4/14/2014
Cognitive Abilities Test (Cog-AT)
10/23/2013 – 11/14/2013
Iowa Test of Basic Skills (ITBS)
English Language Development Assessment (ELDA)
10/23/2013 – 11/14/2013
2/17/2014 – 4/11/2014
Palmetto Assessment of State Standards (PASS) March
3/18/2014-3/25/2014
Palmetto Assessment of State Standards (PASS) May
5/6/2014 – 5/15/2014
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 64
End of Course Examination Program (EOCEP)
Teaching and Learning Expectations for Classroom Teacher
Hampton County School District 2
Curriculum (APS 1, 2)
A system for managing and facilitating student achievement
 Create and revise curriculum maps for each content area.
 Create Unit Plans of instruction
 Create weekly learning plans with documented differentiated
instructional strategies implemented.
Assessment (APS 3, 7)
and learning based upon consensus –driven content and performance standards.
 Weekly formative assessments in PASS format with
 Aligns standards, instruction, and assessments
coded standards & indicators (clusters)
systematically within and across all lessons and units.
 Weekly teacher data reflection
 Assessment for learning strategies implemented
 Correct implementation of the instructional framework
 Student portfolio implemented consistently
for planning and delivery of instruction.
documenting work that meets and/or exceeds
 Class profiles employed as documentation of students
standards.
meeting standards
 Conference log utilized.
The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in
instructional interventions.
 Unit and lesson plans demonstrate the implementation of a
 Use assessment data to adjust and differentiated
variety of ongoing assessment
instruction as documented through lesson and unit
 Pre-assessment of student learning
planning.
 Engaging students in the creation of assessments
 Collect data on students’ interest (student survey,
 Weekly assessment of learning coding the standards and
reading inventory, learning inventory)
elements with teacher commentary.
 Maintaining student achievement profiles
 Link formative assessment to summative assessment as
 Implementing activating strategies as a tool to predocumented via student achievement profiles, class profiles,
assessment
student portfolio
 Involve students in self- assessment of goals, work
 Evidence, creation and implementation of a wide variety of
 Develops classroom-based assessments with students
performance assessment and learning tasks.
in order to prepare them to meet and ensure that they
 Use assessment data to plan for strategic intervention as
have met standards as document through classroom
documented through a pyramid of intervention per student,
profiles and students portfolio.
conference log and SST. (RTI)
order to design and implement appropriate
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Disaggregated Data by teacher, team, gender, ethnicity,
students with disabilities, content area, school data
(discipline)
Create and implement classroom profiles to document
and monitor students’ mastery of standards.
Conduct frequent formative assessment from the
beginning of a unit to the end to monitor student
achievement.
Help students to understand their own achievement data
both formative and summative.
Utilize “anchor” paper as sample of student work that
exemplifies a specific level of performance.
Create, implement and assess common assessments in
all content areas.
Recognize that the teacher does “whatever it takes” to
ensure students succeed.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Instruction (APS 4, 5, 6)
Designing and implementing teaching – learning – assessment tasks and activities to ensure that all students achieve (accomplish, attain) proficiency relevant (applicable, significant,
relatable) to the South Carolina performance standards)
 Daily lesson planning is aligned with instructional framework  Implements and expects high order thinking strategies
 Student work sample with commentary and posted
 Teacher documents and implement research best practices
and students produces products that reflect highest levels
standards.
approaches for instruction and learning
of Bloom’s Taxonomy (synthesis, evaluation).
 Differentiated instruction based on student readiness
 Promotes a culturally responsive classroom
 Promotes the effective use of graphic organizers for
as documented via lesson plans and student work.
 Engage students in setting and adjusting learning goals
student learning
 Using ongoing assessment for flexible grouping to
each at the beginning of each nine weeks as document via
 Producing products that reflect highest levels of Bloom’s
meet student learning needs documented through
student data notebook
Taxonomy (synthesis, evaluation).
lesson planning and conference log.
 Organize student work through the use of portfolio for each  Create atmosphere for student leadership
 Create environment that promotes effective rituals and
content area demonstrating mastery of standards.
 Design lessons and/or units that enable students to
routines documented by posted classroom procedures
 Teachers collect and utilize “anchor” papers as a source to
incorporate technology.
for various classroom management opportunities.
help students understand what exemplary work looks like.
 Create, implement and assess student performance tasks.  Involve student in the assessment process
 Teachers and students articulate the instructional
framework. Documented through observations and
conversation with teacher and students.
Professionalism (APS 8, 9, 10)
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 Consists of the norms, values, standards, and practices associated with the school as a professional learning community in which all stakeholder groups are committed to
ensuring student achievement and organizational productivity.
 The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that
students maximize learning.
The teacher establishes classroom rules, practices, and procedures that support a
 The teacher takes responsibility for professional growth in order to support high levels of
positive, productive learning environment.
learning for all students.
The teacher maximizes instructional time.
 The teacher grows professionally through job-embedded learning.
The teacher fosters a sense of community and belonging by acknowledging diversity,  The teacher enhances content knowledge and pedagogical skill through a variety of researchachievements, and accomplishments of all students in the classroom.
based and current professional learning opportunities.
The teacher helps students take responsibility for their own behavior and learning.
 The teacher shares in the responsibility for the continuous improvement of the school.
The teacher strives to establish respectful and productive relationships and
 The teacher actively and participate in the development and revision of the School Renewal
cooperative partnerships with families and the community in order to support student
Plan, grade level improvement plan, and Palmetto Priority School Improvement Plan.
learning and well-being.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
GRADING & ASSESSMENT FRAMEWORK
CLASSROOM ASSESSMENTS & GRADING
Assessments are design for the purpose of helping teachers to diagnose, differentiate and intervene for students’ learning needs and teaching to those learning needs.
Teachers will implement the following strategies to help create classrooms where learning is the number one focus:
1.
2.
3.
4.
5.
6.
Involve students in setting and using criteria for rubrics or checklist
Assist students in setting learning goals
Engage students in self – assessments
Increase the sources of specific, descriptive feedback on student work
Have students collect evidence of learning
Have student present evidence of learning
Students respond more positively to the opportunity for success than to the threat of failure. Therefore, through learner standards and its instructional program, the
district seeks to make the evaluation of student performance both recognizable and positive.
Hampton County School District 2 will issue report cards each nine weeks on the days noted on the district calendar.
Interim notification (progress report) is required to be sent to parents/legal guardians of all 1st-12th grade students mid-way in the grading period. Kindergarten students
will receive a standards-based report card each nine weeks.
Teachers are required to contact parents anytime a student’s grade drops a letter grade or more. Teachers are expected to send a parent report home when
the student drops a letter grade or move from meeting/exceeding performance expectations to not meeting performance expectations.
Student grades are to be placed in Power Teacher grade book weekly. Each grade will be supported by artifacts of student work and/or rubrics or
checklists. It is imperative that grades represent mastery of the standards and are imported on time. Parents will be able to check students’ grades online via
PowerSchool. During any stage of grade verification, teachers who are non-compliant with weekly updating of students grades will receive a written reprimand.
A 100-93
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
B 92-85
C 84-77
D 76-70
F 69-below
Page 67
The district’s grading scale for grades 1 – 12 includes the following:
Report cards will be distributed each nine weeks to students in grades 1-12. Students in grades 1-5 will receive a numerical grade in English Language Arts/Reading,
English Language Arts/Writing, Mathematics, Science and Social Studies. Related Arts classes such as Physical Education/Health, Music and Art will receive academic
performance-level grades as outlined below:
4=Exemplary
3=Proficient
2=Meets
1=Does Not Meet
NE=Not Evaluated
Students in grades 6-12 will receive a numerical grade in English Language Arts, Mathematics, Science, Social Studies and Related Art classes such as, but not limited to,
Physical Education/Health, Music and Art. Each subject area will receive teacher commentary concerning students’ academic and behavioral performances.
Percent scores shall be rounded to the nearest whole number. Any score below .5 rounds down, and any score above .5 and rounds up.
 Example:
o 89.49% rounds to 89%
o 89.50% rounds to 90%
Listed below are the due dates for Interim Progress Reports, Report Cards and Grade Verifications.
Quarter
Dates
1st Quarter (Interim)
1 Quarter (Report Card)
Grade Verification
Due Date
9/19/2013
*10/28/2013
9/13/2013
10/23/2013
2nd Quarter (Interim)
2 Quarter (Report Card)
11/25/2013
*01/21/2014
11/19/2013
1/15/2014
3rd Quarter (Interim)
3 Quarter (Report Card)
2/20/2014
*3/31/2014
2/14/2013
3/26/2014
st
nd
rd
4th Quarter (Interim)
5/1/2014
4/28/2014
4 Quarter (Report Card)
**6/10/2014
6/4/2014
*Parent Conference/Report Cards Distribution
**Dates may change for Senior Class Members of 2014
Page 68
th
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Grading Format/Computation of Nine Week Grades
The following is the standard grading format used in Hampton County School District 2. Any deviation from this format must be approved by the principal, validated by
research/ best practices in classroom assessment and grading, and explained in writing to students and parents/guardians prior to the beginning of a grading period via
course syllabi.
Classwork
Exams
Examples
Grade Percentage
This includes work completed in the classroom setting. Classwork may include, but is not limited to: learning tasks, response to
literature, independent practice of skills & concepts, labs, hands-on activities, rubrics, checklists, DO NOWs, group work, problem of
the week, writing performance task, math performance task, constructed responses, other formative assessment strategies,
comprehension and vocabulary assignments and learning center activities
25%
Note: Graded assignments must reflect at least one of the above topics
This includes end –of- nine weeks, mid-term and final exams
15%
Homework/Participation This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class
10%
Quiz/Projects
20%
Test
(materials, supplies, etc.) Assignments may include, but are not limited to: Daily math practice, reading logs, spelling assignments,
convention assignments, science/social studies content reading and responses.
This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of progress
monitoring student learning. Assessments may include but are not limited to: weekly formative assessments, content area unit
projects or research and teacher observation.
This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of assessing
student learning with the goal of mastery. Assessments may include but are not limited to: summative assessments such as unit
tests and benchmarks.
Cumulative Grade:
Please note that core academic assessments are not to be administered on the same day
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
30%
100%
Page 69
Factors
HOMEWORK
It is the practice of Hampton County School District 2 that homework is suitable in difficulty and length of time required for completion. Homework should not encompass
new material and should grow naturally out of classroom learning and activity. It should be preceded by sufficient instruction to allow the child to complete it by
him/herself.
It is also the practice of Hampton County School District 2 that by working together, parents and teachers can provide step-by-step training in the development of selfdisciplined and responsible students.
The purpose of homework is to:
 Reinforce knowledge and skills within the capabilities of the intended students;
 Support students’ academic achievement by providing timely feedback;
 Be relevant and appropriate, never punitive;
 Increase depth of students’ learning experiences;
 Promote student academic maturity, work ethic, and responsibility;
 Support collaboration among students, teachers, and parents;
 Give students an opportunity to reflect on concepts and skills;
 Promote growth in self-responsibility and self-direction in learning;
 Direct students toward good work habits;
 Enrich, enhance and extend school experiences;
 Bring students into contact with out-of-school learning resources; and
 Help students learn to budget time.
Assigning collaborative or group projects for homework can be problematic for students. Teachers who assign collaborative or group projects for homework shall do so
with discretion and knowledge of the inherent obstacles that such homework can present for students and families. Teachers shall adjust their expectations accordingly to
reflect the best interests of all students involved.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 70
The nature, amount, and duration of homework will vary by grade. “Homework is an expectation at Hampton County School District 2.” Each student is expected
to complete the assigned homework on a daily basis. Time spent on homework will depend on a student’s learning style and time needed to complete the task. Daily
homework, Monday through Thursday, for all students includes reading every night, completing a reader’s response log, and mathematics. Homework must be ready to
be presented and displayed for the student at the beginning of the class for which it is required. Teachers are to ensure that daily homework is printed into the student’s
agenda for elementary students. Under certain circumstances, the teacher may conduct homework recovery sessions during a student’s assigned lunch time. Students
will receive a violation for not turning in homework the assigned day; responsibility starts with YOU! No tests or homework should be assigned on Family Engagement
Night activities or during state-mandated testing.
Homework Framework
Number of
Minutes
K-2
0 – 30 minutes
cumulative
Recommended Homework Assignments
ELA



