Gloucester Township Public Schools Science Grade 7 Benchmark

Gloucester Township Public Schools Science Grade 7 Benchmark and Cross Curricular Key __Red: ELA __ Blue: Math __ Green: Science __ Orange: Social Studies __ Purple: Related Arts Benchmark Assessment: Noted for each Unit

7 th Grade Science Curriculum Overview Module/Unit Content Area Key Core Concepts Unit 1: Structure and Properties of Matter Physical Science • Atomic Structure and Parts of an Atom • States of Matter • Positions on the Periodic Table • Natural vs Synthetic Resources in Society Unit 2: Chemical Reactions Physical Science • Physical and Chemical Changes • Chemical Reactions • Conservation of Matter • Energy Transfer Unit 3: Matter and Life Science Energy in Organisms and Ecosystems • Photosynthesis • Energy Flow • Relationship in an Ecosystem • Flow of Energy in Ecosystem • Changes in Populations in an Ecosystem Unit 4: Interdependent Life Science Relationships in Ecosystems • Interactions Among Organisms • Ecosystem Dynamics, Functioning, and Resilience • Biodiversity and Humans Unit 5: Earth’s Systems • Rock Cycle • Water Cycle • Natural Processes of Earth Renewable vs Nonrenewable • Earth’s Resources Earth Science

Science Curriculum Overview Grade Six Model Curriculum Overview Introduction: The sixth grade course focuses on five topics: Lab Safety Unit 1: Waves and Electromagnetic Radiation Unit 2: Weather and Climate Unit 3: History of Earth Unit 4: Space Systems Unit 5: Structure, Function, and Information Processing Grade Seven Model Curriculum Overview Introduction: The seventh grade course focuses on five topics: Lab Safety Unit 1: Structure and Properties of Matter Unit 2: Chemical Reactions Unit 3: Matter and Energy in Organisms and Ecosystems Unit 4: Interdependent Relationships in Ecosystems Unit 5: Earth's Systems Grade Eight Model Curriculum Overview Introduction: The eighth grade course focuses on five topics: Lab Safety Unit 1: Forces and Interactions Unit 2: Energy Unit 3: Natural Selection and Adaptation Unit 4: Growth, Development, and Reproduction of Organisms Unit 5: Human Impact

Length: Approx. 15 days How can particles combine to produce a substance with different properties? How does thermal energy affect particles? Students build understandings of what occurs at the atomic and molecular scale. Students apply understanding that pure substances have characteristic properties and are made from a single type of atom or molecule. They also provide a molecular level accounts to explain states of matter and changes between states. The crosscutting concepts of cause and effect; scale, proportion and quantity; structure and function; interdependence of science, engineering, and technology; and influence of science, engineering and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students demonstrate proficiency in developing and using models, and obtaining, evaluating, and communicating information. Students use these scientific and engineering practices to demonstrate understanding of the core ideas. The Grades 3 -5 Storyline provides a summary of the understandings that students developed by the end of 5 th grade. Essential Questions • • • What are the physical properties of a solid, liquid, or gas? Why is the atom the basic building block of all matter? What are the atomic components of an atom? What useful information does the periodic display about a given element and its properties? How do natural materials differ from synthetic? What new materials could create medicine, food, and alternative fuel? What role does thermal energy play in the change of states of matter? How does energy affect the phase changes of solids, liquids, and gases. What are the properties of compounds and mixtures and how do they differ? Corresponding DCIs and PEs Performance Expectations Atomic Structure MS-PS 1 -1 Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3 D ball and stick structures, or computer representations showing different molecules with different types of atoms. ] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure. ] Synthetic Materials MS-PS 1 -3 States of Matter MS-PS 1 -4 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels. ] [Assessment Boundary: Assessment is limited to qualitative information. ] Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium. ] Revised: 7/2015 Science- Grade: 7 Unit 1: Structure and Properties of Matter

