FAYETTE COUNTY PUBLIC SCHOOLS - Kentucky ... Grade... · Web viewchemical reaction – a change in matter in which two or more substances combine to form a new substance dissolving

LEWIS COUNTY SCHOOLSDistrict Curriculum Map for Science: Grade 5

REVISED Aug. 2, 2016Topic 5A 1st 9 weeks Matter and Energy in Organisms and EcosystemsBig IdeaWhat overarching understandings are essential for application to new situations within or beyond this content?

Systems and System Models A system can be described in terms of its components and their

interactions.(5-LS2-1)Energy and Matter

Matter is transported into, out of, and within systems. (5-LS1-1) Energy can be transferred in various ways and between objects.

(5-PS3-1)Essential Question(s) What questions will provoke and sustain student engagement while focusing learning?

How does knowing the parts of something help us understand how the whole thing works?

How can models help us understand our world?Enduring Standard(s)Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

Use models to describe phenomena. Develop a model to describe phenomena.

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Support an argument with evidence, data, or a model. Supporting Standard(s)Which related standards will be incorporated to support and enhance the enduring standards?

PS3.D: Energy in Chemical Processes and Everyday Life The energy released [from] food was once energy from the sun

that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

LS1.C: Organization for Matter and Energy Flow in Organisms Food provides animals with the materials they need for body

repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)

Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to

plants. Organisms are related in food webs in which some Office of Curriculum and Assessment 2014-2015 1

http://www.nap.edu/openbook.php?record_id=13165&page=150

























animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants,

animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

Instructional OutcomesWhat must students learn by the end of the unit?

I can… describe an everyday system in terms of its parts and their

interactions. [Teacher Note: Examples of an everyday system could include a bike, pen, familiar animal, etc.]

make observations to identify parts of a specific ecosystem. analyze how the parts of an ecosystem interact. compare the characteristics of plants, animals, and

decomposers.

use a model to trace the energy in an ecosystem. [Teacher Note: The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter. Examples of models could include diagrams, and flow charts.]

integrate information from multiple sources to describe how animals use the energy in their food. [Teacher Note: Energy in animals’ food is used for body repair, growth, motion, and to maintain body warmth.]

use evidence to support an argument about where plants get their material for growth. [Teacher Note: Plants acquire their material for growth chiefly from air and water.]

make observations to classify organisms according to their role in the flow of matter through an ecosystem. [Teacher Note: Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.”]

develop a model to describe how matter flows through an ecosystem. [Teacher Note: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is

Office of Curriculum and Assessment 2014-2015 2








changed by plants into matter that is food.] critique a model to determine its strengths and weaknesses. write or speak knowledgeably about energy and matter in

ecosystems.Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

Students who demonstrate understanding can…5-PS3-1.

Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]

5-LS1-1.

Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

5-LS2-1.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

Essential VocabularyWhat vocabulary must students know to understand and communicate effectively about this content?

Science and Engineering Practicesmodel – a way of showing something in order to better understand

how it works (e.g., globes, food chains, mathematical equations)

Discipline-Specificbacteria – group of one-celled organisms, many of which are involved

in decomposition (bacterium – singular)

decomposer – an organism, such as bacteria or fungus, which gets energy by breaking down dead organisms, returning nutrients to the soil

ecosystem – all of the living and non-living things in an area and their interactions with one another

food chain – a model that shows how energy moves from the sun to plants to animals that eat plants to animals that eat animals

food web – a model that shows all of the connecting and interacting food chains in an ecosystem

fungi – multi-celled, plantlike organisms that do not have plant structures (e.g., leaves, flowers, roots), that reproduce by spores, and that get energy by decomposing dead organisms.



(fungus – singular)

organism – any living thing, including all animals and plants

species – one specific type of organism

system – anything made of interacting parts (e.g., bicycle, human body, pond)


LEWIS COUNTY SCHOOLSInstructional Planning Guide: A Curriculum Map Companion for

TeachersSubject and Grade Level Science 5AUnit Title Matter and Energy in Organisms and EcosystemsSummative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?