Reading Log
Handwriting
Convention Practice
Math

Science
Math Computational
Practice (no more than 5

Math Facts Practice
First In Math

problems per night)




3-5
0 - 60 minutes
cumulative


Reading Log
Convention Practice

Math Practice (no more than 

Math Facts Practice
5 problems per night)



6-8
9-12


0-90 minutes
cumulative
0-120 minutes
cumulative




Reading Log
Responses to Literature
Writing
Vocabulary

Math Practice (between 5


Math projects
Classworks




Reading Log
Responses to Literature
Writing
Vocabulary

Math Practice (between 5 to


Math projects
A+nyTime Learning
to 10 problems per night)
10 problems per night)


Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Student Generated
Extension/Investigation
Student Generated
Extension/Investigation
Social Studies









Additional at home reading with
responding to reading
comprehension questions
Completion of projects & research
Webquests
Other technology related tasks.
Additional at home reading with
responding to reading
comprehension questions
Completion of projects & research
Webquests
Other technology related tasks.
Student Generated
Extension/Investigation
Student Generated
Extension/Investigation
Please note that formative or summative assessments are not approved homework assignments. Assessments are to be taken at school and not at home.
When homework is turned in, it is graded and descriptive feedback is provided by the teacher.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 71
Grade
MISSED WORK



Page 72

At the elementary level, teachers will work with students upon their return from an absence to address missed assignments.
At the middle and high school level, it is the individual student’s responsibility to request missed assignments upon returning to school.
For an extended student absence of three or more school days, teachers should contact parents to examine the reason for the student absence and to offer
suggestions for missed work.
Students shall have the number of days equal to the number of days absent to turn in completed make-up work, unless a greater extension is granted by the teacher.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Hampton County School District 2
Promotion and Retention Requirements
Middle School Standards
(APPROVED to PILOT 2013-14)
Subject
Promotion and Retention Requirements
English Language Arts



Achieve a minimum average of 70 on the individual grade level report card based on the established grading criteria.
Demonstrate mastery of the grade level standards in English Language Arts by scoring at or above the state standard.
Meets or exceeds target RIT growth on MAP.
Math



