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Third Grade 2011

BREVARD SCIENCE PACING AND SEQUENCE GUIDE 2.0

BREVARD SCIENCE

SCALING THE SUMMIT

“This is the best day of my life!”

-Seine NettingESE student during

Lagoon Quest

“Oh, now I get the difference between weathering and erosion.”

-23 yr. UF law student

after reading TASK-Force poster

“You don’t truly understand something unless you can explain it to your grandmother.”

-Einstein

“We could reach 2020 and find that the ability of the U.S. research and education institutions to regenerate has been damaged and that their preeminence has been lost to other ends of the world.”

National Science Board

“If your science lesson makes dinner conversation, you succeeded in creating an unforgettable learning experience.”

Steve Spangler

“Inquiry not only tests what students know, it presses students to put what they know to the test.”

John Glenn, U.S. Senator, Astronaut Commission Chairman of “Before It’s Too Late”

“I still remember the day we investigated surface tension with drops of water on a penny.”

Francis-a 21 year old to his former 6th grade teacher

“Give the pupils something to do; not something to learn; and if the doing is of such nature as to demand thining; learning naturally results.”

John Dewey

Brevard Public Schools

K-6 Pacing and Sequence Guide 2.0

Advisor:

Lynn Spadaccini, Ed. D. Director, Office of Elementary Programs

Coordinator:

Ed Short Elementary Science Resource Teacher,

Office of Elementary Programs

Committee Members:

Michelle Ferro West Melbourne School for Science

Chimene Rice Manatee Elementary School

Wendy Shelden Ralph M. Williams, Jr. Elementary School

Cover Design:

Ciarra Smith BPS Graphic Designer

Cover Illustrations: Printed with permission of Steve Spangler Science Inc.

Special thanks to the Summer 2011 Think Tank Members: Pam Aulakh Manatee Elementary School

Beth Conti Quest Elementary School

Kaycee Cook Palm Bay Elementary School

Rebecca Downey Hans Christian Andersen Elementary School

Beth Faulkner Apollo Elementary School

Jana Gabrielski Suntree Elementary School

Amanda Gayle Saturn Elementary School

Julie Hill Fairglen Elementary School

Scott Joyce Holland Elementary School

Danielle Kraus Manatee Elementary School

Nita Lent Robert Louis Stevenson School of the Arts

Sherri McGinn Christa McAuliffe Elementary School

Holly Mentillo Ocean Breeze Elementary School

Nancy Rehwoldt Surfside Elementary School

Robin Robb Indialantic Elementary School

Amber Thibedeau Sunrise Elementary School

Melissa Woods Sea Park Elementary School

Science Pacing and Sequence Overview for Grades K-6

BPS Science 2.0 Pacing and Sequence Guide page 2 Summer 2011

K Life (11 weeks**)

Life BOK Assessment

Earth/Space (14 weeks)

Earth/Space BOK Assessment

Physical (11 weeks)

Physical BOK Assessment

Whole Class Science Projects

1 Life (9 weeks**)

Life BOK Assessment Whole Class Science Projects



Physical (9 weeks)


2 Life (9 weeks**)

Life BOK Assessment Whole Class Science Projects



Physical (18 weeks)


3 Life (12 weeks**)

Life BOK Assessment Individual/Team Science Projects



Physical (18 weeks)


4 Life (15 weeks**)




Physical (12 weeks)


5 Life (9 weeks**)




Physical (11 weeks)


See page 5 for FCAT review and end-of-year plan

6 Physical (6 weeks**)

Physical BOK Assessment Individual/Team Science Projects



Life (20 weeks)

Life BOK Assessment

BOK = Body of Knowledge **Number of weeks includes Nature of Science introduction and Science Start-up activities.

Please see page 4 for more information.

UNDERSTANDING SCIENCE INSTRUCTION


The Next Generation Sunshine State Standards (NGSSS) for Science ushered in a new way of thinking about science education. Students are now expected to master the concepts specific to each grade level, with gradually increasing complexity and depth. To ensure this mastery of content, teachers must teach their grade level benchmarks in depth.

Bodies of Knowledge (BOK)

Science concepts are divided into four general Bodies of Knowledge: Life Science, Earth and Space Science, Physical Science, and Nature of Science.