Instructional OutcomesHow will the instructional

outcomes be sequenced into a scaffolded progression of

learning?

Learning ActivitiesWhat well-designed progression

of learning tasks will intellectually engage students

in challenging content?

Formal Formative Assessments

What is the evidence to show students have learned the lesson

objective and are progressing toward mastery of the

instructional outcomes?

Integration StandardsWhat standards from other disciplines will enrich the learning experiences for the students?Resources What resources will be utilized to enhance student learning?



Topic 5C 2nd 9 weeks Earth’s SystemsBig IdeaWhat overarching understandings are essential for application to new situations within or beyond this content?

Scale, Proportion, and Quantity Standard units are used to measure and describe physical

quantities such as weight and volume. (5-ESS2-2)Systems and System Models

A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)

Essential Question(s) What questions will provoke and sustain student engagement while focusing learning?

How do systems interact?

How can models help us understand our world?Enduring Standard(s)Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?


Develop a model using an example to describe a scientific principle. (5-ESS2-1)

Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

Supporting Standard(s)Which related standards will be incorporated to support and enhance the enduring standards?

ESS2.A: Earth Materials and Systems Earth’s major systems are the geosphere (solid and molten

rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ESS2.C: The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most

fresh water is in glaciers or underground; only a tiny fraction Office of Curriculum and Assessment 2014-2015 6


































is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life

have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)


I can… graph data to represent the amounts and percentages of

fresh and salt water on Earth. [Teacher Note: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

describe how water is distributed in various reservoirs on Earth.

provide evidence of ways in which planet Earth acts as a system made of smaller systems. [Teacher Note: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere.]

describe the basic characteristics of the four major Earth systems. [Teacher Note: The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Assessment is limited to the interactions of two systems at a time.]

draw on information from multiple print or digital sources to investigate examples of interaction between the four major Earth systems. [Teacher Note: Earth systems interact in multiple ways to affect Earth’s surface materials and processes. For example, the ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.]

collaborate to create a model that represents interaction between two Earth systems.

evaluate the strengths and limitations of different models.

obtain and combine information from various sources about ways that communities use science ideas to protect Earth’s resources and environment.

Performance ExpectationsWhat must students be able to

Students who demonstrate understanding can…5-ESS2- Develop a model using an example to describe









do by the end of the unit to demonstrate their mastery of the instructional outcomes?

1. ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

5-ESS2-2.

Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

5-ESS3-1.

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.


Science and Engineering Practices model

Discipline-Specific

atmosphere – the layer of gas that surrounds Earthbiosphere – all living things, including humans, that exist on Earthclimate – patterns of weather in a place over a time periodenvironment – all living and nonliving things that surround an

organism where it livesgeosphere – solid and molten rock, soil, and sediments that make

up the Earth’s surfacehydrosphere – all water and ice on and around Earthlandform – a natural feature of the Earth’s surfacereservoir – a natural or artificial storage area for water

sediment – matter that settles to the bottom of a liquid



Subject and Grade Level Science 5CUnit Title Earth’s SystemsSummative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?



learning?











Topic 5D 3rd 9 weeks Stars and the Solar System Big IdeaWhat overarching understandings are essential for application to new situations within or beyond this content?

Patterns Similarities and differences in patterns can be used to sort,

classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Cause and Effect Cause and effect relationships are routinely identified and

used to explain change. (5-PS2-1)Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-ESS1-1)


What causes the patterns that we observe in our world?

What makes strong evidence?

What makes a good model?

Enduring Standard(s)Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

Analyzing and Interpreting DataAnalyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Engaging in Argument from EvidenceEngaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Support an argument with evidence, data, or a model. (5- PS2-1),(5-ESS1-1)

Supporting Standard(s)Which related standards will be incorporated to support and enhance the enduring standards?