Achieve a minimum average of 70 on their individual grade level report card based on the established grading criteria.
Demonstrate mastery of the grade level standards in Mathematics by scoring at or above the state standard.
Meets or exceeds target RIT growth on MAP.
Science



Achieve a minimum average of 70 on their individual grade level report card based on the established grading criteria.
Demonstrate mastery of the grade level standards Science by scoring at or above the state standard.
Meets or exceeds target RIT growth on MAP.
Social Studies



Achieve a minimum average of 70 on their individual grade level report card based on the established grading criteria.
Demonstrate mastery of the grade level standards in Social Studies by scoring at or above the state standard.
Meets or exceeds target RIT growth on MAP.
Academic Plan
Parent conferences, along with written notifications, will be completed for each identified student who is in danger of failing any core subject area. The parent/legal
guardian will be formally informed and a conference held at the end of each of the first three nine weeks. At the conference at the end of the third nine weeks, the
parent/guardian will be formally notified if the student appears to be in danger of being retained.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 73
A Response to Intervention (RTI) plan will be developed for each student who does not achieve grade level mastery in grades 6-8 on two out of three assessment
measures which include A+ Learning, MAP, and classroom performance as outlined under report card performance. The RTI plan will specify goals and specific strategies
to address the area(s) of deficiency.
Promotion and Retention Rubric
(Grades 6 – 8)
Student Name:
Homeroom Teacher:
Grade:
School Year:
This form will be used to assist with the review of student performance in grades 6-8 for the consideration of promotion/retention. Information recorded on this rubric is solely based on
student academic performance at their current grade level. Four areas of student academic performance will be considered: (1) Palmetto Assessment of State Standards (2) Student
Mastery of State Curriculum Standards (3) Report Card Performance and (4) Student Attendance.
PASS
ELA
OR
4 points
Exemplary
3 points
Met
1 point
Not Met
MAP
Readin
g
PASS OR
Math
4 points
10+
points
gain
4 points
Exemplary
3 points
5-9
points
gain
3 points
Met
1 point
0-4
points
gain
1 point
Not Met
*The higher point value
will be given to a student
for PASS/MAP
performance
Report Card Performance
Attendance
4 points
4 out 4 subjects
4 points
MAP
Math
4
points
10+
points
gain
3
points
5-9
points
gain
1 point
0-4
points
gain
ELA, Math, Science, Social Studies
3 points
3 out of 4 subjects
ELA and Math, Science or Social
Studies
2 points
2 out of 4 subjects
ELA and Math
*RIT Gains reflect fall to
spring growth
No absences
3 points
Missed less than
10 days
1 point
Missed 10 or
more days
1 point
1 out of 4 subjects
.5 Points Related Arts class
passed (SM1)
.5 Points Related Arts class
passed (SM2)
Promoted
Student met the local promotion criteria of 14 out of 17 points.
Promoted to grade: 7
8
9
Retained
Student did NOT meet the local promotion criteria of 14 of 17
points.
Retained in grade:
7
8
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Please Circle
Please Circle
6
Page 74
Points
Earned
Has student been retained before?
Yes
If YES, in what grade was he/she retained?
No
K
Programs Participated: Check all that apply
RTI Tier 2 Intervention ☐ Reading ☐ Math
Special Education
Resource
Special Education Self Contained
1st
2nd
RTI Tier 3 Intervention ☐ Reading
☐Math
Special Education Speech/Language
Note: Committee must consist of the following individuals Parent/Guardian, Grade level teacher(s), Administrator and Guidance Counselor. The school can include but is
not limited to the following additional personnel participating on the committee; Curriculum Coordinator(s), Special Education teacher, school psychologist, etc. For
students receiving special education services, the IEP team will serve as the promotion and retention decision makers with consideration to the
promotion policy.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 75
Parent Communication (Required for all students considered for RETENTION)
Date of Initial Meeting (Jan.): ___________________________________
Follow-up meeting (March): ____________________________________
Follow-up meeting (May):
___________________________________
Meeting 1 - January
Parent/Guardian Signature:
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Parent/Guardian Signature:
Meeting 2 - March
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Parent/Guardian Signature:
Meeting 3 - May
Date:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Page 76
Student Signature Participant:
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
NON-NEGOTIABLE AGREEMENT
“A Commitment to Results, No Excuses”
I make this statement of agreement in order to support the vision, mission, beliefs and values of Hampton County School District 2, and to perform the duties, roles and responsibilities of
nonnegotiable practices in service to students, the professional learning community, parents, administration and other stakeholders.
In consideration of these expectations, I hereby agree to the following:




I will teach the South Carolina Academic and/or Common Core State Standards with fidelity by:
 Designing lessons aligned to the South Carolina Academic Standards and HCSD 2 Curriculum Framework
 Identifying key concepts in the language of the standards
 Using essential questions to connect instruction to the standard
 Asking students to explain the standards in their own words
I will monitor the progress of my students while working collaboratively using the PLC framework by:
 Developing common formative /summative assessments that are explicitly aligned to standards
 Collecting, charting, and analyzing data to include student work on a regular basis
 Identifying students who are not meeting standards, meeting standards or exceeding standards
 Adjusting instruction based on assessment results
 Using teacher-written commentaries to provide feedback to student in regards to what they have and have not mastered
 Using a variety of instructional strategies (best practices) to address students’ learning needs/style
I will ensure that all teaching and learning activities reflect a shared understanding of what students should know, do, and understand and will be built upon a
common framework for instruction that consists of:
 Opening Meeting - Activating strategies centered on the standard, indicator(s)/cluster(s) and essential question
o Mini-lesson-Modeling while referencing standards and key vocabulary
o Using exemplars (examples of student work that meets or exceeds the standard)
 Work Time -Engaging students using performance tasks
o Using higher-order thinking questions to probe student understanding
o Differentiating Instruction to include flexible grouping
 Closing Meeting - Summarizing strategies to assess student understanding
I will ensure that my classroom environment is built on:
 Strong student-teacher relationships based on the school district’s vision, mission and core values
 The social-emotional needs of our students
 Established rituals and routines
 Displayed South Carolina Academic and/or Common Core State Standard, essential questions, and key vocabulary
 Evidence of the common framework for instruction
 Evidence of students’ work that reflects the standards
 Clean, safe and conducive and student – centered learning environment
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 77
CURRICULUM, ASSESSMENT, AND INSTRUCTION
ORGANIZATION

My communication with parents will be:
 Frequent, clear and consistent
 Focused on building a partnership with parents for improving student performance
I will attend and be an active participant of the school’s Parent Teacher Organization (PTO).

I will attend and be an active participant of the school’s School Improvement Council (SIC).

I will provide tutoring services for my struggling students once per week and communicate the need to parents using all forms of communication media.

I will commit to and actively participate in all professional learning activities related to teaching and learning.

