Newport Public Schools › cms › lib2 › RI01001621 › Centricity › Domain › … · SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara

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




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/




GSEs/ STANDARDS




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


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









Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com



REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


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/




GSEs/ STANDARDS




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











lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com

www.educationworld.com/ (Laws of Motion)




motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



interpersonal

Oral presentations


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


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,









Pearson


Sciencesaurus


REQUIRED

COMMON


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/




GSEs/ STANDARDS




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.


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



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com













lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com





motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org




Exhibits

Interviews

Graphic organizers

Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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/




GSEs/ STANDARDS




EVIDENCE 1 PHYSICAL

SCIENCE

1.4 States of

Matter

Enduring


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)


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









Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com













lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com


REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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/




GSEs/ STANDARDS




EVIDENCE limited to kinetic energy. (East Providence only)



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)




motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



o responding to

informational

text

1. PHYSICAL

SCIENCE

1.5 Structure

of Matter

Enduring


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.


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.


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









Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com




REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


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/




GSEs/ STANDARDS




EVIDENCE 1.5.3 Interpreting the symbols and formulas of simple chemical equations. 5c

Grade 7 (see 1.5.4)


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.


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.


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.


1.5.7 BENCH MARK PROBLEMS

Grade 7

5 E’s of

engagement

exploration

explanation

elaboration

evaluation










lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com





motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



Oral presentations


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/




GSEs/ STANDARDS




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 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 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 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









Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com













lessons)

REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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/




GSEs/ STANDARDS




EVIDENCE energy.

1.6.4 Describing the effect of changing voltage in an electrical circuit. 6d


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.


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)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com





motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



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









Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


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/




GSEs/ STANDARDS




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.


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













lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com





motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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 8

Facilitates the

scientific inquiry

method

collect data

communicate

understanding and

ideas

design, conduct,








REQUIRED

COMMON


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/




GSEs/ STANDARDS




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 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 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 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


Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com













lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com





motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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/




GSEs/ STANDARDS




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 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 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).


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)



http://www.unitedstreaming.com/




GSEs/ STANDARDS




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 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 8

Construct a model of the electromagnetic spectrum.

1.9.3 Differentiating between electromagnetic and mechanical waves. LAc


Grade 8

Understands that electromagnetic waves are self propagating and

do not need a medium, while the opposite is true of mechanical

waves.



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









Pearson


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Laptops

LCD projectors

Computer lab

Gizmos™

ebecri.org

Googledocs.com













lessons)


fieldtrips)


www.brainpop.com

www.ebecri.org

www.discovery.com


REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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/




GSEs/ STANDARDS




EVIDENCE www.efieldtrips.org (energy field trips)



motion)





www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



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


Supplementary books/material Bill Nye Populations Life cycles, Food Web,

Genes DVDs


Eye Witness



Human Body Systems, Glencoe

Level trade books, e.g. Delta, National

Geographic, Looking at Cells, Science of You

and More Science of You


Science Explorer, Cells and Heredity Prentice

Hall

Science World Magazine

Sciencesaurus

Uncovering Student Ideas in Life Science,

Keeley, Harrington


Populations and Ecosystems

Grade 8


Technology Computer lab

Discovery.com

Gizmos™

Laptops

LCD projectors

REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


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/




GSEs/ STANDARDS




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)


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://www.timeforkids.com/TFK/ nces.ed.gov/nagtionsreportcard/itmrls



www,sciencenetlinks.com (benchmarks and

lessons)


fieldtrips)


www.brainpop.com www.kids.nationalgeographic.com



www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



Community Museum of Natural History Collection

Oral presentations


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/




GSEs/ STANDARDS




EVIDENCE

2. LIFE

SCIENCE

2.2 Structure

and

Function

Survival

Enduring


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


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



Genes DVDs


Eye Witness









Hall


Sciencesaurus


Keeley, Harrington



Grade 8


Technology Computer lab

Discovery.com

Gizmos™

Laptops

LCD projectors

ebecri.org

Googledocs.com








http://www.timeforkids.com/TFK/ nces.ed.gov/nagtionsreportcard/itmrls



www,sciencenetlinks.com (benchmarks and

lessons)

REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

Oral presentations


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/




GSEs/ STANDARDS




EVIDENCE



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)


fieldtrips)


www.brainpop.com www.kids.nationalgeographic.com



www.ride.ri.gov

www.sciencespot.net

www.thinkfinity.org



Community Museum of Natural History Collection

o informational

o narrative,

o responding to

informational

text

2 LIFE

SCIENCE

2.3 Reproduction

Enduring


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



Genes DVDs


Eye Witness









Hall


Sciencesaurus


Keeley, Harrington



Grade 8


REQUIRED

COMMON


Benchmark Problems

Common Tasks

Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


Exhibits

Interviews

Graphic organizers

Journals


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/




GSEs/ STANDARDS




EVIDENCE 2.3.3 Describing sexual reproduction as a process that combines genetic

Documents

Newport Public Schools › cms › lib2 › RI01001621 › Centricity › Domain › … · SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara