2011
Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-
Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi,
Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth
Small, Linda Tarantelli, Cheryl Tavares, Pamela Thacker, and Jackie Zahm
East Providence, Middletown and Newport School Districts
6/1/2011
SCIENCE CURRICULUM GRADES 7-8
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 1
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 2
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1. PHYSICAL
SCIENCE
1.1. Properties
of Matter
Enduring
Knowledge PS1 - All living
and nonliving
things are
composed of
matter having
characteristic
properties that
distinguish one
substance from
another
(independent of
size or amount
of substance).
PS1 (7-8) –1 Students demonstrate an understanding of characteristic
properties of matter by …
1.1.1 Understanding the units and prefixes of the metric system and using the
system to measure: volume, distance, mass, and temperature.
1.1.2 Measuring mass and volume of both regular and irregular objects and
using those values as well as the relationship D=m/v to calculate
density. 1a
Grade 7
Understand density as the ratio of an object’s mass to its volume
Identifies and calculate the density of regular and irregular shape
objects
Identify an unknown object by calculating its density
Explain why some objects float while others sink
Grade 8
Apply the concept of density to topics such as but not limited to
planets, e.g. composition of planets and other celestial objects
Apply concepts related to weather, air pressure, air masses, and
wind. (Middletown only Weather and Water Kit)
1.1.3 BENCHMARK PROBLEMS
Grade 7
PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and
density. (ASSESSMENT TARGET)
NECAP 2008, p. 1, #1 (I,F)
EBEC, Get the Lead Out, Inquiry Task (S)
Keeley, vol. 2, lesson 1 Comparing Keeley, vol. 2, lesson 2 Floating Logs
Grade 8 (Middletown only)
NECAP 2008, p. 1, #1 (I,F)
EBEC, Get the Lead Out, Inquiry Task (S)
Keeley, vol. 2, lesson 1 Comparing Keeley, vol. 2, lesson 2 Floating Logs
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 3
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
o narrative,
o responding to
informational
text
1 PHYSICAL
SCIENCE
1.2. Properties
of Matter
Enduring
Knowledge PS1 - All living
and nonliving
things are
composed of
matter having
characteristic
properties that
distinguish one
substance from
another
(independent of
size or amount
of substance).
PS1 (5-8)–1 Students demonstrate an understanding of characteristic
properties of matter by …
1.2.1 Identifying an unknown substance given its characteristic properties. 2a
1.2.2 Classifying and comparing substances using characteristic properties
(e.g., solid, liquid, gas, metal, non-metal). 2b
Grade 7
Identify simple physical properties of matter, e.g.
o color
o shape
o size
o texture
o phase of matter at a given temperature (solid, liquid, gas,
plasma)
o density
o melting and boiling points
o solubility
Identify simple chemical properties of matter, e.g. reactivity in the
presence of air, sand, water, or other chemicals.
Identify an unknown object given its physical and chemical
properties.
Grade 8 Covered in Grade 7
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/http://dsc.discovery.com/http://science-class.net/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 4
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1.2.3 BENCHMARK PROBLEMS
Grade 7
PS1 (5-8) INQ+POC –2 Given data about characteristic properties of
matter (e.g., melting and boiling points, density, solubility) identify,
compare, or classify different substances. (ASSESSMENT TARGET)
NECAP 2010, p. 1, #1 (I,F)
MCAS 2008, p. 452, # 38 (I,F)
MCAS 2009, p. 259, # 13 (I.F)
PALS: Unknown Liquids (NYSED) (S)
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
1. PHYSICAL
SCIENCE
1.3. Properties
of Matter
Enduring
Knowledge PS1 - All living
and nonliving
PS1 (7-8) –3 Students demonstrate an understanding of conservation of
matter by …
1.3.1 Citing evidence to conclude that the amount of matter before and
after undergoing a physical or a chemical change in a closed system
remains the same. 3a
Grade 7
Understand that the total amount of mass in a closed system stays
the same, regardless of how substances interact (Law of
Conservation of Matter).
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 5
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE things are
composed of
matter having
characteristic
properties that
distinguish one
substance from
another
(independent of
size or amount
of substance).
Grade 8
Apply the Law of Conservation of Matter to topics such as but not
limited to comparing and contrasting with the Law of Conservation
of Energy.