I will commit and contribute to ensuring continuous school improvement that promotes common language, understanding and implementation of school-wide policies, procedures and
expectations.
______________________________________
Teacher’s Signature
____________________
Date
Page 78

Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
DISTRICT INITIATIVES
Strategic Goal
Goal 2: Safety 1st
 Implement Common Core State Standards








Goal 3: Cultivate Engagement





Goal 4: Improve Human
Capital

Goal 5: Improve Fiscal
Management and
Accountability





o K – 2 (2012 – 2013 SY)
o 3- 8 (2013 – 2014 SY)
o 9 – 12 (2014 – 2015 SY)
Develop a K – 12 Curriculum Framework for teaching and learning.
Develop systemic and systematic assessment and data analysis processes.
Implement a K – 12 Instructional Framework for teaching and learning.
Implement standards – based classroom instructional design.
Rollout strategies for teachers and students to work collaboratively to use educational technology hardware and software.
Enhance internal and external communications.
Support research-based practices that promote positive behavior and safe environment.
Create an engaging and welcoming school and district level culture where our diverse students, staff, parents and community
members feel valued, respected and included.
Ensure secure, safe, and well-maintained facilities and learning environment.
Implement a visitor management system.
Build family/school partnerships to support student learning through rewards & recognition.
Build community/school partnerships that address local needs.
Develop partnerships with businesses and higher education communities to support the development and growth of
Science/Technology/Engineering/Mathematics (STEM) and Career And Technical Education (CATE) programs.
Strengthen teacher and leader recruitment, selection, and staffing policies to attract and retain highly qualified, highly engaged
and highly effective educators.
Strengthen the capacity of school level leaders and teacher effectiveness.
Implement PD360 and Observation 360
Prioritize the allocation and expenditure of funds to support district goals and align them to student learning goals.
Provide comprehensive management and budgeting training.
Host an annual “State of the District” event.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 79
Goal 1: Increase Student
Achievement
Initiatives
Teaching and Learning Practices
Strategic Goal #1:
Increase Student Achievement
Curriculum
 Deconstructing Standards
Assessment
 Assessment for Learning
 Common Formative Assessment
Instruction
Standards-based Instruction
Instructional Rigor (Webb’s Depth of Knowledge)
Literacy Strategies
Numeracy Strategies
Reading/Writing in Content Area
Reader’s/Writer’s Workshop
6 + 1 Writing Traits
Complexity of Text
Interactive technology (SMARTboard, Student Response System, Document Camera, Virtual Learning)
Response to Intervention (Classworks, A+nywhere Learning)
Page 80
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






Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Common Core State Standards
The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were
adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The
standards will be fully implemented in school year 2014-15 as outlined in the following table:
School Year Implementation Plan




2011-12
2012-13
2013-14
2014-15
Transition Year
Transition Year
Bridge Year (CCSS will be used for instructional purposes during this school year.)
Full Implementation
Page 81
To support and enhance professional learning in the Common Core State Standards, resources are
available on the CCSS Support Site. (NOTE: CCSS Support Site is in transition. Contact Ruth Nodine at
[email protected] for assistance.)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
LEARNING TARGET(S)
STUDENT-FRIENDLY TRANSLATION
COMMON CORE STATE STANDARD
ESSENTIAL QUESTION(S)
KNOWLEDGE
What should students understand
(know)? Include academic vocabulary
SKILLS
(Depth of Knowledge Levels)
What should students be able to do?
Does this lesson reflect one of the “shifts”? If so, please describe which shift is
addressed and how?
Page 82
As you plan for student learning, which mathematical practice will be used to promote
mathematical thinking?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
OPENING MEETING
Releasing students to do work
Learning/Performance Tasks
CLOSING MEETING
Helping students make sense of their
learning
FORMATIVE ASSESSMENT
How will you & your students know if
they have successfully met the
learning target(s)?
Page 83
Friday
Thursday
Wednesday
Tuesday
Monday
Getting students ready to learn
WORK SESSION
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
Page 84
Modifications/Accommodations:
What curriculum modifications and/or classroom accommodations will you make for
Students with Disabilities in your class? Be as specific as possible.
Resources/Materials:
What texts, digital resources, & materials will be used in this lesson?
Instructional Practices:
What instructional practices will you employ to ensure that all students have access to
and are able to engage appropriately in this lesson? Consider all aspects of student
diversity.)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
Previous Week’s Learning Reflection
1. Did all learners master the learning target? If not specifically indicate the
percentage of learners who did not and describe your next steps to ensure mastery
for all.
2. How did this lesson cognitively engage students?
3. How did this lesson engage students in collaborative learning and enhance their
collaborative learning skills?
Page 85
4. How did this lesson support 21st Century Skills?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
HAMPTON COUNTY SCHOOL DISTRICT 2
Webb’s Depth of Knowledge
DOK Level
Description of Level
1
Recall & Reproduction
2
Skills & Concepts
3
Strategic Thinking & Reasoning
4
Extended Thinking
Level 1 Activities





Recall elements and details of story structure,
such as sequence of events, character, plot
and setting.
Conduct basic mathematical calculations.
Label locations on a map.
Represent in words or diagrams a scientific
concept or relationship.
Perform routine procedures like measuring
length or using punctuation marks correctly.
Describe the features of a place or people.
Level 2 Activities







Identify and summarize the major events in
a narrative.
Use context cues to identify the meaning of
unfamiliar words.
Solve routine multiple-step problems.
Describe the cause/effect of a particular
event.
Identify patterns in events or behavior.
Formulate a routine problem given data
and conditions.
Organize, represent and interpret data.
Level 3 Activities






Support ideas with details and
examples.
Use voice appropriate to the purpose
and audience.
Identify research questions and
design investigations for a scientific
problem.
Develop a scientific model for a
complex situation.
Determine the author’s purpose and
describe how it affects the
interpretation of a reading selection.
Apply a concept in other contexts.
Level 4 Activities





Conduct a project that requires
specifying a problem, designing and
conducting an experiment,
analyzing its data, and reporting
results/solutions.
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize information
from multiple sources.
Describe and illustrate how
common themes are found across
texts from different cultures.
Design a mathematical model to
inform and solve a practical or
abstract situation.
Page 86

Hampton County School District 2 Curriculum Frameworks 2013 - 2014
DOK Level
Verbs
Focus is on students to work with specific
facts, definitions. Items only require students
to have a shallow understanding of text.
Arrange, Calculate, Define, Draw, Identify,
Illustrate, Label, List, Match, Measure, Memorize,
Name, Quote, Recall, Recite, Recognize, Repeat,
Report, State, Tabulate, Tell, Use, Who, What,
When, Where, Why
2. Skills & Concepts
Students are required to apply skills and
concepts. They must comprehend and
process portions of a text; main ideas are
stressed.
Categorize, Cause/Effect, Classify, Collect and
Display, Compare, Construct, Distinguish,
Estimate, Graph, Identify, Patterns, Infer,
Interpret, Make Observations, Modify, Organize,
Predict, Relate, Separate, Show, Summarize, Use
Context Cues
Questions

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


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













What is …?
Where is …?
How did ... happen?
Why did …?
When did …?
How would you show …?
Who were the main …?
Which one …?
How is …?
When did ... happen?
How would you explain …?
How would you describe ...?
What would you select …?
Who was …?
How would you classify the type of …?
How would you compare …? contrast …?
Will you state in your own words …?
How would you rephrase the meaning …?
What facts or ideas show …?
What is the main idea of …?
Which statements support …?
What is happening …? Why?
What is meant by …?
What can you say about …?
How would you summarize …?
What is the theme …?
What inference can you make …?
What conclusions can you draw …?
What is the distinguishing factor(s)?
What is the function of …?
What data was used to make the
conclusion…?
Page 87
Description
1. Recall & Reproduction
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
DOK Level
3. Strategic
Thinking &
Reasoning
Description
Students are required to use complex and abstract
thinking. They are encouraged to go beyond the
text—to explain, generalize and connect ideas.
Verbs
Apprise, Assess, Cite Evidence, Compare, Critique,
Develop a Logical Argument, Differentiate, Draw
Conclusions, Explain Phenomena in Terms of
Concepts, Formulate, Hypothesize, Investigate, Revise,
Use Concepts to Solve Non-Routine Problems
Questions
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Page 88