Big Ideas

Eighteen Big Ideas thread throughout all grade levels and the benchmarks under them build in rigor and depth as students advance from K-6. Each grade level includes benchmarks from all four Bodies of Knowledge, but not every grade level will teach concepts from every Big Idea.

Benchmarks

Each grade level has their own set of grade-specific benchmarks that students must master. Kindergarten benchmarks are very different from Grade 1 benchmarks. In some Big Ideas, the concept is taught once in a grade level and never touched on again for several years. As such, it is critical that students master each and every benchmark for their grade level.

Cognitive Complexity (Depth of Knowledge)

The DOE has provided the Cognitive Complexity for each benchmark and we have included it at the end of each benchmark. This rating system “reflects the relative complexity of thinking that a given benchmark demands of students” (adapted from “depth of knowledge” system by Dr. Webb, 1999). Low Complexity benchmarks rely heavily on recall and recognition of previously learned concepts and principles. Moderate Complexity involves more flexible thinking and choice when problem-solving. High Complexity involves heavy demands on student thinking (abstract, analysis, judgment, etc). The verb(s) used in the benchmark signify the depth to which the student is expected to master the concept. For example, if the verb of a benchmark is “observe,” the students are expected to make observations about scientific phenomena. If the verb is “investigate,” then students are expected to do an in-depth analysis for mastery of the concept. The important thing to keep in mind is that some benchmarks are intended to be taught more in-depth than others as they demand more complex thinking.

FCAT 2.0 Science Test Item Specifications (grade 3-6)

In the grades 3-6 benchmark charts, information from the FL DOE FCAT 2.0 Science Test Item Specifications (grade 5 and grade 8) has been added. This information is intended as a guide to the types of questions that can be asked on FCAT 2.0 Science and should not be used to limit instruction. Teachers should always teach all benchmarks to mastery. In grades 3 and 4, the only Item Specifications that have been added are the benchmarks that are not taught in grade 5. In grade 6, the only Item Specifications that have been added are the benchmarks that are not taught in Grades 7 and 8. As these benchmarks will not be taught in their "tested" year, teachers must plan for enough time and practice for students to gain a solid understanding of these concepts. The complete FL DOE FCAT 2.0 Science Test Item Specifications are available at

http://fcat.fldoe.org/fcat2/pdf/FL09G5Sci.pdf (grade 5)

http://fcat.fldoe.org/fcat2/pdf/FL09G8Sci.pdf (grade 8)

Topic Matrix (at the end of this guide)

Because each grade level has its own set of benchmarks, we’ve added a Topic Matrix to the end of the Pacing and Sequence Guide. This matrix shows the concepts taught at each grade level. It is intended to identify gaps in instructional flow. For example, instruction for the concept of weather patterns begins in grade 2, but is not addressed in grades 3 or 4. This signals a gap in instructional flow and shows the importance of teaching benchmarks to mastery. In other cases, the Topic Matrix shows the “FOCUS” of a grade level. For example, in Big Idea 10, grades 3, 4, and 5 all start with a similar energy benchmark. But in grade 3, the added focus is on light energy; in grade 4, it is heat and sound energy; and in grade 5, the focus is electrical energy.

https://exchange.brevardschools.org/exchweb/bin/redir.asp?URL=http://fcat.fldoe.org/fcat2/pdf/FL09G5Sci.pdf

http://fcat.fldoe.org/fcat2/pdf/FL09G8Sci.pdf



Best Practices

While benchmarks are grade specific, the instructional best practices remain the same. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on instruction, assessments, and resources.

Students with Significant Cognitive Disabilities

Each school has complete copies of the K-8 Science Standards. Refer to them for Access Points to be used with students with significant cognitive disabilities—these Access Points only apply to students who take the FCAT Alternate Assessment (less than 1% of BPS population).

Pacing and Sequence Rationale

In determining the pacing and sequence of the Bodies of Knowledge for all grade levels, many different factors were taken into account. Teacher input, flow with other grade levels, timing of the FCAT, number and complexity of benchmarks, and district-wide field study trips (grades 4 and 6) influenced the placement of the Bodies of Knowledge.