1.3.2 BENCHMARK PROBLEMS
Grade 7
PS1 (5-8) INQ+ SAE –3 Collect data or use data provided to infer or
predict that the total amount of mass in a closed system stays the same,
regardless of how substances interact (conservation of matter).
(ASSESSMENT TARGET)
NECAP 2010, p. 1, #2 Mass and Matter (I.F)
Grade 8
NECAP 2010, p. 1, #2 Mass and Matter (I.F)
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 6
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1 PHYSICAL
SCIENCE
1.4 States of
Matter
Enduring
Knowledge PS1 - All living
and nonliving
things are
composed of
matter having
characteristic
properties that
distinguish one
substance from
another
(independent of
size or amount
of substance).
PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by
1.4.1 Creating diagrams or models that represent the states of matter at the
molecular level. 4a
Grade 7 (see 1.4.2)
Grade 8 Covered in Grade 7
1.4.2 Explaining the effect of increased and decreased heat energy on the
motion and arrangement of molecules. 4b
Grade 7
Compare and contrast the states of matter at the molecular level
o solids
o liquids
o gas
Describe the effect of heating and cooling on the mass or volume of
a substance.
Describe the effect of heating and cooling on the motion and
arrangement of molecules.
Explain the motion of atoms and molecules of a substance during a
phase change (e.g. freezing, melting,).
Predict the relative speeds of molecules at different temperatures
(e.g. phase changes).
Grade 8
Apply an understanding of the states of matter such as but not
limited to kinetic energy. (Middletown and Newport only)
1.4.3 Observing the physical processes of evaporation and condensation, or
freezing and melting, and describe these changes in terms of molecular
motion and conservation of mass. 4c
Grade 7
Describe the motion of molecules during the physical processes of:
o evaporation
o condensation
o freezing
o melting.
Explain that the amount of matter (Conservation of Mass) does not
change as a result of a phase change in a closed system.
Apply an understanding of the states of matter such as but not
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 7
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE limited to kinetic energy. (East Providence only)
Grade 8 Covered in Grade 7
1.4.4 BENCHMARK PROBLEMS
Grade 7
PS1 (5-8) SAE+MAS – 4 Represent or explain the relationship
between or among energy, molecular motion, temperature, and
states of matter). (ASSESSMENT TARGET)
NECAP 2008, p. 2, #4 (I,F)
NECAP 2009, p. 2, #4 (S)
MCAS 2009, p. 260, # 16 (I,F)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
o responding to
informational
text
1. PHYSICAL
SCIENCE
1.5 Structure
of Matter
Enduring
Knowledge PS1 - All living
and nonliving
things are
composed of
matter having
characteristic
properties that
distinguish one
substance from
another
(independent of
size or amount
of substance).
PS1 (7-8) – 5 Students demonstrate an understanding of the structure of
matter by …
1.5.1 Using models or diagrams to show the difference between atoms and
molecules. 5a
Grade 7
Identify the atom as the simplest form of an element
Recognize that molecules are made up of two or more atoms
bonded together.
Grade 8 Covered in Grade 7
1.5.2 Classifying common elements and compounds using symbols and simple
chemical formulas. 5b
Grade 7
Identify an element as a substance composed of one type of atom.
Identify the parts of an atom.
Recognize that compounds are made up of two or more elements
bonded together.
Classify a substance given a simple symbol/model/chemical formula
as an element or compound, e.g.
o 2H2 + O2 2H2O
Recognize that there is a logic behind the organization of the
periodic table, e.g. Elements organized by atomic number and
other common properties.
Grade 8 Covered in Grade 7
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 8
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1.5.3 Interpreting the symbols and formulas of simple chemical equations. 5c
Grade 7 (see 1.5.4)
Grade 8 Covered in Grade 7
1.5.4 Using symbols and chemical formulas to show simple chemical
rearrangements that produce new substances (chemical change). 5d
Grade 7
Use chemical equations to represent the products and reactants of
a chemical reaction
o recognize the need for chemical equations to be balanced
according to the Law of Conservation of Matter, e.g. 2H2 +
O2 2H2O
o understand the formula of photosynthesis and respiration.
Recognize that chemical changes produce new substances with new
physical and chemical properties.
Given a chemical equation, deduce whether or not a chemical change
has occurred.