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Using what you’ve learned, how would you
solve …?
What approach would you use to …?
What facts would you select to show …?
What questions would you ask in an
interview with …?
How would you classify...? categorize...?
What evidence can you find …?
What is the relationship between …?
What is your opinion of …?
How would you prove …? Disprove…?
How would you assess the value or
importance of …
What would you recommend…?
How would you rate the …?
How would you prioritize …?
What judgment would you make about …?
Based on what you know, how would you
explain …?
How would you justify …?
How would you change (modify) the plan …?
What would a theory for … look like?
What is your predicted outcome given …?
How would you estimate the results for …?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
DOK Level
4. Extended
Thinking
Description
Students are required to use higher order thinking.
They are asked take material from one content area
and apply it to another.
Verbs
Analyze, Apply Concepts, Connect, Create, Critique,
Design, Prove, Synthesize
Questions
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What changes would you make to solve …?
How would you improve …?
What would happen if …?
How would you adapt ... to create a
different…?
What could be done to minimize (maximize)…?
What way would you design …?
What could be combined to improve (change)
…?
Suppose you could ... what would you do …?
How would you test (experiment,
investigate) …?
How would you construct a model that would
change …?
What would be your own original way to …?
How would you reformulate your hypothesis
based on results?
Page 89
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
BLOOM’S TAXONOMY
A
“Power Word” Definitions
Acquire: To obtain or gain, especially through personal effort.
Action: The state or process of acting or doing.
Act out: To perform in or as if in a play; represent dramatically.
Adapt: To make suitable to or fit for a specific use or situation often by modification; to become adapted.
Adopt: To take up and practice or use.
Alter: To make different without changing into something else.
Analyze: To break down into parts for detailed study.
Appraise: To judge the quality or worth of.
Appreciate: To recognize the quality, significance, or magnitude of.
Approximate: To come close to; be nearly the same as.
Apply: To put to use especially for some practical purpose.
Articulate: To express clearly in logically connected verbal form; give words to.
Arrange: to put in the correct, proper, or suitable order; to sort systematically; classify.
Assemble: To fit together the parts of; construct.
Associate: To connect or bring into relation, as thought, feeling, memory, etc.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 90
Assess: To determine the value, significance, or extent of; appraise.
B
Blend: to mix or fuse thoroughly, so that the parts merge and are no longer distinct.
C
Calculate: To make an estimate of; evaluate; to ascertain by computation.
Carry out: To put into motion; execute.
Catalog: To list or classify.
Categorize: To put into a category or categories; classify.
Clarify: To make clear or easier to understand.
Classify: To arrange according to a system of categories.
Compile: To put together or compose from materials gathered from several sources.
Compare: To examine in order to note the similarities or differences of.
Compose: To make or create by putting together parts or elements.
Conduct: The act, manner, or process of carrying on: The way to conduct the experiment; a mode or standard of personal behavior.
Comprehend: To take in the meaning, nature, or importance of; grasp; understand.
Compute: To determine, especially by mathematical means.
Conclude: To arrive at (a logical conclusion or end) by the process of reasoning; infer on the basis of convincing evidence.
Construct: To create (an argument or a sentence, for example) by systematically arranging ideas or terms.
Contrast: To show differences when compared.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 91
Concoct: To create, using skill and intelligence.
Coordinate: To bring together in a common action or effort.
Correlate: To discover or establish a relationship.
Criticize: To judge the merits and faults of; analyze and evaluate.
Critique: The art of criticism; find faults with.
Cultivate: To develop or improve by education or training; train; refine.
D
Debate: To argue or discuss (a question, issue, or the like), as in a legislative or public assembly: They debated the matter of the third
amendment.
Decode: To recognize and interpret; to discover the underlying meaning.
Deduce: To conclude or infer by reasoning.
Delineate: To depict or describe in detail with drawing or words.
Demonstrate: To show clearly and deliberately through the use of evidence and proof.
Determine: To reach a conclusion after study and consideration.
Devise: To work out or create (something) by thinking; contrive; plan; invent.
Develop: To grow or evolve: to advance to a higher state.
Dictate: To prescribe with authority; impose.
Discriminate: To make a clear distinction; distinguish: discriminate among the options available.
Discuss: To talk or write about.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 92
Differentiate: To recognize a difference; to display a difference.
Dispute: To question the truth or validity of; doubt.
Dissect: To separate into parts; to examine closely.
Distinguish: To perceive as being different or distinct.
Document: A written record of information or evidence.
Dramatize: To present events in an exaggerated fashion.
E
Edit: To modify or adapt so as to make suitable or acceptable; to prepare (written material) for publication or presentation, as by
correcting, revising, or adapting.
Elaborate: To work out with care and detail; develop thoroughly; to produce by effort; create.
Employ: To engage the services of; to use.
Establish: To order, ordain, or enact.
Estimate: To calculate approximately.
Evaluate: To determine or fix the value or worth of.
Exhibit: To show or display.
Express: To set forth in words; state.
Extend: To enlarge the area, scope, or range of; broaden.
Page 93
Extrapolate: to arrive at (conclusions or results) by hypothesizing from known facts or observations.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
F
Factor: one of the elements contributing to a particular result or situation; to take into account.
Focus: To adjust to produce a clear image.
Form: To develop in the mind; conceive: form an opinion.
Format: To plan or arrange in a specified form.
Formulate: To devise or develop, as a method, system, etc.
Frame: To put into words; formulate.
G
Generalize: To draw inferences or a general conclusion from given data.
Generate: To bring into existence; cause to be; produce.
Grade: To determine the quality of.
Graph: A pictorial device, such as a pie chart or bar graph, used to illustrate quantitative relationships. (Also called chart)
H
Hypothesis: A proposed explanation for an observable phenomenon (circumstance).
Illustrate: To clarify or explain by example.
Incorporate: To bring together into a single whole; merge.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 94
I
Infer: To presume or conclude from available evidence.
Influence: to move or impel or pressure (a person) to some action: Outside factors influenced him to play football.
Integrate: To make into a whole by bringing all parts together; unify.
Interact: To act upon one another.
Interpret: To explain the meaning of; explain.
Inquire: To investigate or ask about.
Inspect: To examine carefully or critically.
Inventory: A detailed, itemized list, report, or record of things in one's possession, especially a periodic survey of all goods and materials
in stock; an evaluation or a survey, as of abilities, assets, or resources.
J
Judge: To form an opinion or estimation of after careful consideration.
Justify: To demonstrate or prove to be just, right, or valid.
M
Manipulate: To manage or utilize skillfully; to control or shape; to persuade or alter by devious means.
Model: an example for imitation.
Monitor: To oversee or regulate.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 95
Modify: To change or alter.
O
Operate: To perform a function; work.
Organize: To put together into an orderly, functional, structured whole.
P
Parse: To examine in detail by separating into components.
Paraphrase: A restatement of a text or passage in another form or other words, often to clarify meaning.
Perceive: To gain awareness or understanding of.
Perform: To carry out an action or pattern of behavior; to act on and complete; to function.
Portray: To represent or describe in words.
Prioritize: To arrange or deal with in order of importance.
Proofread: To review for errors.
Produce: To compose, create, or bring out by intellectual or physical effort.
Prove: To establish the truth or validity of by presentation of argument or evidence.
R
Rate: To calculate the value of; appraise.
Recite: To relate in detail; describe.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 96
Reason: To think through logically; to conclude or infer; to convince, persuade, etc., by reasoning; to support with reasons.
Recommend: To present as worthy of confidence, acceptance, use, etc.; commend; mention favorably.
Record: To set down in writing; give evidence of.
Refine: To improve.
Relate: To establish or demonstrate a connection between.
Report: An account presented usually in detail.
Reorganize: To organize again.
Represent: to be a sign or symbol for; stand for; symbolize.
Restate: To state again or in a new form.
Retell: To relate or tell again or in a different form.
Retrieve: To recall to mind; remember; to bring back again; revive or restore.
Review: To reconsider or restudy; to survey mentally; take a survey of: to review the situation.
Revise: To reconsider and change or modify.
S
Segment: To cut or separate into parts.
Sequence: To place into order.
Sketch: A brief description.
Solve: To work out a correct solution or answer.
Sort: To arrange by kind, size, etc.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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State: to set forth formally in speech or writing.
Summarize: to make a summary of; state briefly.
Survey: To look at carefully; to scrutinize.
Synthesize: To form by bringing together separate parts.
T
Trace: To follow the course or trail of; to locate or discover by searching or researching evidence.
Transform: To change the form or appearance of; to change the nature or character of; to be or become changed.
Translate: To put into simpler terms; explain or interpret; to express in different words; paraphrase.
V
Value: To determine or estimate the worth or value of; appraise.
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Verify: To prove to be true using facts and evidence.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Bloom’s Taxonomy Verbs
(Note that the terms in parenthesis are the terms for the revised version of Bloom’s Taxonomy.
Additionally, the last two items are reversed in order in the revised version.)
Knowledge
(Remembering)
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name,
Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
(Understanding)
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate,
Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce,
Role-play, Select, Show, Transfer, Use
Analysis
(Analyzing)
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce,
Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate,
Research, Separate,
Page 99
Application
(Applying)
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Synthesis
(Creating)
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge,
Justify, Predict, Prioritize, Prove, Rank, Rate, Select,
Page 100
Evaluation
(Evaluating)
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make,
Organize, Perform, Plan, Produce, Propose, Rewrite
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
TEST-TAKING STRATEGIES
Preparing for Tests
(FOR STUDENTS)
• Maintain good study habits: Do your class work.
o Have a clear understanding of homework assignments before leaving class.
o Keep a record of assignments received and completed.
o Make a study schedule and follow it.
o Tell your parents about schoolwork and homework.
o Turn in homework on time.
o Get make-up assignments when returning from an absence.
o See teachers for additional help.
• Seek and use past homework assignments, class notes, and available review materials.
• Follow directions.
• Find out when tests will be given out.
• Get a good night's rest and eat a normal breakfast before testing.
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•
Read and pay careful attention to all directions.
Read each passage and accompanying questions.
Read every possible answer--the best one could be last.
Read and respond to items one at a time rather than thinking about the whole test.
Reread, when necessary, the parts of a passage needed for selecting the correct answer.
Don't expect to find a pattern in the positions of the correct answers.
Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers.
Decide exactly what the question is asking; one response is clearly best.
Don't spend too much time on any one question.
Skip difficult questions until all other questions have been answered. On scrap paper, keep a record of the unanswered items to return to, if time permits.
Make sure to record the answer in the correct place on the answer sheet.
Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers.
Work as rapidly as possible with accuracy.
After completion of the test, use any remaining time to check your answers.
Keep a good attitude. Think positively!
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 101
During Tests
After Tests
•
•
•
•
Examine your test scores; ask the teacher to explain your test scores if needed.
Congratulate yourself on identified areas of strength.
Identify areas of weakness which you will want to improve for a better performance next time.
Ask your teacher to suggest areas of study that will help you perform better on the next test.
Test Anxiety
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Student Strategies for Reducing Test Anxiety
Share your feelings of anxiety with parents and teachers.
Think of the test as an opportunity to show what you know.
Review homework and materials which pertain to the test topics.
Relax, breathe deeply and stay focused on the test.
Remember the test is only one way your academic performance is measured.
Page 102
•
•
•
•
•
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
TEST-TAKING STRATEGIES
(FOR PARENTS)
Preparing for Testing
•
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Note test dates on your home calendar; schedule appointments on non-testing days.
Encourage your child to take responsibility for homework and class study.
Help you child learn how to find information independently.
Praise your child for work done well.
Encourage your child to ask questions at home and in class.
Get to know your child's teachers.
Attend parent-teacher conferences.
Confer with teachers on a regular basis for progress reports.
Gather available test preparation materials.
Assure your child knows that you value a good education.
Testing Day
•
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•
See that your child is rested and eats breakfast.
See that your child arrives at school on time and is relaxed.
Encourage your child to do the best work possible.
Do not send your child to school if illness is apparent.
Do not remove your child from school on test days for appointments.
After Testing
Examine all test reports sent home.
Determine areas of strengths and weaknesses.
Praise your child's testing strengths and make a plan to address identified weaknesses.
See your child's principal, counselor or teacher if additional information is required.
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•
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•
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
TEST ANXIETY
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Parent Strategies for Reducing Test Anxiety
Discuss the test openly and in a positive way.
Have realistic expectations of your child's performance while encouraging his/her best efforts.
Emphasize that the test is only one measure of academic performance.
Emphasize that test scores do not determine a person's worth.
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•
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
TEST-TAKING STRATEGIES
(FOR TEACHERS AND ADMINISTRATORS)
Before Test Administration
•
•
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•
•
•
•
•
•
Notify students of the test dates in advance.
Explain the purposes for testing.
Create an uncluttered testing environment.
Use a variety of test formats during the school year.
Become familiar with the materials and procedures to be used with the tests.
Identify which students may need and/or be eligible for test accommodations.
Read the Test Administration Manual carefully for instructions and information.
When pre-coding student-specific data on the answer documents, be sure to read and follow coding instructions completely and carefully.
Encourage all students to be present on test dates.
During Test Administration
•
•
•
•
•
•
•
Adhere to time limits specified for tests.
Read carefully the directions to the students.
Expect every student to read all test content material without assistance unless otherwise noted in the Test Administration Manual.
Do not read the test, unless specially instructed to do so in State manuals or for student test accommodations.
Monitor to ensure that students begin marking answers in the proper area of the answer sheet.
Anticipate and eliminate test disruptions.
Make sure students work independently.
•
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•
•
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Collect and account for all test materials.
Assure student demographic information on the answer documents is marked accurately.
Document any absent students and arranged for them to make-up tests, if possible.
Adhere to all test return instructions.
Analyze test reports for instructional strengths and weaknesses.
Develop a plan to modify instructional strategies to address any identified test weaknesses.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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After Test Administration
TEST ANXIETY
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Teacher Strategies for Reducing Test Anxiety
Discuss the purpose of the test and how it can help students progress academically.
Have realistic expectations of students' performance while encouraging students to do their best.
Allow students to express their anxiety verbally or in writing.
Be careful not to over emphasize the importance of the test.
Page 106
•
•
•
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Hampton County School District 2 Curriculum Frameworks 2013 - 2014
EXTENDED RESPONSE SCORING RUBRIC
Grades 3-8
4
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ORGANIZATION
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3
Presents a clear central idea
about the topic
Fully develops the central idea
with specific, relevant details
Sustains focus on central idea
throughout the writing