7 th-Unit 1: Structure and Properties of Matter

7 th-Unit 1: Structure and Properties of Matter Recommended Activities/Resources: Domain Specific Vocabulary: solid, liquid, gas, thermal energy, Atomic Theory, atoms, molecules, Periodic Table, element, proton, neutron, electron, evaporation, condensation, sublimation, valence electrons, atomic mass, atomic weight, atomic number, compounds, periods, groups, electron clouds, chemical formulas, atomic structures, compounds, mixtures, homogenous, heterogeneous Other Activities: Unit Project: Element Research Project- Investigate all the properties of a given group of elements from the periodic table and identify all the physical and chemical properties of that group. Construct a poster identifying all of the findings with models and prepare oral presentations to the class. Activity: Create a foldable on: solids, liquids, & gases. Lab: Design a lab to compare melting/freezing/boiling point. Lab: Prepare a sample of Slime/ GAK to show chemical reactions and bonding. Activity: Create/Design a foldable on the periodic table families/properties. Activity: Sketch electron configurations/ calculating neutrons. Activity/Lab: Build models of atoms/molecules (various materials) Activity: Design a bingo board using elements form the periodic table. “ Element BINGO” Activity: Illustrate understanding of the Periodic Table through stations. Lab: Compose Separate a Mixture Lab (sand, salt, iron filings) Lab: Chem Mix Lab (mixtures- make their own/compare with each others) Make lemonade or ice tea for homogeneous mixtures. Lab: Calculate the mass of various objects using proper scientific tools. Simulations: Ph. ET- Simulate- Atomic Interactions/ Balancing Chemical Equations/ Build a Molecule/ Build an Atom/ Isotopes and Atomic Mass/ Models of a Hydrogen Atom/ Molecule Shapes/ States of Matter/ Gas Properties Online Resources: Teach Engineering Curriculum for K-12 Teachers https: //www. teachengineering. org/index. php Khan Academy https: //www. khanacademy. org/ Edheads http: //www. Edheads. org Brain. Pop https: //www. brainpop. com/ Study Jams http: //studyjams. scholastic. com/studyjams/ Jason Learning- Education Through Exploring www. jason. org Master’s in Data Science- The Ultimate STEM Guide for Kids http: //www. mastersindatascience. org/blog/the-ultimate-stem-guide-for-kids-239 -cool-sites-about-science-technology-engineering-and-math/ e. GFI http: //www. egfi-k 12. org/ Ck-12 http: //www. ck 12. org Phet – Interactive Simulations http: //phet. colorado. edu/ Recommended Assessments Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

Revised: 7/2015 Science- Grade: 7 Unit 2: Chemical Reactions Length: Approx. 15 days What happens when new materials are formed? What stays the same and what changes? Students understand what occurs at the atomic and molecular scale during chemical reactions. Students provide molecular level accounts to explain that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical reactions. Students are also able to apply an understanding of the design and the process of optimization in engineering to chemical reaction systems. The crosscutting concepts of patterns and energy and matter are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, and designing solutions. Students use these scientific and engineering practices to demonstrate understanding of the core ideas. The Grades 3 -5 Storyline provides a summary of the understandings that students developed by the end of 5 th grade. Essential Questions • • • How can you predict the way an object would act given its physical properties? How do the properties of materials determine their use? How does the absorption of energy affect melting and boiling points? Why do all chemical changes coexist with physical changes? How can energy change forms? Corresponding DCIs and PEs Chemical Reactions MS-PS 1 -2 Performance Expectations Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride. ] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor. ] Conservation of Matter MS-PS 1 -5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms. ] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces. ] Transfer of Energy MS-PS 1 -6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. * [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride. ] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device. ]

