Science Curriculum Framework Executive … Curriculum Framework Executive Summary July 12, 2007 ... problems for which they do not have answers (Costa, 1997). The Life-Long Learner

Science Curriculum Framework Executive Summary

July 12, 2007

Summary A vertical team comprised of Division teachers, representing grades K-12, formed in 2004 to develop a new format for the K-12 science curriculum that is both concept-centered and standards-based. Supporting the Framework for Quality Learning, the proposed science curriculum connects to the Lifelong-Learner Standards (p. 6), Virginia’s Science Standards of Learning (SOL), and the process and content standards articulated in the National Science Education Standards (NSES) and the Benchmarks for Science Literacy. These various standards provide insight into what all students must know, understand, and be able to do in authentic science-related contexts. These standards address the scientific literacy and workforce readiness needs of 21st Century learners.

Key Components Key components of the proposed curriculum framework include:

1) interdisciplinary concepts, scientific concepts, and enduring understandings common to scientific disciplines (p.7)

2) Habits of Mind Used by Scientists (p.8)

3) Overview of the structural format of the new curriculum (pgs.10 & 11)

Samples of the framework are included in the attached document to demonstrate how the curriculum develops scientific concepts linking content standards and inquiry processes both vertically and horizontally, K-12. The example used is the concept of Systems. Additionally, the sample assessments embedded with each standard delineates what students should know, understand and be able to do across the levels of Bloom’s Taxonomy. This reflects a critical shift in this new science curriculum format. The range of sample assessment strategies through which students demonstrate learning brings clarity to an expectation that project-based learning experiences are essential for students to master curricular standards thoroughly.

Expected Outcomes The proposed curriculum specifically addresses outcome indicators for Goals I and II and supports Goal IV. Through focus on consistent curriculum implementation through professional learning communities, teachers will make strategic changes in planning, assessment, and instruction that are consistent with the Vision and Mission of the Division. Engagement of students in inquiry experiences will lead to students who see themselves as competent and curious learners who are capable of acquiring a deep understanding of scientific concepts and content. Building-level leaders will use the classroom walkthrough process to observe application of the new curriculum to assessment and instruction and share feedback with teachers based upon the walkthrough indicators of effective instruction. Walkthrough data can provide principals with a more informed understanding of the degree of implementation of the new curriculum across classrooms, whether the expected learning outcomes are being realized, and what resources are needed to effectively implement the curriculum.

Science Vertical Team June, 2007

Page 9c

Albemarle County Public Schools

K-12 Science Curriculum Matrix Introduction

July 2007

Science Vertical Team, July, 2007 2

This curriculum document represents the collective thinking of numerous individuals who have

dedicated themselves to research and conversation about science curriculum and instruction over the

past three academic years (2004-2007).

Science Vertical Team (2006-2007)

Member Grade/Content Area School

Catrina Sims Kindergarten Baker-Butler Elementary School

Beth Tice Grade 2 Cale Elementary School

Laurel Gillette Grade 3 Red Hill Elementary School

Eileen Merritt Grade 4 Stone-Robinson Elementary School

Cheryl Thomasen Grade 5 Baker-Butler Elementary School

Beth Evans Grade 6 Sutherland Middle School

Ciara Imbert Life Science Henley Middle School

Kim Gibson Physical Science Henley Middle School

Roni Jennings Earth Science Albemarle High School

Jean Foss Biology Western Albemarle High School

Michael Farabaugh Chemistry Monticello High School

Tony Borash Physics Albemarle High School

Chuck Pace Science Coordinator Department of Instruction

Other teachers served on the Science Vertical Team during the 2004 – 2005 school year and made

significant contributions to this document:

Sandra Griffin Grade 1 Brownsville Elementary School

Colleen Larisey Grade 3 Brownsville Elementary School


Table of Contents

Introduction ………………………………………………………………………………………… 4

Philosophy ………………………………………………………………………………………… 5

Lifelong-Learner Standards ……………………………………………………………………... 6

Science Concepts and Enduring Understandings ………………………………………… 6

Habits of Mind of a Scientist ……………………………………………………………………. 8

Organization of the Science Curriculum Document .……………………………………… 9

Assessment in the Science Curriculum Matrix ……………………………………………… 12

Bloom’s Taxonomy of the Cognitive Domain ……………………………………………… 12

Bibliography …………………………………………………………………………………………. 13

Science Curriculum Matrix K-12 Vertical Sample 1 ………………………………………….. 15



Appendix - A Conceptual Framework for the Science Standards of Learning ……….. 34


Introduction

This document represents the work of the Science Vertical Team, which received its mandate to develop a

comprehensive K-12 science curriculum to support the development of the Framework for Quality Learning (FQL). As

stated in the FQL:

The Albemarle County Public Schools’ core purpose is to establish a community of learners and learning,

through rigor, relevance, and relationships one student at a time. The Framework for Quality Learning

guides and supports teachers’ development and implementation of a system for high-quality curricula,

assessment, and instruction as they act on this vision and facilitate all students attaining deep

understanding of the disciplines … By organizing standards around key concepts and understandings of

the discipline, we engage the personal intellect and emotions of the students (Erickson, 2002). When

students explore concepts over time as opposed to facts in isolation, they develop deeper

understanding and are able to transfer knowledge across disciplines and situations.

The Framework for Quality Learning sets rigorous expectations for how students learn, analyze

information, and communicate, leading to increased student engagement, content mastery, and

higher-order thinking. Application of the Framework for Quality Learning advances the Division’s vision:

‘All learners believe in their power to embrace learning, to excel, and to own their future’

(Framework for Quality Learning, 2006). Supporting the FQL, the science curriculum is rooted in standards-based and concept-centered instruction and

curriculum with connections to the Lifelong-Learner Standards (p. 6), Virginia’s Science Standards of Learning (SOL), and

the process and content standards articulated in the National Science Education Standards (NSES) and the Benchmarks

for Science Literacy. These various standards provide insight into what all students must know, understand, and be able

to do in authentic science-related contexts.

The Science Concepts and Enduring Understandings are outlined in the Framework for Quality Learning (FQL) connecting

the Science (Discipline Level) Concepts and the Interdisciplinary Concepts to the topics or content area of inquiry (pgs. 6

& 7).


Philosophy

Dewey said the most important role of school is learning. And learning is a consequence of thinking. Today’s society

demands trained and agile thinkers, and today’s students must learn to make meaning for themselves and to solve

problems for which they do not have answers (Costa, 1997). The Life-Long Learner Standards (p. 6) identified in the

Framework for Quality Learning (FQL) set expectations for the way students will develop a wide variety of knowledge,

understanding, and skills. It is also important to consider the desired characteristics (values, attitudes, and skills) of a

student and ultimately an adult working within the discipline. For the purposes of this document, we developed the

Habits of Mind of a Scientist (p. 8) through incorporation of what are commonly considered the process standards of

learning about and doing science.

What would we wish for students to know, understand, and be able to do when they complete K-12 science? Our

ultimate goal would be for a student to exhibit the habits of mind of scientists, to understand how to think about scientific

concepts, and to apply science skills and the life-long learner standards to real-world situations. From kindergarten to

twelfth grade, discipline-level enduring understandings continue to develop in support of the Life-Long Learner

Standards; we designed the science curriculum document to illustrate this spiraling of concepts. The curriculum

document is not intended to replace the Virginia Science Standards of Learning, or to be interpreted as a complete

science curriculum. It offers connections among the content standards, essential questions and understandings,

processes and skills, various cognitive levels of assessment, and vocabulary to guide instruction through the strands of

science content. The Science Curriculum Matrix presents the movement of the K-12 science concepts across the

grades, impacting instruction at every level by creating consistency and continuity across the division. The document is a

means of providing equal access to quality science instruction for all students; it creates a vision of a continuous,

seamless integration of content and process standards that travel with increasing sophistication through the K-12 science

curriculum.


The Lifelong-Learner Standards

The Division has identified 12 Lifelong-Learner Standards that set expectations for how students develop a wide variety of

knowledge, understanding, and skills. These standards articulate the necessary components of lifelong learning that

allow all students to succeed as members of a global community and in a global economy. The Lifelong-Learner

Standards are overarching process-based standards, not discrete fact-based standards that can be addressed in a

single lesson or even a single unit. These standards demand attention over time and across all disciplines (FQL, 2006).

Lifelong-Learner Standards:

1. Plan and conduct research;

2. Gather, organize, and analyze data, evaluate processes and products, and draw conclusions;

3. Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and make decisions;

4. Understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments;

5. Seek, recognize and understand systems, patterns, themes, and interactions;

6. Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems;

7. Acquire and use precise language to clearly communicate ideas, knowledge, and processes;

8. Explore and express ideas and opinions using multiple media, the arts, and technology;

9. Demonstrate ethical behavior and respect for diversity through daily actions and decision making;

10. Participate fully in civic life, and act on democratic ideals within the context of community and global

interdependence;

11. Understand and follow a physically active lifestyle that promotes good health and wellness; and,

12. Apply habits of mind and metacognitive strategies to plan, monitor, and evaluate one’s own work.

Interdisciplinary Concepts, Science Concepts, and Enduring Understandings

The Science Vertical Team originally developed broad interdisciplinary concepts, more specific, science-related

concepts, and science-focused enduring understandings for the Framework for Quality Learning in 2005. This work

proved critical to all the subsequent work of the Science Vertical Team. Interdisciplinary concepts are generally shared

across disciplines. These broad concepts provide connections between the core disciplines (i.e. language arts, history

and social science, mathematics, and science), thereby creating potential for future integration through a conceptual


lens. The science specific concepts and their associated enduring understandings represent the “big ideas” of science

and are foundational to the curriculum development process.

Interdisciplinary

Concepts

Science Concepts Enduring Understandings

Change and

Constancy

Cause and Effect

Conservation

Equilibrium

Change can be identified and analyzed.

Natural processes and human activity can cause changes over time. Change occurs in patterns, trends, and cycles. Stability exists or otherwise occurs when changes are counterbalanced.

Communication

Model

Theory

Models facilitate understanding through the use of familiar concepts. Models vary in complexity to represent different levels of understanding. Theories may evolve to incorporate new knowledge. Data can be collected, verified, organized, and communicated in purposeful ways.

Scale Measurement

Properties

Properties characterize objects, organisms, and substances. Measurement represents properties on a numerical scale. Scale compares objects, living things, and events. Scientists use tools and equipment to gather data.

Systems Processes

Organization

Relationships

Systems consist of organized groups of interactive and related parts that form a

whole. Systems can be open or closed with respect to matter and energy. The properties of a system are different and more complex than its individual parts. Systems can be interdependent.


Habits of Mind of a Scientist

The Science Vertical Team believes that students develop a deeper understanding about science by actually “doing”

science. In other words, students should be given every opportunity to think and act like real scientists. The Habits of

Mind of a Scientist were developed as a guide for how scientists think and behave.

A Scientist:

• Shows curiosity and pursues answers to questions about the world.

• Maintains a balance of open-mindedness and skepticism, entertains new ideas, and challenges information not

supported by good evidence.

• Respects the importance of reproducible data and testable hypotheses.

• Tolerates complexity, ambiguity and persists in the face of procedural uncertainties.

• Observes and expresses wonder about the natural world.

• Thinks and communicates with clarity and precision.

• Considers the impact of scientific decisions and activities.


The Organization of the Science Curriculum Document

The Science Curriculum Document is a system of documents that will be organized electronically through the Science

Curriculum Matrix, which will eventually lie within the context of SchoolNet. The beauty of this model is its flexibility in

meeting the specific needs of individual teachers by linking concepts and topics with standards. In other words, teachers

can approach instructional planning either conceptually or topically. This model is a creation of both the Mathematics

and Science Vertical Teams, informed by the ideas of various education researchers connected to the work of

Albemarle County (i.e. Erickson, Wiggins and McTighe, Antonetti, DuFour, etc).

The Science Curriculum Document is still very much a work in progress. Science Vertical Team members have developed

the core documents of the science curriculum matrix (see map and key on the next two pages and examples beginning

on page 13) at each grade level and subject area for science in grades K-12. These core documents are organized both

by concepts and topics that are correlated in the Science Standards of Learning. In the next phase of our work, the

Science Vertical Team will endeavor to tighten the organizational scheme of the Science Curriculum Matrix. At the same

time, teachers at all levels will be asked to evaluate and, in some cases, pilot the use of these core documents.


Core Matrix Document Map


Key to Core Matrix Document Map

Letter in Diagram Name of Page Attribute Function of Page Attribute

A

SOL Each core page collects relevant curricular materials mapped to each of the Virginia Standards of Learning at every grade level.

B

Essential Understandings

The core pages also embrace the major Essential Understandings—the conceptual organizers championed by Erickson, Wiggins & McTighe—that were previously compiled in the state’s Curriculum Framework.

C

Assessment Samples

Vertical Team members have written differentiated assessment samples—included either as a single question or a worksheet added as an Appendix—that help teachers develop thought-provoking assessments to establish the extent of student understanding.

D Vocabulary Any terms that are integral to the understanding of this particular state standard will be included on this page, whether the vocabulary is new (bold text) or a review (plain text).

E

Concept Header

Each core page has been mapped to a corresponding interdisciplinary (macro) conceptual strand within the science curriculum, allowing for horizontal collaboration across disciplines. We have also established a way to link science-specific (micro) concepts to the division’s overarching conceptual framework.

F

Content Header

Each core page has been sorted according to the topically based organizational scheme that the state has used at the elementary and secondary levels. We have established a method of linking the elementary level’s central organizers with that of the secondary level.

G Menu Buttons The menu buttons on each page facilitate the use of these pages for teachers, in that they allow users to “backtrack” to the spiraling set of content that best matches the qualities of this standard.


Assessment in the Science Curriculum Matrix

The assessment section of the Science Curriculum Matrix provides samples within the hierarchy of Bloom’s Taxonomy of

the Cognitive Domain to provide teachers with a better understanding of the different levels of challenge required to

meet the intent of a particular standard. These assessment samples are intended as examples to help a teacher focus

on the level of questioning and performance needed for a student to gain deep understanding of a particular standard.

There is not a specific assessment provided for all six levels of Bloom’s Taxonomy, but the assessment examples have been

placed in three tiers of the domain to represent low level (Knowledge and Comprehension), middle level (Application

and Analysis), and high level (Synthesis and Evaluation) cognitive demands.

Bloom’s Taxonomy of the Cognitive Domain

Knowledge:

Students recall information; students exhibit memory of previously learned material by recalling facts, terms, basic

concepts, and answers. Comprehension:

Students recognize what they know in context; students identify relationships between pieces of information; students

demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions,

and stating main ideas. Application:

Students use what they know and comprehend in the performance of a skill; students solve problems applied to new

situations by using acquired knowledge, facts, techniques, and rules in new ways. Analysis:

Students draw conclusions from new data, making interpretations based on familiar patterns in what they know and

comprehend; students examine and break information into parts by identifying motives or causes; students make

inferences and find evidence to support generalizations.


Synthesis:

Students create a new work that demonstrates their ability to apply their knowledge, comprehension, and analysis of

information in a student-generated product; students compile information together in a different way by combining

elements in a new pattern or proposing alternative solutions based on the application of knowledge and understanding. Evaluate:

Students develop, argue and defend opinions based on what they know and comprehend after making an analysis;

students present and defend opinions by making judgments about information; students validate ideas or quality of

work based on a set of criteria.

Bibliography

Science for All Americans. (1990). American Association for the Advancement of Science: Project 2061.

Benchmarks for Science Literacy. (1993). American Association for the Advancement of Science: Project 2061.

National Science Education Standards. (1995). National Research Council.

DuFour, Robert; Eaker, R.; & DuFour, Rebecca (Editors). (2005). On Common Ground: The Power of Professional Learning

Communities.

Erickson, L. (1998). Concept-based Curriculum and Instruction: Teaching Beyond the Facts. Erickson, L. (1994). Stirring the Head, Heart, and Soul: Redefining Curriculum and Instruction. Lappan, G.; Fey, J.; Fitzgerald, W.; Friel, S.; & Phillips, E. D. (Editors). (2004). Connected Mathematics, shapes and

designs, two-dimensional geometry. Marzano, R. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Marzano, R. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and

Curriculum Development.


Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing

Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. (2000). Designing a New Taxonomy of Educational Objectives. McTighe, J., Seif, E., & Wiggins, G. (2004). You can teach for meaning. Educational Leadership, 62(1), 26-30.

Stiggins, R. J., Arter, J. A., Chappius, J., & Chappius, S.. (2004). Classroom Assessment for Student Learning: Doing it right – using

it well. Tomlinson, Carol Ann (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition. Tomlinson, Carol Ann. (1999) The Differentiated Classroom: Responding to the Needs of All Learners. Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum

Development.

15

Sample 1 Sample 1 includes examples from second grade science and biology following the interdisciplinary

(macro) concept of systems and the science (micro) concept of relationships within the topic of

ecosystems.

Sample 1A: Interdisciplinary Concept – Systems/Science Concept - Relationships/Topic – Ecosystems

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Life Science: Living Systems: Ecosystems CONCEPTS: SYSTEMS: Relationships and CHANGE AND CONSTANCY: Cause and Effect GRADE: 2 Essential Understandings Assessment Samples – SOL/Blooms Vocabulary

• Students understand

that animals interact with and are dependent on their surroundings.