Has an effective introduction,
body, and conclusion
Provides a smooth progression
of ideas by using transitional
devices throughout the writing
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VOICE
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CONVENTIONS
BLANK
OFF TOPIC
INSUFFICIENT
UNREADABLE
NOT ORIGINAL

Provides evidence of a
consistent and strong command
of grade-level conventions
(grammar, capitalization,
punctuation, and spelling)
B
OT
IS
UR
NO
Hampton County School District 2 Curriculum Frameworks 2013 - 2014

2
Presents a central idea about
the topic
Develops the central idea but
details are general, or the
elaboration may be uneven
Focus may shift slightly, but is
generally sustained
Has an introduction, body, and
conclusion
Provides a logical progression
of ideas throughout the writing
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Uses precise and/or vivid
vocabulary appropriate for the
topic
Phrasing is effective, not
predictable or obvious
Varies sentence structure to
promote rhythmic reading
Shows strong awareness of
audience and task; tone is
consistent and appropriate
Provides evidence of an
adequate command of gradelevel conventions (grammar,
capitalization, punctuation, and
spelling)
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1
Central idea may be unclear
Details need elaboration to
clarify the central idea
Focus may shift or be lost
causing confusion for the reader

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Attempts an introduction, body,
and conclusion; however, one or
more of these components could
be weak or ineffective
Provides a simplistic, repetitious,
or somewhat random
progression of ideas throughout
the writing
Uses both general and precise
vocabulary
Phrasing may not be effective,
and may be predictable or
obvious
Some sentence variety results in
reading that is somewhat
rhythmic; may be mechanical
Shows awareness of audience
and task; tone is appropriate
Provides evidence of a limited
command of grade-level
conventions (grammar,
capitalization, punctuation, and
spelling)
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There is no clear central idea
Details are sparse and/or
confusing
There is no sense of focus
Attempts an introduction, body,
and conclusion; however, one
or more of these components
could be absent or confusing
Presents information in a
random or illogical order
throughout the writing
Uses simple vocabulary
Phrasing is repetitive or
confusing
Shows little or no sentence
variety; reading is monotonous
Shows little or no awareness of
audience and task; tone may be
inappropriate
Provides little or no evidence of
having a command of gradelevel conventions (grammar,
capitalization, punctuation, and
spelling)
Page 107
SCORE
CONTENT/
DEVELOPMENT
Palmetto Assessment of State Standards (PASS)
Science Test Blueprint for Grades 3-8
The Pass science tests measure the 2005 South Carolina Science Academic Standards in grades three through eight.
There are five to six broad standards at each grade level. Each standard is followed by detailed indicators. The test items are aligned to the
broad standards, guided by the scope of the detailed indicators for each standard.
All test items are 1-point, three- or four-option, multiple-choice questions. The items are distributed approximately evenly across the
standards. The items are distributed according to this table:
The items are distributed approximately evenly across the standards according to the table:
3
4
5
6
7
8
Number of
Standards
5
5
5
5
5
6
Number of
Items
45
45
50
55
55
60
Items per
Standard
8-10
8-11
8-11
9-12
9-12
9-12
NOTE: Because of embedded field test items, the tests may contain 6-12 more items than specified in the blueprint. These items are for test development only and will NOT be
included in the calculation of student scores.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 108
Grade
Scientific Inquiry Standards and Indicators
(Kindergarten Through Grade Eight)
Scientific inquiry standards and indicators will be assessed cumulatively on statewide tests. Therefore, as students progress through the grade levels, they are
responsible for the scientific inquiry indicators—including a knowledge of the use of tools—from all their earlier grades. In accordance with that fact, only those
tools that have not been identified in the earlier grades are listed at each successive grade level.
Kindergarten
Standard K-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
K-1.1 Identify observed objects or events by using the senses.
K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data.
K-1.3 Predict and explain information or events based on observation or previous experience.
K-1.4 Compare objects by using nonstandard units of measurement.
K-1.5 Use appropriate safety procedures when conducting investigations.
Grade One
Indicators
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where
appropriate
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 109
Standard 1-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Grade Two
Standard 2-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events.
2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data.
2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language.
2-1.4 Infer explanations regarding scientific observations and experiences.
2-1.5 Use appropriate safety procedures when conducting investigations.
Grade Three
Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
3-1.1 Classify objects by two of their properties (attributes).
3-1.2 Classify objects or events in sequential order.
Page 110
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple
scientific investigation.
3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.
3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and
appropriately when gathering specific data.
3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.
3-1.7 Explain why similar investigations might produce different results.
3-1.8 Use appropriate safety procedures when conducting investigations.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Grade Four
Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
4-1.1 Classify observations as either quantitative or qualitative.
4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple
investigations.
4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that
indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained).
4-1.4 Distinguish among observations, predictions, and inferences.
4-1.5 Recognize the correct placement of variables on a line graph.
4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations.
4-1.7 Use appropriate safety procedures when conducting investigations.
Grade Five
Indicators
5-1.1 Identify questions suitable for generating a hypothesis.
5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.
5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time.
5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific
investigation.
5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.
5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written
form.
5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings.
5-1.8 Use appropriate safety procedures when conducting investigations.
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Standard 5-1: The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills,
and mathematical thinking necessary to conduct a controlled scientific investigation.
Grade Six
Standard 6-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,
controlled investigative design and analysis, and problem solving.
Indicators
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a
controlled scientific investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
6-1.3 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a
product, implementing the design, and evaluating the solution or the product).
6-1.4 Use appropriate safety procedures when conducting investigations.
Grade Seven
Standard 7-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,
controlled investigative design and analysis, and problem solving.
Indicators
7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.
7-1.2 Generate questions that can be answered through scientific investigation.
7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.
7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.
7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables,
and charts.
7-1.6 Critique a conclusion drawn from a scientific investigation.
7-1.7 Use appropriate safety procedures when conducting investigations.
Standard 8-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,
controlled investigative design and analysis, and problem solving.
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Grade Eight
Page 113
Indicators
8-1.1 Design a controlled scientific investigation.
8-1.2 Recognize the importance of a systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.
8-1.4 Generate questions for further study on the basis of prior investigations.
8-1.5 Explain the importance of and requirements for replication of scientific investigations.
8-1.6 Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms, and slinky springs) safely and accurately when
conducting a controlled scientific investigation.
8-1.7 Use appropriate safety procedures when conducting investigations.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
biotic
conceptual
controlled scientific investigation
dependent variable
derived quantity
dimensional analysis
fair test
hypothesis
variable
precision
qualitative
quantitative
A term that refers to nonliving factors in the environment such as light and temperature.
The degree to which the reading from a scientific instrument agrees with an accepted value. The accuracy of a
scientific measuring tool can be checked by ensuring that the instrument reads zero when it should and by
comparing the reading of the instrument to an established standard.
A term that refers to living organisms or to something that is produced or caused by living organisms. Antonym
abiotic.
A term that places the emphasis on scientific concepts rather than on mathematical relationships.
An experiment in which the variables are managed so that the results of the experiment will be reliable.
The respondent or outcome variable in an investigation; the variable that the experimenter hypothesizes will be
affected by manipulations in the independent variable.
A quantity that has a unit that is a combination of base units. Grams and milliliters are base units (for mass and
volume respectively). Density is a derived quantity because the units for density are grams per milliliter (g/ml).
A method for converting a given result from one unit of measure to another unit of measure (e.g., if one wishes to
convert the length of a line from centimeters to meters).
An experiment in which only one variable is manipulated.
A prediction based on observations and inferences that may be tested by one or more experiments.
The manipulated variable in an investigation; the variable the experimenter hypothesizes will affect the dependent
variable.
The degree to which an instrument can be read with certainty plus one final digit, which is uncertain (estimate). All
measurements in science should be recorded to include all digits including the estimated digit. On the metric ruler
below, the distance between the markings is 0.1 cm. In order to correctly represent this measurement, to the
precision of the instrument, one might write 9.37 cm or 9.38 cm (or whatever is judged to be closest); thus the
0.01 cm place is uncertain
A term that refers to the nature—the characteristics and attributes—of a substance, object, or event rather than the
amount.
A term that refers to measurement or amount rather than to characteristics or attributes.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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abiotic
accuracy
SCIENCE VOCABULARY
representative elements
Page 115
simple investigation
The elements in groups 1–2 and 13–18 on the periodic table. These elements are also known as the “main group”
elements because they represent the entire range of chemical properties and a wide range of physical properties.
An experiment with a single independent and dependent variable
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
GRAPHIC ORGANIZERS
Page 116
www.cheney268.com/learning/organizers/graphicorganizers.htm
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 117
BRAINSTORMING
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Cause And Effect
Effect
Page 118
Cause
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
KWL Chart
What We Want to
Find Out
What We Learned
Page 119
What We Know
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
CHARACTER MAP
Page 120
Character
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Compare and Contrast Diagram
Concept 1
Concept 2
HOW ALIKE?
Page 121
HOW DIFFERENT?
With Regard To
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Conflict Dissection
Character, Setting, Problem, Solution
Characters
Setting
(who?)
(time?, place?, where?)
Solution / Resolution
Page 122
Problem / Conflict
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
What
Happened?
Where did it
happen?
When did it
happen?
EVENT MAP
Who was
involved in the
event?
How did it
happen?
Page 123
Why did it
happen?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Attribute Diagram
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
___________________________________________________________
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 124
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
CHARACTER MAP
(ADVANCED)
MAIN CHARACTER(S)
STRENGTHS
WEAKNESSES
OUTCOME
Page 125
TITLE
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
1. Choose a problem.
2. Ask a question about the problem.
Research the problem.
 Look in books.
 Get advice.
 Conference with teacher.
 Make observations.
3. Develop a hypothesis.
 Form a hypothesis from a simple question.
 In a hypothesis, use the words if and then.
4. Design the experiment.
 Write procedures.
 List in order each thing that will be done.
 Control variables.
 List the materials needed.
5. Test the hypothesis.
 Follow procedures.
 Make observations.
 Collect data in a notebook.
6. Organize the data.
 Make a chart, graph, or table of the procedures or results.
 Use pictures or photographs to show the procedures or results.
 Write a summary of what happened in the experiment.
7. State conclusions
 Share what has been learned
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 126
Scientific Method Outline
OPTIONS
What can I do?
Your Options
PRO
RESULTS
What will happen?
CON
CHOICE
Is this a good thing to do?
Why?
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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THINK ABOUT THE
PRO AND CONS
Building
an
Interdisciplinary Planning Matrix
Content Area
LANGUAGE ARTS
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
MATH
SCIENCE
SOCIAL STUDIES
EXPLORATORY
Page 128
P.E.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Person Pyramid
Person’s
Name
and Title
Notes about
Person’s
Physical
Appearance
Notes about Person’s
Family/Growing UP Years
Notes about Person’s Education/Work
Experiences
Notes about Person’s Problems/Challenges
Page 129
Notes about Person’s Accomplishments
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Readers’ Theater Presentation Rubric
Date ___________
Excellent
Oral Delivery
(Volume)
Oral Deliver
(Clarity)
Oral Delivery
(Reads with
expression)
Oral Delivery
(Reads in turn)
Cooperation
with group
Total Possible Points
Good
Needs works
Consistently speaks
loudly enough for
audience to hear
Usually speaks loudly
enough for audience
to hear
Speaks too soft or loud
to hear.
8-10 pts.
4-7 pts.
0-3 pts.
Words are
pronounced correctly
and easily understood
Most words are
pronounced correctly
and easily understood
Many words
pronounced
incorrectly, to fast or
slow, mumbles
8-10 pts.
4-7 pts.
0-3 pts.
Consistently reads
with appropriate
expression
Usually reads with
appropriate
expression.
Reads with little or no
expression.
8-10 pts.
4-7 pts.
0-3 pts.
Takes turns
accurately on a
consistent basis.
Takes turns accurately Takes turns rarely on a
on a somewhat
consistent basis
consistent basis
8-10 pts.
4-7 pts.
0-3 pts.
Consistently works
well with others
Sometimes work well
with others.
Difficulty in working
with others.
8-10 pts.
4-7 pts.
0-3 pts.
50
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Points Earned
____
Percentage_____%
Page 130
Name _____________________________
Facts Chart
Subject:
Body Paragraph 2
Body Paragraph 3
Main Idea
Main Idea
Main Idea
Supporting Facts
Supporting Facts
Supporting Facts
Page 131
Body Paragraph 1
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
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Sequencing
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Story Map
Characters – Who
Setting – When & Where
Page 133
Problem
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Story Map
contd.
Event
Event
Event
Page 134
Solution
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Hampton County School District 2
State Adopted Textbooks
Grade 6 – 8
(2013-2014)
GRADE
LEVEL
TITLE OF BOOK
PUBLISHING COMPANY
ELA
6
6
Elements of Literature - Introductory Course
Pearson’s Digits
Holt McDougal/Houghton Mifflin
Pearson
X
6
6
6
Grade 6 Science
World History
Decisions for Health
McDougal Littel
Holt McDougal
Holt (GREEN)
7
7
Elements of Literature – First Course
Pearson’s Digits
Holt McDougal/Houghton Mifflin
Pearson
7
7
7
Pre-Algebra
Grade 7 Science
Journey Across Time
Decisions for Health
Glencoe
McDougal Littel
Glencoe
Holt (RED)
Holt McDougal/Houghton Mifflin
8
Elements of Literature – Second Course
Course 3
Pearson’s Digits
8
8
8
Grade 8 Science
The History of an American State
Decisions for Health
McDougal Littel
Clairmont Press
Holt (BLUE)
6-12
6-12
6-12
6-12
Basic Math Skills
Basic Math Skills
Math for the World of Work
Math for the World of Work
Pearson Prentice Hall
Pearson Prentice Hall
Pearson Education, Inc.
Pearson Education, Inc.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Pearson
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 135
8
MATH
SOCIAL
SCIENCE STUDIES
Page 136
MISCELLANEOUS
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Curriculum Frameworks Annual Update
(2013-2014)
Edits
Teacher’s Signature__________________________
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 137
Page
Framework Number