Grade 8 Covered in Grade 7
1.5.5 Explaining that when substances undergo physical changes, the
appearance may change but the chemical makeup and chemical properties
do not. 5e
Grade 7
Explain that a physical change is any change to matter that does not
result in a new substance being produced e.g. tearing paper, phase
changes etc.
Grade 8 Covered in Grade 7
1.5.6 Explaining that when substances undergo chemical changes to form new
substances, the properties of the new combinations may be very
different from those of the old. 5f
Grade 7
Recognize that chemical changes produce new substances with new
physical and chemical properties.
Grade 8 Covered in Grade 7
1.5.7 BENCH MARK PROBLEMS
Grade 7
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 9
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE PS1 (5-8) MAS –5 Given graphic or written information, classify matter
as atom/molecule or element/compound (Not the structure of an atom).
(ASSESSMENT TARGET)
MCAS 2009, p. 258, # 10 (I,F)
1. PHYSICAL
SCIENCE
1.6 Energy
Enduring
Knowledge PS 2 - Energy is
necessary for
change to occur
in matter.
Energy can be
stored,
transferred, and
transformed,
but cannot be
destroyed.
PS2 (7-8)- 6 Students demonstrate an understanding of energy by…
1.6.1 Using a real world example to explain the transfer of potential energy to
kinetic energy. 6a
Grade 7 Covered in Grade 8
Grade 8
Understand that energy is the ability to do work.
Explain potential energy as stored energy.
Explain kinetic energy as the energy of motion.
Use an example (e.g. roller coaster, swing or pendulum), to
illustrate the transformation of energy between potential and
kinetic.
1.6.2 Constructing a model to explain the transformation of energy from one
form to another. (e.g. an electrical circuit changing electrical energy to
light energy in a light bulb). 6b
Grade 7 Covered in Grade 8
Grade 8
Understand that energy can be transformed from one form to
another.
Differentiate between the types of energy (e.g. kinetic, potential,
electrical, heat, and light).
Understand sources of electricity, e.g. wind power, hydro power,
solar panels, etc.
1.6.3 Explaining that while energy may be stored, transferred, or
transformed, the total amount of energy is conserved. 6c
Grade 7 Covered in Grade 8
Grade 8
Understand that energy can be transformed from one form to
another.
Understand that energy can be stored
Understand that different devices use different amounts of
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 10
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE energy.
1.6.4 Describing the effect of changing voltage in an electrical circuit. 6d
Grade 7 Covered in Grade 8
Grade 8
Understand that voltage is a measurement of the amount of energy
Understand how to trace the flow of energy through an electrical
circuit.
Identify the energy changes that take place when a battery is
connected to different devices.
1.6.5 BENCH MARK PROBLEMS
Grade 8
PS2 (5-8)-SAE+ POC- 6 Given a real-world example, show that within a
system, energy transforms from one form to another (i.e., chemical,
heat, electrical, gravitational, light, sound, mechanical). (ASSESSMENT
TARGET)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
1. PHYSICAL
SCIENCE
1.7 Heat
Energy
Enduring
Knowledge PS 2 - Energy is
necessary for
change to occur
in matter.
Energy can be
stored,
transferred, and
transformed,
but cannot be
destroyed.
PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…
1.7.1 Designing a diagram, model, or analogy to show or describe the motion of
molecules for a material in a warmer and cooler state. 7a
Grade 7
Understand that molecules that are warmer move faster.
Explains that everything is made of molecules and unless at absolute
zero, they are always in motion.
Grade 8
See above (Middletown only Weather and Water Kit)
1.7.2 Explaining the difference among conduction, convection and radiation and
creating a diagram to explain how heat energy travels in different
directions and through different materials by each of these methods.
7b
Grade 7
Differentiate between the types of heat transfer as they relate to
the motion of molecules
o conduction
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 11
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE o convection
o radiation.
Diagram how heat energy travels in different directions and
through different materials.
Grade 8
Differentiate between the types of heat transfer as they relate to
the motion of molecules (Middletown only Weather and Water)
o conduction
o convection
o radiation.
1.7.3 BENCH MARK PROBLEMS
Grade 7 (East Providence and Newport)
PS2 (5-8) INQ+SAE+POC – 7 Use data to draw conclusions about how
heat can be transferred (convection, conduction, radiation).