• Students understand

that habitats change over time.

Knowledge/Comprehension Level • Have student describe the fox’s surroundings in terms of water, space,

and shelter. See Appendix A for sheet titled “The Fox’s Forest Home”. • Have student draw and explain how the forest changes over the four

seasons. See Appendix B for sheet titled “The Forest Changes”. Application/Analysis Level

• Have student compare a forest in the winter with the same forest in the spring using the sheet titled “Winter Forest, Spring Forest”. See Appendix C for the sheet.

Synthesis/Evaluation Level

• Students will determine the damage to animals when a habitat gets destroyed. They will then compare this kind of change to the seasonal changes that a forest goes through. See Appendix D for the sheet titled “Destruction”.

dependent

forest

grassland

habitat

interaction

living

nonliving

river

season

survival

SOL: Science Standard 2.5 The student will investigate and understand that living things are part of a system.

a) living organisms are interdependent with their living and nonliving surroundings; and b) habitats change over time due to many influences.

SOL 2.5 – Appendix A The Fox’s Forest Home

What is in a

fox’s space?

Where is a

fox’s shelter?

Where does a

fox get

water?

Where does a

fox get food?

Why does a fox need the forest?

SOL 2.5 – Appendix B

The Forest Changes

Winter: Spring:

Summer: Fall:

SOL 2.5 – Appendix C Winter Forest, Spring Forest

BOTH

WINTER FOREST SPRING FOREST

Why do animals have a

harder time surviving in the

winter than in the spring?

SOL 2.5 – Appendix D

Destruction

What would happen to this fox if the

forest was cut down?

Why does the fox need the forest?

In the winter, the forest changes too.

Why doesn’t this hurt the fox like if the forest was cut down?

Sample 1B: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Ecosystems

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Life Science: Living Systems: Ecosystems CONCEPTS: SYSTEMS: Relationships High School Biology Essential Understandings Assessment Samples – SOL/Blooms Vocabulary

• As the human population increases, so does human impact on the environment.

• Investigations of local ecosystems provide opportunities for students to enhance their understanding and stimulate their interest in local environmental issues by applying ecological principles in the field.

Knowledge/Comprehension Level • Describe the environment in Virginia where you live and list the flora

and fauna. • Create a food web of a familiar ecosystem and describe the abiotic and

biotic components. • Label the steps of the water, CO2/O2, N2 and NO4 cycles.

Application/Analysis Level

• Explain how the drainage basin affects the health of the Bay. • Identify ways the increase in the human populations has affected the

environment of Virginia.

Synthesis/Evaluation Level • Hypothesize what would happen if nitrates and phosphates spilling into

the Chesapeake Bay continue to increase unchecked. • Defend why wolves were reintroduced into Yellowstone National Park. • Compare and contrast the environmental issues of the Ridge and Valley

region, the Piedmont region, and the Tidewater region.

abiotic factors

biotic factors

environmental

issues

flora

fauna

human impact

nitrate

phosphate

SOL: Science Standard BIO.9 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include:

d) the effects of natural events and human activities on ecosystems; and e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems including the Chesapeake Bay and its tributaries.

Supporting Skills and Processes: Knowledge • Human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the

atmosphere, and intensive farming, have changed the Earth’s land, oceans, and atmosphere. • Some of these changes have decreased the capacity of the environment to support some life forms.

Sample 1B: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Ecosystems

22

Skills • Observe and identify flora and fauna in a local community, using field guides and dichotomous keys for identifying and

describing organisms that characterize the local ecosystem.

• Identify and describe an ecosystem in terms of the following: - effects of biotic and abiotic components - examples of interdependence - evidence of human influences - energy flow and nutrient cycling - diversity analysis - ecological succession.

23

Sample 2 Sample 2 again focuses on the interdisciplinary (macro) concept of systems and the science (micro)

concept of relationships, but this time with examples from fourth grade science, sixth grade

science, and Earth science within the topic of astronomy.

Sample 2A: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Astronomy

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Earth Science: Interrelationships in Earth/ Space Systems: Astronomy CONCEPT: SYSTEMS: Relationships and COMMUNICATION: Models, Theories GRADE: 4


Assessment Samples – SOL/Blooms Vocabulary

• Our understanding of the solar system has changed from an Earth-centered model of Aristotle and Ptolemy to the sun-centered model of Copernicus and Galileo.

• The NASA Apollo missions added greatly to our understanding of the moon.

• Our understanding of the sun, moon, and the solar system continues to change with new scientific discoveries.

• The Earth completes one revolution around the sun every 365 days. The moon revolves around the Earth about once every month.

• Due to its axial tilt, the Earth experiences seasons during its revolution around the sun.

• The phases of the moon

Knowledge/Comprehension Level • Describe the major characteristics of the sun, including approximate

size, color, age, and overall composition. • Describe a contribution of the NASA Apollo missions to our

understanding of the moon. Application/Analysis Level

• Model the formation of the eight moon phases, sequence the phases in order, and describe how the phases occur.

• Analyze the differences in what Aristotle, Ptolemy, Copernicus, and Galileo observed and what influenced their conclusions.

• Compare and contrast the surface conditions of the Earth, moon, and sun.


• Write a persuasive essay arguing in favor of one of the misconceptions about the causes for the Earth’s seasons. Then, with a partner, write a paragraph and draw a diagram explaining why the partner’s misconception is not scientifically accurate. Examples to use: - the earth has seasons because the orbital path is an ellipse, not a circle - we have summer when we are closer to the sun - when we are facing the sun it is summer and when we are not it is winter

Apollo missions Aristotle atmosphere axial tilt axis

Copernicus moon phase NASA Ptolemy revolution rotation

Sample 2A: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Astronomy

25

are caused by its position relative to the Earth and the sun. The phases of the moon include the new, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, last quarter, and waning crescent.

• Students will understand the motions of the Earth, moon, and sun.

• Students will explain the

causes for the Earth’s seasons and the phases of the moon.

• Students will understand

the relative size, position, age, and makeup of the Earth, sun and moon.

• Students will explain the

historical contributions in understanding the Earth-moon-sun system.

SOL: Science Standard 4.7 The student will investigate and understand the relationships among the Earth, moon, and sun.

a) the motions of the Earth, moon, and sun (revolution and rotation); b) the causes for the Earth’s seasons and phases of the moon; c) the relative size, position, age, and makeup of the Earth, moon, and sun; and d) historical contributions in understanding the Earth-moon-sun system.

Sample 2B: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Astronomy

26

Earth Science: Interrelationships in Earth/Space Systems: Astronomy CONCEPT: SYSTEMS: Relationships and CHANGE & CONSTANCY: Cause and Effect GRADE: 6


Assessment Samples – SOL/Blooms Vocabulary

• Our Solar System consists of planets, moons, asteroids, comets, and meteors, all in orbit about the Sun.

• We characterize the planets based on their distance from the sun, their size, and their compositions.

• Moons revolve around planets; planets revolve around the sun.

• Planets rotate on an axis. • Tilted axes result in

seasons. • Gravity holds the solar

system together and the moon’s gravity causes tides on the Earth.

• Lunar phases appear because of the moon’s position relative to the Sun and the Earth.

• Earth is unique because of its liquid waters and protective atmosphere and magnetic field.

Knowledge/Comprehension Level

• Label a diagram with parts of the solar system. • Label the phases of the moon.


• Compare the seasons on Venus with those on Earth. Explain how and why they are different.

• Given part of a lunar phase chart, estimate the time of month for the next night in the sequence.


• Predict what would happen if the Earth stopped rotating. • You are establishing a resort on a new planet rotating about a

horizontal axis, “Resortosphere”. The hotels are located at the equator and at the poles. Write a description of the likely activities vacationers might enjoy at each position.

• What would happen to the seasons if the Earth stopped revolving around the sun and simply rotated in one position?

• Do you agree with NASA’s position in changing the status of Pluto? Use your knowledge of what a planet is to support your opinion.

asteroid axial tilt comet gravity lunar phase meteor planet revolution rotation

Sample 2B: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Astronomy

27

SOL: Science Standard 6.8 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include

a) the, sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets; b) relative size of and distance between planets; c) the role of gravity; d) revolution and rotation; e) the mechanics of day and night and phases of the moon; f) the unique properties of Earth as a planet; g) the relationship of the Earth’s tilt and seasons; h) the cause of tides

Sample 2C: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Astronomy

28

Earth Science: Astronomy CONCEPT: SYSTEMS: Relationships Essential Understandings Assessment Samples – SOL/Blooms Vocabulary

• Earth is one of nine

planets in the solar system

Knowledge/Comprehension Level • Locate and label the members of the solar system in accurate

position from the Sun Application/Analysis Level

• Sketch the positions of Sun, Earth, and Moon required for a solar and a lunar eclipse to occur. Compare the moon phases for each eclipse.


• Construct diagrams to support the relative influence of solar and lunar gravitational pull on Earth’s oceans (tides). Consider seasonal variations in your explanation.

planet asteroid belt

satellite revolves

equinoxes solstices

moon phases Solar eclipses

lunar eclipses tides

SOL: Science Standard ES4 The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include:

a) position of the earth in the solar system; and b) sun-Earth-moon relationships (seasons, tides, and eclipses).

Sample 2C: Interdisciplinary Concept – Systems/Science Concept – Relationships/Topic – Astronomy

29

Essential Knowledge and Skills: Knowledge

• Earth is the third planet from the sun and is located between the sun and the asteroid belt. It has one natural satellite, the moon. • Earth revolves around the sun, tilted on its axis, causing seasons (equinoxes and solstices).

• The moon revolves around Earth creating the moon phases and eclipses. • Solar eclipses occur when the moon blocks sunlight from Earth’s surface, while lunar eclipses occur when Earth blocks sunlight

from reaching the moon’s surface. • The tides are the daily, periodic rise and fall of water level caused by the gravitational pull of the sun and moon.

• Water occurs on Earth as a solid (ice), a liquid, or a gas (water vapor) due to Earth’s position in the solar system.

30

Sample 3 Sample 3 includes examples from fifth grade science and life science (seventh grade) within

the topic of organisms and again following the interdisciplinary (macro) concept of systems, but

this time across the different science (micro) concepts of organization (fifth grade science) and

properties (seventh grade life science).

Sample 3A: Interdisciplinary Concept – Systems/Science Concept – Organization/Topic – Organisms

31

Life Science: Living Systems: Organisms CONCEPTS: SYSTEMS: Organization and COMMUNICATION: Model GRADE: 5 Essential Understandings Assessment Samples – SOL/Blooms Vocabulary

• Organisms that share similar characteristics can be organized into groups in order to help understand similarities and differences.

• Living things can be categorized into kingdoms: monerans protists, fungi, plants, and animals.

• Plants can be categorized as vascular (having special tissues to transport food and water — for example, trees and flowering plants) and nonvascular (not having tissues to transport food and water — for example, moss). Most plants are vascular

• Animals can be categorized as vertebrates (having backbones) or invertebrates (not having backbones).

Knowledge/Comprehension Level • Name and describe two examples from each kingdom. • Make a facts chart of the distinguishing characteristics of each

kingdom. • Explain the difference between a vertebrate and an invertebrate. • Identify examples of vertebrates and invertebrates. • Distinguish the difference between a vascular and nonvascular plant. • Identify examples of vascular and nonvascular plants.


• Compare and contrast the distinguishing characteristics of each kingdom.

• Use a dichotomous key to identify an organism.

Synthesis/Evaluation Level • Create a dichotomous key to classify everyday items. • Research and create a presentation on an organism in the Kingdom

Animalia based on the life processes. • Create new animal species. They should draw a picture of their animal,

describe its physical and behavioral characteristics, describe its habitat, and make up a name for it that would fit into the system of binomial nomenclature.

• Hypothesize what would happen to the world’s variety of life forms if plants really did disappear off the face of the Earth.

• Design an investigation which will demonstrate transportation of water within a vascular plant.

animalia class classification dictomous key family fungi genus invertebrates kingdom monera nonvascular order physical characteristic phyllum plantae protista species vascular vertebrates

SOL: Science Standard 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include:

Sample 3A: Interdisciplinary Concept – Systems/Science Concept – Organization/Topic – Organisms

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a) basic cell structures and functions; b) kingdoms of living things; c) vascular and nonvascular plants; and d) vertebrates and invertebrates.

For additional resources see The Enhanced Scope and Sequence from the school division’s science website.

Sample 3B: Interdisciplinary Concept – Systems/Science Concept – Processes/Topic – Organisms

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Life Science: Life Processes: Organisms CONCEPT: SYSTEMS: Processes and CHANGE and CONSTANCY: Cause and Effect Grade 7 Essential Understandings Assessment Samples – SOL/Blooms Vocabulary

• Identify the basic needs of all living things.

• Distinguish between the needs of plants and animals.

• Understand that there is a specific range or continuum of conditions that will meet the needs of organisms.

• Explain how organisms obtain the materials that they need.

Knowledge/Comprehension Level • List the basic needs of all living things.

• Describe the niche of a bird in our community. Application/Analysis Level

• Using a Venn diagram, compare and contrast the needs of plants and animals.

• Research and write about a local animal species, and describe its limiting factors in our ecosystem.


• Create an organism that can live in a given environment with specific conditions. Describe its adaptations to that environment.

• Create plausible hypotheses about the effects that change in available materials might have on particular life processes in plants and in animals.

• Design an investigation from a testable question related to animal and plant life needs. The investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis.

adaptation camouflage carrying capacity community ecosystem gases structural behavioral instinct learned behavior migration mimicry niche population organism habitat limiting factors nutrients shelter space water

SOL: Science Standard LS.4 The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. Key concepts include:

a) plant needs (light, water, gases, nutrients); b) animal needs (food, water, gases, shelter, space); and c) factors that influence life processes.

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Appendix A Conceptual Framework for the Science Standards of Learning

The following is a working document that the Science Vertical team created to help organize each

standard/substandard into a conceptual framework consistent with the Framework for Quality

Learning. This document was actually used in the creation of each of the core matrix documents

and it will continue to evolve as we refine the Science Curriculum Matrix.

A Conceptual Framework for the Science Standards of Learning

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Interdisciplinary Concept of Change and Constancy Cause & Effect K.3 magnet affects other materials

K.9 Change occurs over time, rates may be fast or slow a.- natural and human-made things change b.- changes can be noted and measured 2.7 Weather and seasonal changes affect plants, animals, and their surroundings b.- weathering and erosion of the land surface 3.8a, 6.8 day/night, seasons, … 3.10 Natural events and human influences can affect the survival of the species a.- interdependency of plants and animals b.- human effects on the quality of air, water and habitat c.- the effects of fire, flood, disease, and erosion on organisms d.- conservation and resource renewal 4.2b,c force causes change in motion, friction stops motion 4.7b causes for seasons, moon phases 5.4c effect of heat on states of matter 5.7 How the Earth’s surface is constantly changing a. rock cycle and identification c. structure of Earth’s interior d. plate tectonics (earthquakes and volcanoes) e. weathering and erosion f. human impact 6.2b-d role of sun in forming energy sources on Earth, renewable and non renewable energy 6.3a,b,e energy budget, storms, (electrostatics borrow from Tony B and 8th) 6.5f importance of water for agriculture, power generation, and public health 6.6c, d change in atmosphere with altitude, natural and human-caused changes to atmosphere 6.7a health of ecosystems, abiotic factors of a watershed LS.4c factors influencing life processes LS.8b influence of behavior on a population LS.10c adaptations of organisms within an ecosystem LS.11 ecosystems & organisms change over time PS.5.a, c, b Law of Conservation of Mass/Energy PS.8.b technological applications of sound PS.10.a motion ES5b uses of minerals ES7b-e renewable and non-renewable energy—advantages and disadvantages, resources in VA, resource use, environmental costs and benefits ES9e dependence on freshwater resources, effects of human usage on water quality ES10a, d traces of ancient/extinct life are preserved by various means in sedimentary rocks; rocks and fossils of different geologic periods, epochs found in Virginia ES11a, b, e physical and chemical changes in oceans; environmental and geologic implications of oceans; economic and public policy issues re oceans and coastal zone; ES12e atmospheric compositional changes: human, biologic, geologic activity ES13c energy transfer and severe weather occurrences BIO.2 develoment of organisms through time BIO.3a water chemistry impact on life BIO.6d-f inheritance, variation, DNA/RNA effects BIO.8 a-d population change through time


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Conservation K.10 Materials can be reused, recycled, and conserved a.materials and objects can be used over and over b.everyday materials can be recycled 1.8 Natural resources are limited a.- identification of natural resources b.- factors that affect air and water quality 3.9d H2O supply/conservation 4.3d changing sun’s energy into heat and light, … 4.8 Important Virginia natural resources a. watershed and water resources b. animals and plants 6.2a,e energy transformations 6.2c,d energy sources (renewable/nonrenewable) 6.3a Earth’s energy budget 6.4c,c radiation, convection, motion of atmosphere & oceans 6.4f chemical equations 6.4g limited number of elements on Earth 6.5e origin and occurrence of water on Earth 6.5g importance of protecting and maintaining water resources 6.6g importance of protecting, maintaining air quality 6.7f conservation, health and safety issues with watersheds 6.9a-d public policy decisions relating to environment ES13d weather phenomena and factors affecting climate PS.6.b energy transformations PS.7.a & b heat transfer and applications BIO.3d energy and photosynthesis and respiration BIO.9b nutrient cycling BIO.9c succession patterns BIO.9d effects of natural and human activies CH.3b balancing chemical equations PH.6a mass, energy conservation: potential and kinetic PH.6b mass, momentum, energy conservation: elastic & inelastic collisions PH.6c mass, charge conservation: electric power PH.8a,b transformation of energy among forms

Equilibrium K.5b H2O flows downhill 2.6Basic types, changes, and patterns of weather a. temperature, wind, precipitation, drought, flood, and storms 4.8 Important Virginia natural resources a. watershed and water resources b. animals and plants 6.4b,c radiation/convection, motion of atmosphere/oceans 6.5d ability of large water bodies to store hear and moderate climate ES11 ocean system interactions: energy transfer, density differences, weather , climate ES12d atmospheric regulation mechanisms: density differences, energy transfer BIO.4d diffusion, osmosis, active transport through cell membrane BIO.5c,d response to environment; maintenance of homeostasis BIO.9 dynamic equilibria within populations, communities, ecosystems CH.4f chemical equilibrium CH.5b vapor pressure


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Interdisciplinary Concept of Communication Model 5.2 model a compression wave

6.4c,e,f chemical symbols; chemical formula and equations 6.6f information from weather maps: fronts systems, measurements ES4a position of Earth in solar system ES13b prediction of weather patterns PS.3 atomic models BIO.1 observation/recording BIO.1 graphing CH.1e accurate reading, organization, analysis of data through trials CH.1g graphing CH.1h using technology to communicate results CH.2i historical and quantum models CH.3a chemical nomenclature CH.3c writing chemical formulas (molecular, structural, empirical, and diagrams) PH.11b optics: construction of ray diagrams PH.11c optics: mirror and lens equations PH.11d optics: prediction of image type PH.12 fields & field forces

Theory 4.3f history and contribution: electricity 4.7d history and contribution: sun, earth, moon 5.3c history and contribution: visible light 6.5f,g water uses and resource protection 6.5e,f,g water origin, occurrence, uses and resource protection 6.6d,f,g changes to atmosphere, weather maps, air quality 6.9 public policy (renewable/nonrenewable resources) LS14b organisms change over time; fossil record as evidence LS.2d cell theory ES12b current theories related to effects of early life on chemical make-up of atmosphere ES14a-e origin and evolution of universe PS.2a particle theory of matter PS.9.a particle/wave theory of light BIO.2 history of biological concepts BIO.8 scientific explanations for biological evolution CH1.i construction and defense of a scientific viewpoint (the nature of science) CH4.g acid-base theory

Interdisciplinary Concept of Scale

Measurement 2.6Basic types, changes, and patterns of weather c.-uses and importance of measuring and recording weather data 4.6a weather, meteorology, measurement tools 4.7 Relationships among the Earth, moon, and sun d. relative size, position, age, and makeup of Earth, moon, and sun 6.1c precise/estimated metric measurement, scale models 6.7g water-monitoring and analysis using field equipment 6.8b relative size and distance between planets ES4b relative size and distance between planets ES10c absolute and relative dating have different applications but can be used together to determine age of rocks and structures ES13a energy transfer: observation and collection of weather data CH.1d manipulation of multiple variables with repeated tials CH1.f mathematical/procedural error analysis CH1.g mathematical manipulations (SI units, scientific notation, linear equations, graphing, significant figures, dimensional analysis)


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CH1.h using technology to gather data Properties K.5a, c H2O phases, density

K.7 Shadows occur when light is blocked by an object a.shadows from blocked sunlight, b.shadows from blocked artificial light 1.3 interactivities of matter with H2O 2.2 properties of magnets 2.3a properties of solids, liquids, gases 3.2a,b types of simple machines, functions 3.3a,c physical properties of materials 3.7 Major components of soil, its origin, and importance a.- soil provides support and nutrients needed for plants b. - topsoil is a natural product of subsoil and bedrock c.- rock, clay, silt, sand and humus are components of soils 3.11 energy sources (sun, wind, water, fossil fuels) 4.2d kinetic energy 4.3a,c conductors, insulators, circuits 4.6 Weather conditions and phenomena occur and can be predicted b.weather phenomena 5.2a,b,c sound (waves), travel in different media 5.3a,d light spectrum, waves; opaque, transparent, translucent 5.6 Ocean environment a. geological characteristics (continental shelf, slope, rise) b.physical characteristics (depth, salinity, major currents) c.biological characteristics 5.7 How the Earth’s surface is constantly changing a. rock cycle and identification 6.2a potential/kinetic energy 6.4a,b atomic parts, atoms of same elements are the same… 6.5 properties of water 6.6 properties of air LS.5c characteristics of species PS.2b,d,e,f elements, etc., characteristics and properties of matter PS.6.a forms of energy (PE, KE) PS.7 a properties of heat and temp scales PS.8 a characteristics of waves PS.9.a properties of light PS.10.a force basics PS.11.a electricity basics ES5a physical and chemical properties of rock forming and ore minerals: hardness, color and streak, cleavage, fracture, unique properties BIO3.b structure and function of macromolecules BIO3.c nature of enzymes CH.1a-c lab techniques, lab safety CH.2 placement of elements on periodic table is a function of their atomic structure CH.2a average atomic mass, mass number, atomic number CH.2b isotopes, half-lives, radioactive decay CH.2h chemical and physical properties CH.4e solution concentrations CH.5a pressure, volume, temperature CH.5c-f phase changes, molar heats of fusion/vaporization, and specific heat capacity, colligative properties PH.7a-d properties of fluids (density, pressure, buoyancy) PH.9a wave characteristics PH.9c light and sound as waves