PS2.B: Types of Interactions The gravitational force of Earth acting on an object near

Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other

stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around

Earth, together with the rotation of Earth about an axis Office of Curriculum and Assessment 2014-2015 10




































between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)


I can… make observations to identify patterns on Earth and in the

sky. [Teacher Note: Examples of patterns could include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.]

combine information from multiple sources to explain how the Earth’s movements cause the patterns we observe on Earth and in the sky. [Teacher Note: Assessment does not include causes of seasons.]

analyze data to identify patterns. represent data in a graph to reveal patterns.

communicate observations of gravitational force on Earth. provide evidence to support an argument about the direction

of gravitational force on Earth. [Teacher Note: “Down” is a local description of the direction that points toward the center of the spherical Earth.]

draw on information from multiple sources to describe the sun in relation to other stars. [Teacher Note: The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.]

support an argument about why the sun appears larger and brighter than the other stars. [Teacher Note: Assessment is limited to relative distances, not sizes, of stars.]

describe how the Earth, sun, and moon operate as a system.Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

Students who demonstrate understanding can…5-PS2-1. Support an argument that the gravitational force

exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

5-ESS1-1.

Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. [Assessment Boundary: Assessment is limited to relative distances,





not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

5-ESS1-2.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]


Science and Engineering Practicesdata – a collection of information or facts, often in the form of numbers

Discipline-Specificaxis – an imaginary line that a planet spins around; Earth’s axis

passes through the North and South Poles

gravitational force – the force that pulls all objects towards the Earth’s center

orbit – the path an object in space follows around another object in space (e.g., Earth’s orbit around the Sun)

rotate/rotation – to spin or turn around a central point

solar system – a star and the objects that orbit it



Subject and Grade Level Science 5DUnit Title Stars and the Solar System Summative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?



learning?











Topic 5F 4th 9 weeks Structure and Properties of MatterBig IdeaWhat overarching understandings are essential for application to new situations within or beyond this content?

Cause and Effect Cause and effect relationships are routinely identified and

used to explain change. (5-PS1-4)Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-PS1-1)

Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2),(5-PS1-3)


How can we better understand things we cannot see?

How can models help us understand our world?

Enduring Standard(s)Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)


Use models to describe phenomena. (5-PS1-1) Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

Supporting Standard(s)Which related standards will be

PS1.A: Structure and Properties of Matter Matter of any type can be subdivided into particles that are
































incorporated to support and enhance the enduring standards?

too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1)

The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

PS1.B: Chemical Reactions When two or more different substances are mixed, a new

substance with different properties may be formed. (5-PS1-4) No matter what reaction or change in properties occurs, the

total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1-2)


I can… observe and compare the properties of different substances.

[Teacher Note: Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property. Assessment does not include density or distinguishing mass and weight.]

make observations and measurements to identify substances by their properties. [Teacher Note: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids.]

investigate the effects of mixing substances together. [Teacher Note: When two or more different substances are mixed, a new substance with different properties may be formed.]

gather data to determine if mixing substances results in new substances.

collect evidence that matter is made of particles too small to be seen. [Teacher Note: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.]

develop a model to show the particles in matter. [Teacher Office of Curriculum and Assessment 2014-2015 15
















Note: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

measure and graph quantities to provide evidence about the weight of matter when substances are mixed together. [Teacher Note: No matter what reaction or change in properties occurs, the total weight of the substances does not change. Assessment does not include distinguishing mass and weight.]

measure and graph quantities to provide evidence about the weight of matter when it is heated or cooled.

recall relevant information from experiences to demonstrate understanding of the structure and properties of matter.

Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

Students who demonstrate understanding can…5-PS1-1.

Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-3.

Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Essential VocabularyWhat vocabulary must students

Science and Engineering Practices



know to understand and communicate effectively about this content?

model

Discipline-Specificchemical reaction – a change in matter in which two or more

substances combine to form a new substance

dissolving – when a substance breaks into particles and spreads evenly throughout another substance, especially a solid spreading through a liquid

mixture – a combination of substances which keep their own properties and can be separated

particle – tiny piece of matter that may be too small to be seen

solubility – the ability of a substance to be dissolved in another substance

substance – a specific type of matter that has consistent and defined properties


LEWIS COUNTY SCHOOLSInstructional Planning Guide: A Curriculum Map Companion for

TeachersSubject and Grade Level Science 5FUnit Title Structure and Properties of MatterSummative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?



learning?










LEWIS COUNTY SCHOOLSGlossary for Use with LC Schools Curriculum Maps

Big IdeasBig Ideas are overarching understandings that are essential for application to new situations within and beyond the content. An idea is “big” if it helps students make sense of how the material fits into the broader context. When used effectively, Big Ideas have the power to guide inquiry-based learning, providing a lens through which students can formulate and explore questions. Grant Wiggins (2011) says, “An idea is ‘big’ if it helps us make sense of a lots of otherwise meaningless, isolated, inert, or confusing facts. A big idea is a way of usefully seeing connections, not just another piece of content.”

Resources

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and PedagogyDomain 1, Component C: Setting Instructional OutcomesDomain 3, Component A: Communicating with Students




Enduring StandardsEnduring Standards are a priority set of essential standards and expectations that are critical for student success. They are a small subset of standards that represent the most important concepts, content, and skills of the curriculum. Enduring Standards, also known as Power Standards or Essential Standards, meet three criteria:

1. ENDURANCE – Does it provide students with knowledge and skills that last beyond a single test date and have life-long value?

2. LEVERAGE – Does it provide knowledge and skills that are of value in multiple disciplines?3. READINESS – Does it provide students with essential knowledge and skills that are

necessary for their success in the next grade level?Enduring Standards are explicitly taught and intentionally assessed through summative measures. Student mastery of the Enduring Standards is the primary focus of instruction, providing a guaranteed and viable curriculum that allows for equal access to opportunity for learning for all students.

Enduring skills are found embedded within Enduring Standards. Enduring skills are what the Kentucky Department of Education has identified as the basis for setting annual local Student Growth Goals.

Resources

Ainsworth, L. (2003). Power standards: Identifying the standards that matter most. Englewood, CO: Lead+Learn Press.

Reeves, D. B. (2007). Power standards: How state leaders add value to state and national standards. The Jossey-Bass Reader on Educational Leadership (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

KDE Enduring Skills: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


Domain 1, Component A: Knowledge of Content and Pedagogy


http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx

http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


Essential QuestionsEssential Questions are designed to stimulate students’ thinking and to provoke inquiry and insight. They are provocative and do not have pat answers. McTighe and Wiggins (2013) offer seven defining characteristics of good Essential Questions:

(1) OPEN-ENDED – it does not have a single, final, or correct answer(2) THOUGHT-PROVOKING and INTELLECTUALLY ENGAGING – it sparks discussion and debate(3) HIGHER-ORDER THINKING – it requires analysis, inference, evaluation and/or prediction

and cannot be answered by recall alone(4) IMPORTANT, TRANSFERABLE IDEAS – relates to concepts within and often across

disciplines(5) ADDITIONAL QUESTIONS – it sparks further questioning and inquiry(6) SUPPORT AND JUSTIFICATION – it requires the student to defend their response(7) RECURS OVER TIME – the question can and should be revisited multiple times

Essential Questions spark curiosity, sustain engagement, and provide a focused means for students to explore and discuss the big ideas and enduring skills and standards. They motivate students to find the answers needed to achieve the learning outcomes and master the enduring standard.

NOTE: The Essential Questions provided in the FCPS curriculum maps are examples and are not all-inclusive lists. Essential Questions are most powerful when they are developed in collaboration with the students. Teachers are encouraged to go beyond this list of essential questions and work with students to develop your own! (See the link to the Wordpress.com article and the Brainstorming Essential Questions PD360 link below for more ideas).

Resources

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development


http://usergeneratededucation.wordpress.com/2013/03/24/learners-should-be-developing-their-own-essential-questions/

PD 360 Video Links

The Guiding/Essential Question Elementary: http://www.pd360.com/index.cfm?ContentId=2514

The Guiding/Essential Question Secondary: http://www.pd360.com/index.cfm?ContentId=2523

Brainstorming Ideas/Essential Questions: http://www.pd360.com/index.cfm?ContentId=1910


Domain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component C: Engaging Students in Learning


http://www.pd360.com/index.cfm?ContentId=1910







Essential VocabularyEssential Vocabulary words are content-related terms for which students must have a deep understanding if they are to comprehend and master the enduring standards and instructional outcomes. There may be other words students need to know, but the Essential Vocabulary provide a priority list of words to incorporate in instruction. These vocabulary provide a common language for both teachers and students across content areas and grade levels. According to Robert Marzano (2013), “Students’ vocabulary knowledge is directly tied to their success in school . . . Knowing what words mean and how they interconnect creates networks of knowledge that allow students to connect new information to previously learned information.” Marzano outlines six steps of effective vocabulary instruction in his books Building Academic Vocabulary and Vocabulary for the Common Core:

(1) Provide a description, explanation, or example of the new term.(2) Ask students to restate the description in their own words.(3) Ask students to construct a picture, symbol, or graphic representing the term.(4) Engage students periodically in activities that help them add to their knowledge of the

terms.(5) Periodically ask students to discuss the terms with one another.(6) Involve students periodically in games that allow them to play with terms.

Resources

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA. Association for Supervision and Curriculum Development.

Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core. Bloomington, IN: Marzano Research Laboratory.

Silver, Strong & Associates. (n.d.) Word works: Cracking vocabulary’s CODE. The Thoughtful Classroom Portfolio Series. Thoughtful Education Press.


Domain 1, Component A: Knowledge of Content and PedagogyDomain 3, Component A: Communicating with Students



Formative Assessment for LearningFormative Assessment, also referred to as “assessment for learning,” is a process through which teachers and students gather evidence for the purpose of making instructional adjustments to improve learning. It is on-going and occurs throughout the lessons and unit. Sometimes it is referred to as a check for understanding. Formative Assessment can be either informal or formal. In the classroom, we assess the group informally through intangible means such as questioning, dialogue, observation, or other anecdotal evidence. Formal Formative Assessments typically require tangible evidence of learning from each individual, such as quizzes, exit slips, performance tasks, or a product of some sort. It is important to remember that it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the formative label. Formative Assessment, therefore, is essentially feedback, both to the teacher and to the student about present understanding and skill development in order to determine the way forward. There should be a direct and aligned connection between instructional outcomes, lesson activities, and the formative assessment measures used to gauge learning progress.

Resources

Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 139-148.

Chappuis, J. (2009). Seven strategies of assessment for learning. Pearson

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right – using it well (2nd ed.). Pearson.

Clarke, S. (2008). Active learning through formative assessment. London: Hodder Education.

Clarke, S. (2005). Formative assessment in action: Weaving the elements together. London: Hodder Education.

Clarke, S. (2005). Formative assessment in the secondary classroom. London: Hodder Education.

Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder Education.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component B: Demonstrating Knowledge of StudentsDomain 1, Component F: Designing Student AssessmentsDomain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component D: Using Assessment in InstructionDomain 3, Component E: Demonstrating Flexibility and Responsiveness



Instructional OutcomesInstructional Outcomes are clear statements of intended learning that lead to the development of sound formative and summative assessments. They describe what students are expected to learn after successfully completing a lesson(s) or learning experience. Instructional Outcomes reflect important learning and are written in terms of what students will learn rather than do. Outcomes are congruent to the big ideas and enduring standards of the discipline and represent a range of knowledge, including factual, conceptual, reasoning, social, management, communication, and dispositions. Over the progression of a unit or course, the outcomes should be logically sequenced to scaffold over time, connect to previous and future learning, and become progressively more complex as students’ knowledge builds.

The terms “Learning Targets” and “Instructional Outcomes” are synonymous and are used interchangeably in PGES support materials created by the Kentucky Department of Education. “Outcome” is the term used throughout the Framework for Teaching, so FCPS opted to adopt this terminology for use in the curriculum maps. NOTE: The Instructional Outcomes provided in the FCPS curriculum maps are meant to serve as examples and are not all-inclusive lists. Teachers are encouraged to add, revise, break apart and/or combine Instructional Outcomes based on the formative assessment results and needs of the students.

Resources


Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component C: Setting Instructional OutcomesDomain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent InstructionDomain 1, Component F: Designing Student AssessmentsDomain 3, Component A: Communicating with StudentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction



Integration StandardsIntegration Standards are related standards from disciplines other than the primary focus of the unit of the study. 21st Century skills demand that students be able to integrate, assimilate, and apply knowledge from a variety of disciplines in order to solve problems and be successful in the workplace. Content knowledge and learning cannot exist in isolated pockets; it must be assimilated and integrated for the purpose of problem-solving and application. Integration Standards allow the students to make cross-disciplinary connections and to better understand the interrelationship among multiple content areas. When determining which standards to integrate into the current unit of study, teachers should consider content from interpersonal skills, the arts, PLCS, math, civics and culture, and literacy that naturally enhances the enduring standards and big ideas.

Resources

Beers, S. Z. (2011). Teaching 21st century skills. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory.

Framework for 21st Century Learning: http://www.p21.org/our-work/p21-framework


Domain 1, Component A: Knowledge of Content and PedagogyDomain 2, Component B: Establishing a Culture for LearningDomain 3, Component C: Engaging Students in LearningDomain 4, Component D: Participating in a Professional Community


http://www.p21.org/our-work/p21-framework


Learning ActivitiesLearning Activities refer to the series of thoughtfully constructed and cognitively engaging learning tasks. Learning Activities should incorporate the use of appropriate resources and materials, high-yield instructional strategies, and consistent structures including opportunities for literacy development, differentiation, modeling, practice time, and constructive feedback. Learning Activities are punctuated by informal formative assessment measures throughout the lesson to see how well students are progressing in their learning. Learning Activities should be directly aligned to the instructional outcomes with a broader focus on eventual mastery of the related enduring standard.

Resources

Dean, C. B., Ross Hubbell, E., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H.F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component E: Designing Coherent InstructionDomain 3, Component C: Engaging Students in LearningDomain 3, Component E: Demonstrating Flexibility and Responsiveness



Performance ExpectationsPerformance Expectations are measurable criteria that describe what proficiency looks like when the instructional outcomes are reached. These criteria define the minimum expectations for rigor at that point in the learning progression and should require application of the knowledge at higher cognitive levels. The Performance Expectations are congruent to the big ideas and enduring standards of the discipline and provide an outline for the development of summative assessments of learning. Performance Expectations may encompass traditional multiple-choice and constructed response assessments but also must go beyond such measures to include appropriate product-, project-, or performance-based options.

Resources

Hallerman, S. & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools, and tips for standards-focused K-5 projects. Novato, CA: Buck Institute for Education.

Laur, D. (2013). Authentic learning experiences: A real-world approach to project-based learning. New York: Routledge.

National Academy Foundation. (n.d.). Project-based learning: A resource for instructors and program coordinators. Pearson Foundation. Retrieved July 5, 2014 from http://naf.org/files/PBL_Guide.pdf


Domain 1, Component F: Designing Student AssessmentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction


http://naf.org/files/PBL_Guide.pdf


ResourcesResources are the key materials utilized by teachers. Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their own professional knowledge and skill, and those that can provide non-instructional assistance to students. Resources include such things as books and other print material, technology, community and professional organizations, and people. Resources for lessons should be selected to enhance the lesson activities and engage the students.


Domain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent Instruction



Summative Assessment of LearningSummative Assessment, also referred to as “assessment of learning,” is a formal means for determining how much a student has learned, and to what level, at the end of a unit or course. Summative Assessments are typically used for the purposes of monitoring accountability and assigning grades or performance levels. These assessments can and should take on a variety of formats, from traditional paper/pencil assessments to projects to performance tasks. Summative Assessments are designed to measure mastery of instructional outcomes and should be congruent with enduring standards. The performance expectations provide additional clarification around the content and intended purpose of the Summative Assessment.

Resources


Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3rd ed.). Pearson.


Domain 1, Component F: Designing Student Assessments



Supporting StandardsSupporting Standards are Kentucky Core Academic Standards that have not been identified as Enduring Standards. They are important because they provide foundational support, scaffolding, and enhancement for the Enduring Standards and may come from a variety of disciplines. In some instances, students cannot demonstrate mastery of an instructional outcome or enduring standard without incorporating their knowledge of a Supporting Standard(s). Supporting Standards are typically more heavily assessed through formative measures, but can also be included in summative assessment measures. In addition, it is likely that Supporting Standards may only be introduced, instructed and assessed one time throughout the course (unless the teacher deems otherwise), whereas enduring standards are likely to show up multiple times throughout the course.


Domain 1, Component A: Demonstrating Knowledge of Content and Pedagogy


LEWIS COUNTY SCHOOLSKDE Enduring Skills List for Science – Student Growth Goals

Enduring Skill Reference to Standards

Use scientific thinking to question the natural and designed world.

Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56.

NGSS Appendix F, pages 4, 17-18

Use scientific thinking to define problems within the natural and designed world.

Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56.

NGSS Appendix F, pages 4, 17-18Develop and refine models to explain, predict, and investigate the natural and designed world.

Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59.

NGSS Appendix F, pages 19-20Use models to explain, predict, and investigate the natural and designed world, including identifying the limitations of the models.

Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59.

NGSS Appendix F, pages 19-20

Plan and carry out investigations.

Framework for K-12 Science Education, Practice 3: Planning and Carrying Out Investigations, pages 59-61.

NGSS Appendix F, page7, 21

Organize and use data to support claims or conclusions.

Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63


Analyze data to make sense of phenomena or determine an optimal design solution.

Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63


Construct explanations based on scientific evidence.

Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages 67-71

NGSS Appendix F, pages 11-12, 27-28

Framework for K-12 Science Education, Office of Curriculum and Assessment 2014-2015 31

LEWIS COUNTY SCHOOLSKDE Enduring Skills List for Science – Student Growth Goals

Design and refine solutions to problems. Practice 6: Constructing Explanations and Designing Solutions, pages 67-71

NGSS Appendix F, pages 11-12, 27-28

Argue using scientific evidence. Framework for K-12 Science Education, Practice 7: Engaging in Argument from Evidence, pages 71-74

NGSS Appendix F, , pages 13-14, 29-30Use evidence to evaluate claims. Framework for K-12 Science Education,

Practice 7: Engaging in Argument from Evidence, pages 71-74

NGSS Appendix F, pages 13-14, 29-30Obtain information to determine patterns in and/or evidence about the natural or designed world.

Framework for K-12 Science Education, Practice 8: Obtaining, Evaluation, and Communicating Information, pages 74-77.

NGSS Appendix F, pages 31-32.Evaluate information to determine usefulness and value.


NGSS Appendix F, pages 31-32.Communicate information in a variety of developmentally appropriate formats.


NGSS Appendix F, pages 31-32.


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