For grades K-5, science instruction follows the same sequence: Science Start-up (see below), Life Science, Earth and Space Science, Physical Science. This sequence has many benefits:

It helps multi-grade teachers to better manage teaching two grade-specific sets of standards. It supports science events that cross grade levels (Science Family Nights, etc.). It streamlines planning and integration for Designated Science Classrooms, Science Buddies, and activity

classes.

Grade 6 has a different sequence due to the demands of their benchmarks. This grade level begins with Science Start-up, then moves to Physical Science, Earth/Space Science, and finishes with Life Science.

Life Science is the main focus of the grade 6 curriculum and these benchmark concepts are not taught again before the grade 8 FCAT 2.0 Science. These benchmarks are so broad and comprehensive that teachers could easily spend much more time on them than has been allotted. With this pacing, they complete Physical Science and Earth/Space Science, then spend the rest of the year on Life Science.

Teaching Physical Science and Earth/Space Science prior to Space Week helps students prepare for this district-wide field study trip.

In all grade levels, the number of weeks dedicated to each Body of Knowledge is different. In most cases, the timeline does not follow the nine-week grading period schedule. Please refer to the Overview at the beginning of this guide or the top of each Body of Knowledge chart for the specific number of weeks to spend on each Body of Knowledge.

While following a district-wide sequence is important to prevent learning gaps in our mobile/transient students, teachers should have the flexibility to respond to the teachable moment by integrating concepts from different BOKs when appropriate. Some flexibility also supports in-depth instruction and mastery of content as teachers need to present multiple opportunities and activities for students to explore and learn concepts.

Science Start-up

In each grade level, an additional two weeks has been allotted to the instructional time for the first Body of Knowledge. This time is intended as a “quick start” to teach the procedures and process skills needed for successful science instruction. Some topics to consider for this time are: Nature of Science: These benchmarks should be introduced at the beginning of the year, then explicitly

taught within content instruction throughout the year to ensure mastery. Science Notebooks: Using science notebooks in the science classroom is a research-based best

practice. This time should be used to teach notebooking procedures and expectations. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on implementation.

Lab Safety and the Use of Scientific Tools: The tools of a scientist require specific instruction and should be introduced at the beginning of the year and re-addressed continuously throughout the year.

Process Skills: These are a specific set of behaviors students use as they learn. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on instruction.



Science Projects

Science projects are a natural application of the Nature of Science benchmarks. They are included in the first Body of Knowledge instructional time since many schools hold their Science Fairs by winter break, or shortly after. Primary grade levels may choose not to participate in Science Fair at all schools; however, each primary grade level should be teaching the science process skills. Whole class science projects are an appropriate way to teach these skills. (See CSI: BREVARD 2.0 for details). For all grades except Kindergarten, this has been included as part of the first BOK pacing timeline. For Kindergarten, it has been moved to the end of the year to give teachers the flexibility to choose when the students are ready for the demands of a full-length, whole-class science project.

Assessment

For all grade levels, the Pre-Assessment and Post-Assessment piece has been eliminated. In grade 5, the “Pre-FCAT Check-up” has been eliminated, as it was based on the old standards.

Three of the four Bodies of Knowledge (Life, Earth/Space, Physical,) are assessed with individual “Body of Knowledge (BOK) Assessments.” As you complete instruction in each Body of Knowledge, administer that BOK assessment. Time for these assessments was included in the number-of-week designation for each Body of Knowledge.

The benchmarks from the fourth Body of Knowledge (Nature of Science) are embedded in the other three BOK assessments.

As district-required tests, these BOK assessments are expected to be given differently from classroom assessments. They are intended as a snapshot of student mastery, program effectiveness, and district-wide growth. Therefore the following testing conditions should be in place: o They should not be given as open-book or open-note tests. o If a student does poorly on the DRA test, he/she should not be re-tested with the DRA after being re-

taught the concepts. The original grade should be entered on A3. NOTE: This does not imply that the teacher should not remediate the student in the area of difficulty—it’s the re-testing with the same assessment that is the issue.

o Tests should be administered at the conclusion of the instruction of that Body of Knowledge. Time for this is included in the pacing timeline for each grade level/Body of Knowledge. It is intended to be flexible within those weeks, but teachers must strive to stay within the pacing timeline to ensure adequate time for student mastery of all benchmarks at that grade level.

Grade 5 FCAT 2.0 Science Review and End-of-Year Plan

Due to FCAT 2.0 Science requirements, the grade 5 pacing timeline is compressed into 29 weeks of benchmark instruction. After that point, teachers should devote time to review all tested science content for FCAT. Teachers could also use the 2-week FCAT assessment window for additional science review.

The remaining weeks of the school year should be used to go more in-depth on any benchmarks that the students have not yet fully mastered.

Science Pacing and Sequence Grade 3—Nature of Science

BPS Science 2.0 Pacing and Sequence Guide—grade 3 page 6 Summer 2011

These benchmarks should be introduced at the beginning of the year, then explicitly taught within content instruction throughout the year to ensure mastery.

Big Idea #1: The Practice of Science

SC.3.N.1.1

Raise questions about the natural world, investigate them individually and in teams through

free exploration and systematic investigations, and generate appropriate explanations based

on those explorations. (High)

SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to

explain the differences across groups. (High)

SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of

investigations conducted. (Moderate)

SC.3.N.1.4 Recognize the importance of communication among scientists. (Moderate)

SC.3.N.1.5 Recognize that scientists question, discuss, and check each others’ evidence and

explanations. (Moderate)

SC.3.N.1.6 Infer based on observation. (High)

SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is

used to help validate explanations of natural phenomena. (High)

Big Idea #3: The Role of Theories, Laws, Hypotheses, and Models

SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in

everyday language; for example, energy, cell, heat/cold, and evidence. (Moderate)

SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. (Low)

SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not

perfectly account for all observations. (Moderate)

Science Pacing and Sequence Grade 3—Life Science (12 weeks, includes Science Start-up,

Nature of Science introduction, and BOK assessment)


Nature of Science See Nature of Science page for specific benchmarks

Big Idea #14: Organization and Development of Living Organisms

SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient

transport, and reproduction. (Moderate)

SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way

plants stems grow toward light and their roots grow downward in response to gravity. (High)

Big Idea #15: Diversity and Evolution of Living Organisms

SC.3.L.15.1

Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods,

vertebrates and invertebrates, those having live births and those which lay eggs) according to

their physical characteristics and behaviors. (Moderate)

SC.3.L.15.2

Classify flowering and nonflowering plants into major groups such as those that produce seeds,

or those like ferns and mosses that produce spores, according to their physical characteristics.

(Moderate)

Big Idea #17: Interdependence

SC.3.L.17.1 Describe how animals and plants respond to changing seasons. (Moderate)

SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food. (Low)

The following grade 3 Life Science benchmark is critical because it will not be taught again before being assessed on the grade 5 FCAT 2.0 Science. Below are the Test Item Specifications for this benchmark.

BENCHMARK BENCHMARK CLARIFICATIONS FOR FCAT 2.0

(Only those that apply to grade 3 benchmarks) CONTENT LIMITS OF FCAT 2.0 ITEMS (plus some STIMULUS ATTRIBUTES)

SC.3.L.14.1 (Also

assesses SC.3.L.14.2)

Students will identify parts of plants and/or the part’s role.

Students will describe how plants respond to stimuli. (SC.3.L.14.2)

Items will not assess cellular processes. Items assessing parts of plants are limited to

stem, leaf/needle, root, flower, seed, and fruit. Items assessing a plant’s response to stimuli are

limited to heat, light, and gravity).

**Benchmark Clarifications and Content Limits are adapted from FL DOE FCAT 2.0 Science Test Item Specifications, Grade 5

Science Pacing and Sequence Grade 3—Earth and Space Science (6 weeks, includes BOK assessment)



Big Idea #5: Earth in Space and Time

SC.3.E.5.1 Explain that stars can be different; some are smaller, some are larger, and some appear

brighter than others; all except the Sun are so far away that they look like points of light. (High)

SC.3.E.5.2 Identify the Sun as a star that emits energy; some of it in the form of light. (Moderate)

SC.3.E.5.3 Recognize that the Sun appears large and bright because it is the closest star to Earth. (High)

SC.3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.

(High)

SC.3.E.5.5 Investigate that the number of stars that can be seen through telescopes is dramatically greater

than those seen by the unaided eye. (Moderate)

Big Idea #6: Earth Structures

SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not

present, heat may be lost. (High)

Science Pacing and Sequence Grade 3—Physical Science (18 weeks, includes BOK assessment)



Big Idea #8: Properties of Matter

SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids. (Moderate)

SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids. (Moderate)

SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture,

and hardness. (Moderate)

Big Idea #9: Changes in Matter

SC.3.P.9.1

Describe the changes water undergoes when it changes state through heating and cooling by

using familiar scientific terms such as melting, freezing, boiling, evaporation, and

condensation. (Moderate)

Big Idea #10: Forms of Energy

SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.

(Low)

SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change. (Low)

SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one

medium to another. (Moderate)

SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed. (Moderate)

Big Idea #11: Energy Transfer and Transformations

SC.3.P.11.1 Investigate, observe, and explain that things that give off light often also give off heat. (High)

SC.3.P.11.2 Investigate, observe, and explain that heat is produced when one objects rubs against

another, such as rubbing one’s hands together. (High)

This matrix is not intended as a comprehensive list of concepts to teach. Instead, it shows how a Big Idea is built from grade level to grade level and shows interruptions in that sequence. The topics listed were pulled from each grade level’s benchmarks. Please refer to your grade level benchmarks for the specifics of “what to teach.”


In this matrix, the word Adds is used if a benchmark includes material that was addressed at an earlier grade level. It only lists the new material to be addressed at that grade level. Teachers still need to teach the entire benchmark, not just the new material. In the matrix, the word FOCUS is used for material that is targeted at a specific grade level by the benchmarks.

NGSSS Science Topic Matrix—Nature of Science Body of Knowledge

Grade Big Idea 1—The Practice of Science Big Idea 2—The Characteristics of

Scientific Knowledge Big Idea 3—The Role of Theories, Laws,

Hypotheses, and Models

K observations

keeping records (pictorial) not addressed not addressed

Grade 1

Adds:

keeping records (written)

compare observations with others

draw conclusions based on evidence (“How do you know?”)

not addressed not addressed

Grade 2

Adds:

raise questions

use systematic observations

justify conclusions based on evidence

observations vs. inferences


Grade 3

Adds:

seek reasons to explain differences in data

keeping records (charts/graphs)

infer based on evidence

empirical evidence is used to validate explanations

not addressed

ScienceSpeak is different from common usage

using models / models do not perfectly account for all observations

Grade 4

Adds:

use of references with bibliographic information

not always “scientific method,” but always observation + empirical evidence

science involves creativity in designing experiments

science focuses on natural world Adds:

types of models

Grade 5

Adds:

define a problem

plan and carry out a systematic investigation/repeated trials

identify variables/control group

interpret data

opinion vs. verified observation

Adds:

science is grounded in empirical observations that are testable

explanations must always be linked with evidence

results are replicable

not addressed

Grade 6

Adds:

define a problem in sixth grade curriculum

Adds:

distinguish science from other activities

science is open to change as new evidence/interpretations are presented

scientists come from all walks of life

Adds:

“theory” in science vs. everyday life

“law” in science vs. societal laws

role of models in science (in context of sixth grade curriculum)


NGSSS Science Topic Matrix Earth and Space Science Body of Knowledge

Grade Big Idea 5—Earth in Space and Time Big Idea 6—Earth Structures Big Idea 7—Earth Systems and Patterns

K explore gravity—dropped things fall

pattern of day/night

Sun during day/ moon mostly at night

perspective from Earth


Grade 1

Adds:

gravity works even though nothing is touching object

stars are infinite

magnifiers (telescopes)

benefits/dangers of Sun

things found on Earth’s surface (living and nonliving)

water is a basic need/water safety

some things happen fast, some things happen slowly

not addressed

Grade 2 not addressed

Adds:

Earth composed of rocks of many shapes/sizes

process of soil formation/composition of soil

classify soil

patterns of nature—compare/describe

Sun’s energy directly/indirectly warms water, land, air

process of evaporation/ways to prevent it

air is all around us/moving air is wind

severe weather preparation is essential

Grade 3 stars/telescopes

Sun

gravity is a force that can be overcome

Sun heats Earth in day, Earth loses heat at night

not addressed

Grade 4

seasonal patterns of stars

phases of the Moon

rotation/revolution

Earth/Sun/Moon system

effects of space research on economy (FL)

weathering/erosion (physical)

categories of rocks/rock cycle

physical properties of minerals

resources (FL)

telescopes/microscopes

not addressed

Grade 5 galaxies

planets

Solar System objects

not addressed

water cycle / ocean is “engine”

weather

climate


Adds:

chemical weathering

deposition

how landforms in Florida are made

Adds:

Earth’s spheres, how they work together, and effects on Earth, global patterns

heat transfer: radiation/conduction/convection


NGSSS Science Topic Matrix Physical Science Body of Knowledge

Grade Big Idea 8—Properties of Matter Big Idea 9—Changes in Matter Big Idea 10—Forms of Energy

K

sort by:

size

shape

color

temperature (hot/cold)

weight (heavy/light)

texture

physical changes to paper and clay (cutting, tearing, crumpling, smashing, rolling)

things that make sounds vibrate

Grade 1 Adds:

sort by sink and float not addressed not addressed

Grade 2

Adds:

sort by attraction to magnets

measuring properties (especially temperature and volume)

states of matter (especially water)

Adds:

physical changes don’t always affect objects in the same ways

people use energy to improve their lives

Grade 3

compare based on properties (adds hardness)

measure/compare temps of solids and liquids

measure/compare mass/volume

Adds:

water changes state + terminology (melting, freezing, boiling, evaporation, condensation)

basic forms of energy (light, heat, sound, electrical, mechanical)

energy can cause/change motion

FOCUS: light energy

Grade 4

Adds measurement/compare based on:

odor/taste/attraction to magnets

properties/uses of water in each state

Law of Conservation of Mass

magnets attract and repel other magnets

Adds:

chemical changes (decomposition, rusting, burning, cooking)

FOCUS: decomposition and rusting

basic forms of energy (adds energy of motion)

FOCUS: sound energy (pitch)

wind/water are sources of energy and can be used to move objects

Grade 5

compare/contrast properties of solids, liquids, gases

dissolution in water (why/why not/how to speed up or slow down)

separation of mixtures

atomic theory—ONLY that objects are composed of particles too small to see without magnification

Adds:

physical/chemical changes affected by temperature

basic forms of energy (adds chemical) Adds: energy can create change

FOCUS: electrical energy (especially charges attracting or repelling without contact)

electrical energy can be transformed into heat, sound, light, motion

Grade 6 not addressed not addressed not addressed


NGSSS Science Topic Matrix Physical Science Body of Knowledge

Grade Big Idea 11—Energy Transfer and Transformations

Big Idea 12—Motion of Objects Big Idea 13—Forces and Changes in Motion

K not addressed things move in different ways (fast, slow, etc.)

push/pull causes change in motion


Adds:

ways objects move: straight line, zig-zag, back-and-forth, round-and-round

Adds:

ways to change motion is to apply push/pull

Grade 2 not addressed not addressed

effects of pushes/pulls

magnets can work without direct contact

gravity pulls toward the ground unless something else holds it up

greater the force applied, the greater the change in motion

Grade 3 light energy also gives off heat

friction produces heat not addressed not addressed

Grade 4 heat flow/changes in temperature

conductors/insulators for heat energy

object in motion has positional/directional changes

speed of objects

not addressed

Grade 5 closed circuits

conductors/insulators of electrical energy not addressed

familiar forces: pushes/pulls/gravity

more mass = less effect from given applied force

balanced forces

Grade 6

Law of Conservation of Energy (potential converting to kinetic and vice versa)

Adds:

measure and graph distance vs. time of a constant speed

Adds:

describes types of forces (contact forces, forces acting at a distance—electrical, magnetic, gravitational)

Law of Gravity (adds effects of force dependent on how far apart objects are)

unbalanced forces change speed, direction, or both


NGSSS Science Topic Matrix Life Science Body of Knowledge

Grade Big Idea 14—Organization and Development of Living Organisms Big Idea 15—Diversity and Evolution of Living Organisms

K 5 senses and related body parts

no personification

differences in plants and animals (structure and behavior)

not addressed

Grade 1

Adds:

using senses to make observations

major parts of plants

living vs. non-living

not addressed

Grade 2 human body parts (brain, heart, lungs, stomach, muscles, skeleton) and

functions not addressed

Grade 3

Adds:

structures in plants and functions (support, reproduction, nutrient transport, food production

plants respond to stimuli (heat, light, gravity)

classification of animals by physical characteristics (vertebrates/invertebrates, major classes—mammals, reptiles, arthropods, etc.)

classification by behavior

classification of plants by physical characteristics (flowering/non-flowering, seed-producer/spore producer)


Grade 5 14 specific human body organs and functions

compare/contrast plant and animal structures and functions (including humans): example—skeleton/ exoskeleton/stems

adaptations lead to survival/change in location/extinction when conditions change

Grade 6

patterns in hierarchical organization of organisms

scientific theory of cells

processes of cells (homeostasis)

structure and function of organelles

human body systems / interaction to maintain homeostasis

infectious agents

Linnaean system of classification + Domains


NGSSS Science Topic Matrix Life Science Body of Knowledge

Grade Big Idea 16—Heredity and Reproduction Big Idea 17—Interdependence

K not addressed not addressed

Grade 1 plants and animals resemble their parents, but variations occur basic needs of plants and animals

Grade 2

major stages in life cycles of plants and animals (butterflies and beans) Adds:

basic needs of humans compared to other animals and plants

living things are all over Earth, but each must have a habitat that meets its basic needs

Grade 3 not addressed animals/plants response to changing seasons

plants use energy from Sun to make own food (producers)

Grade 4

reproduction of flowering plants (pollination, fertilization, seed dispersal, germination)

inherited traits vs. characteristics based on environment (plants and animals)

animal behaviors: inherited and learned

major stages in life cycles/ FOCUS: FL plants/animals

complete/incomplete metamorphosis

flowering/non-flowering seed-bearing plants (flowers vs. conifers or spore producers)

Adds:

seasonal changes in plants and animals: FL vs. other regions

flow of energy in a living system

animals are consumers

food chain

how animals (including humans) impact the environment

Grade 5 not addressed how adaptations (variations in life cycle, behavior, physical characteristics)

help plants/animals survive


Teacher Notes

SCHOOL BOARD OF BREVARD COUNTYEducational Services Facility

2700 Judge Fran Jamieson WayViera, FL 32940-6601

SCHOOL BOARD MEMBERSDr. Barbara A. Murray, Chairman

Amy Kneessy, Vice ChairmanDr. Michael KruppKaren Henderson

Andy Ziegler

SUPERINTENDENTDr. Brian T. Binggeli

DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT

Cyndi Van Meter

OFFICE OF ELEMENTARY PROGRAMSDr. Lynn Spadaccini, Director

NONDISCRIMINATION NOTICE

It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by Florida state law.

A student having a grievance concerning discrimination may contact:

Dr. Brian T. Binggeli Ms. Cyndi Van Meter Dr. Walter Christy, Director Ms. Pamela TreadwellSuperintendent Associate Superintendent, Office of Secondary Programs DirectorBrevard Public Schools Division of Curriculum ESE Administrative Support Services and Instruction, ADA/Section 504 Coordinator Equity Coordinator

School Board of Brevard County2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601(321) 633-1000

It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct which undermines the integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.

An employee or applicant having a grievance concerning employment may contact:

Ms. Susan Standley, Director Ms. Joy Salamone, Director Office of Human Resources Services Compensation & Benefits and Labor Relations

School Board of Brevard County2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601(321) 633-1000

This Publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or audiotape. Telephone or written request should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 633-1000, ext. 535, at least two (2) weeks prior to the time you need the publication.