(ASSESSMENT TARGET)
NECAP 2009, p. 3, #5 (I,F)
NECAP 2010, p. 1, #3 (I,F)
MCAS 2009, p. 255, # 6 (I,F)
Keeley, vol. 2, p. 77 (Lemonade) (F)
Grade 8 (Middletown only)
PS2 (5-8) INQ+SAE+POC – 7 Use data to draw conclusions about how
heat can be transferred (convection, conduction, radiation).
(ASSESSMENT TARGET)
NECAP 2009, p. 3, #5 (I,F)
NECAP 2010, p. 1, #3 (I,F)
MCAS 2009, p. 255, # 6 (I,F)
Keeley, vol. 2, p. 77 (Lemonade) (F)
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
1 PHYSICAL
SCIENCE
1.8 Motion
Enduring
Knowledge
PS3 (7-8) – 8 Students demonstrate an understanding of motion by…
1.8.1 Measuring distance and time for a moving object and using those values as
well as the relationship s=d/t to calculate speed and graphically represent
the data. 8a
Grade 7 Covered in Grade 8
Grade 8
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 12
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE PS 3 - The
motion of an
object is
affected by
forces..
Describe the motion of an object
o frame of reference
o position
o speed
o direction.
Understand that speed is a function of distance and time.
Construct/interpret graphs that represent an object’s distance
traveled in a certain amount of time; understands the slope of this
graph represents speed.
1.8.2 Solving for any unknown in the expression s=d/t given values for the other
two variables. 8b
Grade 7 Covered in Grade 8
Grade 8
Given the formula s = d/t and two of the variables, solve for
o speed
o distance
o time.
1.8.3 Differentiating among speed, velocity and acceleration. 8c
Grade 7 Covered in Grade 8
Grade 8
Compare and contrast speed, velocity, and acceleration and identify
the relationship between them:
o speed is defined as the change of position divided by time
(35 mph)
o velocity is defined as a speed in a given direction (35 mph
north)
o acceleration is defined as an increase or decrease in an
object’s motion due to unbalanced forces.
Students demonstrate an understanding of force (e.g., friction, gravitational,
magnetic) by…
1.8.4 Making and testing predictions on how unbalanced forces acting on
objects change speed or direction of motion, or both. 8d
Grade 7 Covered in Grade 8
Grade 8
Recognize that unbalanced forces change the motion of objects
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 13
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Understand that a constant unbalanced force can make an object
steadily change its speed and/or direction
Apply concepts of unbalanced forces to explain how friction
decreases speed
Understand and apply Newton’s Three Laws of Motion.
1.8.5 Describing or graphically representing that the acceleration of an object
is proportional to the force on the object and inversely proportional to
the object’s mass. 8e
Grade 7 Covered in Grade 8
Grade 8
Comprehend that objects with different masses accelerate at
different rates given the same applied force
Understand the affect of mass on the acceleration of an object
Understand and use Newton’s 2nd Law of Motion (F=ma).
1.8.6 Differentiating between mass and weight. 8f
Grade 7 Covered in Grade 8
Grade 8
Understand the difference between mass and weight and the impact
of gravity.
Understand that mass is the amount of matter in an object (SI =
grams).
Understand that weight is the measurement of the gravitational
pull acting on an object’s mass (SI = Newtons).
1.8.7 BENCH MARK PROBLEMS
Grade 8
PS3 (5-8) INQ+ POC –8 Use data to determine or predict the overall
(net effect of multiple forces (e.g., friction, gravitational, magnetic) on
the position, speed, and direction of motion of objects. (ASSESSMENT
TARGET)
PALS: Bounce Back Ball (NSPAP) (S)
PALS: Pendulum (Oregon) (S)
Keeley, vol. 1, pp. 74. 75, 79, 83, 87, 91, 95, 99, 103, 107, 111, 115
(F)
Keeley, vol. 3, (Apple on Desk) (F)
www.unitedstreaming.com
Materials Included in science kits
http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 14
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1 PHYSICAL
SCIENCE
1.9 Spectrum of
light
Enduring
Knowledge PS 3 - The
motion of an
object is
affected by
forces.
PS3 (7-8) – LA Students. demonstrate an understanding of the visible spectrum of light by…
1.9.1 Experiment how light from the sun is made up of a mixture of many
different colors of light (e.g. using prisms, spectrometers, crystals).
LAa
Grade 7 Covered in Grade 8
Grade 8
Explain how white light can be broken up into component parts
o ROYGBIV
Understand that the color black is the absence of all color.