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PH.10a,b frequency and wavelengths (properties) of electromagnetic spectrum classes PH.14 Non-Newtonian physics

Interdisciplinary Concept of Systems Processes K.10 Materials can be reused, recycled,

and conserved c. - water and energy conservation helps preserve resources 1.8 Natural resources are limited c.- recycling, reusing, and reducing consumption 2.3b change from solid to liquid to gas 2.6Basic types, changes, and patterns of weather a. temperature, wind, precipitation, drought, flood, and storms 3.8 Basic patterns and cycles in nature a.-patterns of natural events (day/night, seasons, moon phases, tides) 3.9a,b water cycle 5.7 How the Earth’s surface is constantly changing - rock cycle and identification 6.3d,e cloud formation, storms 6.5b properties of water in all three states 6.6b air pressure, temperature, humidity LS.2d cell division LS.3b life functions LS.4a,b plant and animal needs LS.6 photosynthesis processes LS14c conduction, convection, radiation PS2.c solids, liquids, gases ES7a fossil fuels, minerals, rocks, water, vegetation ES8 a,b,c geologic processes; physiographic provinces, tectonic processes, W-E-D ES9a,b soil development, karst topography BIO.6a-b cell growth, division, gamete formation CH.3f reaction rates and kinetics (activation energy, catalysis, degree of randomness)

Organization 3.3b matter has parts too small to see 4.8 Important Virginia natural resources c.minerals, rocks, ores, and energy sources d. forests, soil, and land 5.4a,b atom, elements, mixtures, compounds, solutions 6.4a,d electrons, protons, neutrons in atoms; 2+ elements make compounds 6.4c,e elements have chemical symbols, compounds have formulas 6.7b, d, e location and structure of VA’s watersheds, wetlands and estuaries 6.8a Sun, Earth, Moon, other planets, moons, comets, meteors, asteroids LS.2a cell structure LS.3a cell, tissues, organs, systems LS.5a,b classificatio of organisms LS.10a,b ecosystems/biomes, land/marine/freshwater ecosystems PS.4.a Periodic Table of the Elements PS.9.a EM Spectrum PS.11.b electromagnets and magnetic fields ES4c characteristics of Sun, planets, their moons, comets, meteors, asteroids ES6 a,b,c rock cycle- origin and transformation of rock types, identify based on composition and texture ES9f major watershed systems in VA, Chesapeake Bay, tribs BIO.7 basis for modern classification systems


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CH.2c mass and charge characteristics of subatomic particles CH.2d,e families/groups and periods on the periodic table CH.2f periodic table trends, including atomic radii, electronegativity, ionization energy CH,2g electron configurations, valence electrons, and oxidation numbers CH,3d bonding types (ionic and covalent) CH.3e reaction types (synthesis, decomposition, single & double replacement, neutralization, exothermic, endothermic)

Relationships K.4e position (relative), speed K.8 Simple patterns in daily life a. weather observations b. shapes and forms of natural objects c. home and school routines 1.2a-d motion 1.6 Basic relationships between the sun and the Earth a.-sun is source of heat and light, warms the land, air and water b.- night and day are caused by Earth’s rotation 3.2c,d compound machines, applications 3.10 Natural events and human influences can affect the survival of the species a.- interdependency of plants and animals b.- human effects on the quality of air, water and habitat c.- the effects of fire, flood, disease, and erosion on organisms d.- conservation and resource renewal 4.2a motion= direction and speed 4.3b,e basic circuits, electromagnets 4.7 Relationships among the Earth, moon, and sun a. rotation and revolution b. causes for seasons c. phases of the moon d. relative size, position, age, and makeup of Earth, moon, and sun 5.3b,c refraction, reflection of light 5.6 Ocean environment a. geological characteristics (continental shelf, slope, rise) b. physical characteristics (depth, salinity, major currents) c. biological characteristics 6.3e role of heat energy in weather-related phenomena 6.4f chemical equations model chemical changes 6.5b, c water in three states; action of water in physical and chemical weathering 6.7 weather – relates energy and matter 6.8 earth – moon – sun relationships LS.2b plant vs animal cells LS.7 relationships between organisms and their environment LS.8a interactions among members of a population LS.9 interactions among populations within a community PS7b phase change, freezing point, melting point, boiling point, vaporization, condensation PS.9.a reflection and refraction of light PS.10.a, b Newton’s Laws of motion and machines ES4b Sun-Earth-Moon: tides, seasons, eclipses ES4d revolution and rotation ES9c,d groundwater zones, hydrologic cycle ES10b studying rocks and fossils, superposition, cross-cutting relationships, fossils, radioactive decay ES11c ocean systems interactions: energy transfer, density differences,


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weather, climate ES11d features of the sea floor ES12c, e comparison of Earth’s atmosphere to that of other planets; potential atmospheric compositional changes due to human, biologic, and geologic activity BIO.4a-c relationships between cell structure and function BIO.5 life functions BIO.6c, g cell specialization, protein construction BIO.6h,I misuse of genetic information, impact of DNA technologies CH.1g dimensional analysis CH.4a Avogadro’s principle and molar volume (relationship between volume and number of particles) CH.4b stoichiometric relationships CH.4c,d partial pressure of gases and gas laws PH.5 a-g mass, distance, force, and time are interrelated in specific ways PH.7 e, f fluid dynamics & Bernoulli’s principle PH.9 b reflection, refraction, diffraction, interference, polarization, Doppler effect as related to all waves PH.11a optics: refraction and reflection PH.13a,b electrical circuits using basic circuit components PH.13c electrical circuits using resistors, batteries, generators, fuses, switches and transformers

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Science Curriculum Framework Executive … Curriculum Framework Executive Summary July 12, 2007 ... problems for which they do not have answers (Costa, 1997). The Life-Long Learner