Next Generation Sunshine State Standards for Science (February 2008)• Providetheframeworkforoursciencecurriculum,instruction,assessment,andprofessionaldevelopment;

• Shiftfrom“covering”thematerialtomasteringtheconcepts;

• Replacedgradelevelbandswithgrade-specificbenchmarksemphasizingeachgrade’sresponsibility;

• Threadthebigideasbetweengradelevels,graduallyincreasingincomplexityanddepth;

• Ensurethescientificliteracyofourstudents,asteachersinstructgradelevelbenchmarksin-depth.

TO HELP YOU “SCALE THE SUMMIT”

CurriCulum“The real object of education is to have students in the condition of continually asking questions.”

—BishopCreighton

• CurriculumisdefinedbyNGSSSforScience—the“WHATtoteach.”

• District-adoptedprogramsareONLYONEresourceforqualitylessons.

• Useavarietyofresourcesandapproachestoreachallstudentsbycreatingcommonexperiencesthatleveltheplayingfieldforthoselackinglifeexperiences.

• FLDOEprovidesvaluablesupportthrough:TestItemSpecifications,keyvocabulary,andsampletestitems.

instruCtion“It is not the answer that enlightens, but the question.”

—EugeneIonescoDecouvertes

• Teachersuseresearched-basedbestpracticestodecidethe“HOWtoteach.”

• Emphasizethereal-liferelevanceofscienceandconnectnewconceptstowhatstudentsalreadyknow.

• ABC/CBV:ActivityBeforeConcept/ConceptBeforeVocabulary

• EngagestudentsinscientificprocessesandInquirybyseekinganswerstotheirquestionsthroughfreeexploration,investigation,andexperiments.

• Guidelearningbyencouragingandaskingprobingquestionstofacilitatestudentdiscussion,discoveryandunderstanding.

Assessment“Leave lasting imprints on children’s lives…do not get distracted from the real focus of assessment: to help students learn and grow.”

—Authorunknown

• Alignallassessmentstotherequiredcurriculumandteachingstrategiesused.

• Useformativeassessmenttoinforminstructionandsummativeassessmenttoevaluatelearning.

• Utilizeformativeassessmentstoprobeforpreconceivedideasandtoaddressspecificbenchmarks.

• Summativeassessments,suchasdistrict-requiredBOKtests,canprovidefeedbackastowhethermasterywasachievedandwherere-teachingneedstotakeplace.

ProfessionAl DeveloPment“Take the attitude of a student, never be too big to ask questions, never know too much to learn something new.”

—OgMandino

• EveryPDDincludesworkshopsonsciencestandardsandinstructionalbestpractices.

• ElementaryProgramsandtheScienceLeadershipandTrainingCadrehosttrainingsthroughouttheyear.

• Eachschool’sSciencePoint-of-Contactisavaluableresourceforscienceinformationandclarification.

• Informalscienceeducationgroupsprovideongoingtrainingandsupport:BrevardZoo,FloridaSolarEnergyCenter,BCCPlanetarium,NASA,etc.

resourCes“If I have been able to see farther than others, it was because I stood on the shoulders of giants.”

—SirIsaacNewton

• ScienceHands-onAllocation

• Adoptedinstructionalmaterials

• CSI:BREVARD2.0ResourceGuideandK-6District-RequiredAssessments

• BuildingYoungScientistsResourceGuides(K-2)

• BPSinitiatives:LagoonQuest(grade4)andSpaceWeek(grade6)

• Supplementalmaterialssuchas:FOSSkits,CPALMS,ScienceSaurus,MaxAxiom,ScienceCourt

• BPSElementaryScienceResources—availableonline

sCienCe noteBooKs“Learning is not a spectator sport.”

—ChickeringandGamson

• Throughnotebooking,studentsareemulatingtheactionsofscientists.

• Usenotebooksastoolstohelpstudentsinteractwithnewcontent,recordtheirexperiences,anddocumenttheirscientificthinking.

• NotebooksprovideopportunitiestorecordobservationaldataanddevelopInquiryskills.

• Notebookingfocusesontheprocess,nottheproduct.

• Notebooksprovideopportunitiesforteacherstoevaluatecontinuouslyforpreconceptions/misconceptionsandmasteryofconceptsandskills.

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