Understand why certain objects appear to be the color that they
reflect.
1.9.2 Representing in words, diagrams, or other models the visible spectrum as
a part of the electromagnetic spectrum (consisting of visible light,
infrared, and ultraviolet radiation) and composed of all colors of light.
LAb
Grade 7 Covered in Grade 8
Grade 8
Construct a model of the electromagnetic spectrum.
1.9.3 Differentiating between electromagnetic and mechanical waves. LAc
Grade 7 Covered in Grade 8
Grade 8
Understands that electromagnetic waves are self propagating and
do not need a medium, while the opposite is true of mechanical
waves.
1.9.4 BENCHMARK PROBLEMS
Grade 7 Covered in Grade 8
Grade 8
PS3 (5-8) SAE+INQ – Local Assessment Only
Experiment, observe, or predict how energy might be transferred by
means of waves.
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Textbook TBD as a reference
Supplementary books/material Bill Nye Friction, Motion, Momentum DVDs
Current science magazines
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Level trade books, e.g. National Geographic
Motion Forces and Energy, Prentice Hall
Physical Science - Concepts and Challenges,
Pearson
Science Day Book/ Physical Science
Sciencesaurus
Uncovering Student Ideas in Physical Science,
Keeley, Harrington
Science Kits Grade 7
Chemical Interaction
Grade 8
Energy, Machine and Motion
Technology Laptops
LCD projectors
Computer lab
Gizmos™
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/
nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www.sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com
www.ebecri.org
www.discovery.com
www.educationworld.com/ (Laws of Motion)
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.sciencenetlinks.com/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.ebecri.org/http://www.discovery.com/http://www.educationworld.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 15
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE www.efieldtrips.org (energy field trips)
www.eia.doc.gov/kids
www.funderstanding.com/coaster (force and
motion)
www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.nbclearn.com/olympics (force & motion)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
o responding to
informational
text
2 LIFE
SCIENCE
2.1 Biodiversity
Enduring
Knowledge LS1 - All living
organisms have
identifiable
structures and
characteristics
that allow for
survival
(organisms,
populations, &
species).
LS1 (7-8) – 1 Students demonstrate understanding of biodiversity by…
2.1.1 Giving examples of adaptations or behaviors that are specific to a niche
(role) within an ecosystem. 1a
Grade 7 (Middletown and Newport only)
Identify how an organism can adapt, with variation, to its niche
using topics such as but not limited to:
o adaptations
o mutations
o variations
o traits
acquired
inherited.
Recognize that organisms have various traits that allow them to
survive in an ecosystem using topics such as, but not limited to:
o Darwin’s different bird’s beaks, peppered moths.
Differentiate between the roles of different organisms in an
ecosystem:
o producer
o consumer
o decomposer
o herbivore
o omnivore
o carnivore.
Grade 8 (East Providence only see grade 7)
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
Textbook TBD as a reference
Supplementary books/material Bill Nye Populations Life cycles, Food Web,
Genes DVDs
Current science magazines
Eye Witness
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Human Body Systems, Glencoe
Level trade books, e.g. Delta, National
Geographic, Looking at Cells, Science of You
and More Science of You
Science Day Book/ Physical Science
Science Explorer, Cells and Heredity Prentice
Hall
Science World Magazine
Sciencesaurus
Uncovering Student Ideas in Life Science,
Keeley, Harrington
Science Kits Grade 7
Populations and Ecosystems
Grade 8
Populations and Ecosystems
Technology Computer lab
Discovery.com
Gizmos™
Laptops
LCD projectors
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
http://www.efieldtrips.org/http://www.eia.doc.gov/kidshttp://www.funderstanding.com/coasterhttp://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.nbclearn.com/olympicshttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 16
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2.1.2 Explaining how organisms with different structures and behaviors have
roles that contribute to each other’s survival and the stability of the
ecosystem. 1b
Grade 7 (Middletown and Newport only)
Describe biodiversity and how it affects an ecosystem’s stability
o adaptations
o mutations
o variations
o traits: acquired and inherited.
Define symbiosis and distinguish between three types:
o commensalism
o mutualism
o parasitism
Explain predation and its role in balance within an ecosystem:
o predator
o prey
o predator prey relationship.
Recognize the role of competition between organisms in an
ecosystem using topics such as, but not limited to:
o limiting factors, e.g. food, water, and space.
Grade 8 (East Providence only see grade 7)
2.1.3 BENCHMARK PROBLEMS
Grade 7 (Middletown and Newport)
LS1 (5-8) – INQ+ SAE- 1 Using data and observations about the
biodiversity of an ecosystem make predictions or draw conclusions about
how the diversity contributes to the stability of the ecosystem..
(ASSESSMENT TARGET) (Middletown and Newport only)
MCAS 2008, p. 452, # 39 (F,S)
MCAS 2010, p. 281, # 20 (F,S)
Grade 8 (East Providence )
LS1 (5-8) – INQ+ SAE- 1 Using data and observations about the
biodiversity of an ecosystem make predictions or draw conclusions about
how the diversity contributes to the stability of the ecosystem.
(ASSESSMENT TARGET)
MCAS 2008, p. 452, # 39 (F,S)
MCAS 2010, p. 281, # 20 (F,S)
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/ nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www,sciencenetlinks.com (benchmarks and
lessons)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
Community Museum of Natural History Collection
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
o informational
o narrative,
o responding to
informational
text
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 17
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2. LIFE
SCIENCE
2.2 Structure
and
Function
Survival
Enduring
Knowledge LS1 - All living
organisms have
identifiable
structures and
characteristics
that allow for
survival
(organisms,
populations, &
species).
LS1 (7-8) – 2 Students demonstrate understanding of structure and function-survival requirements by…
2.2.1 Explaining how the cell, as the basic unit of life, has the same survival
needs as an organism (i.e., obtain energy, grow, eliminate waste,
reproduce, provide for defense). 2a
Grade 7 (East Providence only)
Identify the structure and function of parts of the cell
o nucleus
o cell wall
o organelles (chloroplasts)
o cell membrane.
Recognize that a cell has certain needs for survival that are the
same as the needs of an organism
o obtain energy
o grow
o eliminate waste
o reproduce
o provide for defense.
Grade 8 (Middletown and Newport only see grade 7 above)
2.2.2 Observing and describing (e.g., drawing, labeling) individual cells as seen
through a microscope targeting cell membrane, cell wall, nucleus, and
chloroplasts. 2b
Grade 7 (East Providence only)
Describe the parts of the cell as seen through microscope
o nucleus
o cell wall
o organelles (chloroplasts)
o cell membrane
Observe the structures of a cell.
Grade 8 (Middletown and Newport only see grade 7 above)
2.2.3 Observing, describing and charting the growth, motion, responses of
living organisms 2c,
Grade 7 (Newport and Middletown only)
o Follows a population study e.g. cricket, milkweed bugs, salmon
Grade 8 (East Providence and Middletown see grade 7 above)
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
techniques
Facilitates the
learning cycle of
science through the
5 E’s of
engagement
exploration
explanation
elaboration
evaluation
Textbook TBD as a reference
Supplementary books/material Bill Nye Populations Life cycles, Food Web,
Genes DVDs
Current science magazines
Eye Witness
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Human Body Systems, Glencoe
Level trade books, e.g. Delta, National
Geographic, Looking at Cells, Science of You
and More Science of You
Science Day Book/ Physical Science
Science Explorer, Cells and Heredity Prentice
Hall
Science World Magazine
Sciencesaurus
Uncovering Student Ideas in Life Science,
Keeley, Harrington
Science Kits Grade 7
Populations and Ecosystems
Grade 8
Populations and Ecosystems
Technology Computer lab
Discovery.com
Gizmos™
Laptops
LCD projectors
ebecri.org
Googledocs.com
http://dsc.discovery.com/
http://science-class.net/
http://sciencenewsforkids.com/
http://sciencespot.net/index.html
http://scilinks.nasa.gov/
http://smithsonianeducation.org/educators
http://www.howstuffworks.com/ http://www.middleschoolscience.com/index.html
http://www.timeforkids.com/TFK/ nces.ed.gov/nagtionsreportcard/itmrls
pals.sr.com/tasks/indexhtml
Tweentribune.com (student responding)
www,sciencenetlinks.com (benchmarks and
lessons)
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
role playing –
bodily kinesthetic,
graphic organizing
– visual,
collaboration-
interpersonal
Oral presentations
Performance/problem-
based tasks
Rubrics
inquiry
informational
report writing
Tests and quizzes
Writing (ELA Common
Core)
o arguments
http://dsc.discovery.com/http://science-class.net/http://sciencenewsforkids.com/http://sciencespot.net/index.htmlhttp://scilinks.nasa.gov/http://smithsonianeducation.org/educatorshttp://www.howstuffworks.com/http://www.middleschoolscience.com/index.htmlhttp://www.timeforkids.com/TFK/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 18
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2.2.4 BENCHMARK PROBLEMS
Grade 7 (East Providence only)
LS1 (5-8) SAE+FAF –2 Describe or compare how different organisms
have mechanisms that work in a coordinated way to obtain energy, grow,
move, respond, provide defense, enable reproduction, or maintain internal
balance (e.g., cells, tissues, organs and systems). (ASSESSMENT
TARGET)
NECAP 2008, p. 5, #10 C
Grade 8 (Newport and Middletown)
LS1 (5-8) SAE+FAF –2 Describe or compare how different
organisms have mechanisms that work in a coordinated way to obtain
energy, grow, move, respond, provide defense, enable reproduction,
or maintain internal balance (e.g., cells, tissues, organs and systems).
(ASSESSMENT TARGET)
NECAP 2008, p. 5, #10 (S)
www.windowsintowonderland.org (virtual
fieldtrips)
www.beaconlearningcenter.com (lessons)
www.brainpop.com www.kids.nationalgeographic.com
www.lessoncorner.com/science (lesson corner)
www.polleverywhere..com
www.ride.ri.gov
www.sciencespot.net
www.thinkfinity.org
www.unitedstreaming.com
Materials Included in science kits
Community Museum of Natural History Collection
o informational
o narrative,
o responding to
informational
text
2 LIFE
SCIENCE
2.3 Reproduction
Enduring
Knowledge LS1 - All living
organisms have
identifiable
structures and
characteristics
that allow for
survival
(organisms,
populations, &
species).
LS1 (7-8)–3 Students demonstrate an understanding of reproduction by …
2.3.1 Explaining reproduction as a fundamental process by which the new
individual receives genetic information from parent(s). 3a
Grade 7 (Newport only)
Differentiate between sexual and asexual reproduction
Identify and explain (Middletown only)
o genes
o DNA
o chromosomes
o traits
Explain the role of the nucleus in reproduction (Middletown only)
Grade 8 (East Providence and Middletown see grade 7 above)
2.3.2 Describing forms of asexual reproduction that involve the genetic
contribution of only one parent (e.g., binary fission, budding, vegetative
propagation, regeneration). 3b
Grade 7 (Newport only)
Grade 8 (East Providence and Middletown)
Facilitates the
scientific inquiry
method
collect data
communicate
understanding and
ideas
design, conduct,
and critique
investigations
represent, analyze,
and interpret data
experimental
design
observe
predict
question and
hypothesize
use evidence to
draw conclusions
use tools, and
Textbook TBD as a reference
Supplementary books/material Bill Nye Populations Life cycles, Food Web,
Genes DVDs
Current science magazines
Eye Witness
Formative and Summative Probes, vol. 1-4
Keeley, Eberle, Dorsey
Human Body Systems, Glencoe
Level trade books, e.g. Delta, National
Geographic, Looking at Cells, Science of You
and More Science of You
Science Day Book/ Physical Science
Science Explorer, Cells and Heredity Prentice
Hall
Science World Magazine
Sciencesaurus
Uncovering Student Ideas in Life Science,
Keeley, Harrington
Science Kits Grade 7
Populations and Ecosystems
Grade 8
Populations and Ecosystems
REQUIRED
COMMON
ASSESSMENTS Assessment Targets
Benchmark Problems
Common Tasks
Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS Anecdotal records
Exhibits
Interviews
Graphic organizers
Journals
Multiple Intelligences
assessments e.g.
http://www.windowsintowonderland.org/http://www.beaconlearningcenter.com/http://www.brainpop.com/http://www.kids.nationalgeographic.com/http://www.lessoncorner.com/sciencehttp://www.polleverywhere..com/http://www.sciencespot.net/http://www.thinkfinity.org/http://www.unitedstreaming.com/
SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,
Cheryl Tavares, Pamela Thacker, and Jackie Zahm
6/21/2011 East Bay Educational Collaborative: East Providence, Middletown, and Newport 19
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 2.3.3 Describing sexual reproduction as a process that combines genetic