7 th-Unit 2: Chemical Reactions

7 th-Unit 2: Chemical Reactions Recommended Activities/Resources: Domain Specific Vocabulary: matter, volume, density, melting point, boiling point, solubility, flammability, odor, physical and chemical properties and changes, sinking/floating, thermal energy, conservation of matter, reaction Other Activities: Unit Project: Solar Oven- Design and construct a solar oven that will maintain a given temperature in order to show the effects of the transfer of thermal energy on a food source such as s'mores. Lab: Create a demonstration to show heat and particle size relate to the speed of a reaction. “ Fast and Fizzy” Lab (using Alka-Seltzer tablets) Lab: Design a lab to determine what affect salt has on the boiling point of water. (Bunsen/hotplate) Lab: Interpret changes in Popcorn Lab (finding change in mass, volume, etc. ). Trying to determine whether the popping of kernels is a physical or chemical change. Lab/Demo: Identify and explain the properties of sublimation by using dry ice. Activity: Design & Engineer “How many bears (or M&Ms) can your aluminum foil boat float? ” Lab: Calculate/Observe Volume/Density of regular and irregular shaped objects. Lab: How do fluids of different densities behave? Design an experiment to show a marble will move through liquids of different densities. (water, syrup, oil) Demo: Observe and infer “Can eggs float? ” Simulations: Ph. ET- Simulate Density/ reactions and Rates/ Salt and Solubility/ Sugar and Salt Solutions Online Resources: Teach Engineering Curriculum for K-12 Teachers https: //www. teachengineering. org/index. php Khan Academy https: //www. khanacademy. org/ Edheads http: //www. Edheads. org Brain. Pop https: //www. brainpop. com/ Study Jams http: //studyjams. scholastic. com/studyjams/ Jason Learning- Education Through Exploring www. jason. org Master’s in Data Science- The Ultimate STEM Guide for Kids http: //www. mastersindatascience. org/blog/the-ultimate-stem-guide-for-kids-239 -cool-sites-about-science-technology-engineering-and-math/ e. GFI http: //www. egfi-k 12. org/ Ck-12 http: //www. ck 12. org Phet – Interactive Simulations http: //phet. colorado. edu/ Recommended Assessments Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

Length: Approx. 15 days How do organisms obtain and use matter and energy? How do matter and energy move through an ecosystem? Students use conceptual and physical models to explain the transfer of energy and cycling of matter as they construct explanations for the role of photosynthesis in cycling matter in ecosystems. They construct explanations for the cycling of matter in organisms and the interactions of organisms to obtain the matter and energy from the ecosystem to survive and grow. Students have a grade-appropriate understanding and use of the practices of investigations, constructing arguments based on evidence, and oral and written communication. They understand that sustaining life requires substantial energy and matter inputs and the structure and functions of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. Adding to these crosscutting concepts is a deeper understanding of systems and system models that ties the performances expectations in this topic together. The Grades 3 -5 Storyline provides a summary of the understandings that students developed by the end of 5 th grade. Essential Questions • In what ways do living things depend on photosynthesis and cellular respiration for life on earth? • How do biotic and abiotic factors interact within an ecosystem? • How is the sun the original source of energy on earth? • How is energy transferred through a food web and food chains (natural systems)? • What are the different roles organisms play in a food web? • What has impacted the different populations in an ecosystem? • What are the components of an ecosystem needed to support life? Corresponding DCIs and PEs Performance Expectations Photosynthesis MS-LS 1 -6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy. ] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis. ] Chemical Reactions MS-LS 1 -7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. ] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration. ] Resource Availability on Organisms MS-LS 2 -1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. ] Energy Flow in an Ecosystem MS-LS 2 -3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. ] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes. ] Changes in Populations MS-LS 2 -4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems. ] Revised: 7/2015 Science- Grade: 7 Unit 3: Matter and Energy in Organisms and Ecosystems

7 th-Unit 3: Matter and Energy in Organisms and Ecosystems

7 th-Unit 3: Matter and Energy in Organisms and Ecosystems Recommended Activities/Resources: Domain Specific Vocabulary: photosynthesis, respiration, organism, population, ecosystem, biotic, abiotic, food chain/web, habitat, species, energy pyramid, producer, consumer, communities. Other Activities: Unit Project: Future City- Students will utilize their science, math and engineering knowledge to create cities that exist at least 100 years in the future. They will identify existing problems today and find a solution for it in their model. Demo: Use a live plant and foil/construction paper to prevent sunlight absorption on random leaves (observe changes) Demo: Compare and contrast- Elodea leaves in water (20 min) vs. plain beaker of water Activity: Create a cycle diagram to connect photosynthesis to cellular respiration. Activity: Use large equation cards & ask students to arrange themselves into the proper equations. Lab: Conduct Respiration Lab: --”Exercise Lab” (in text) Activity: Create food webs and food chains. “Project Flow” (http: //oceanservice. noaa. gov/education/yos/curriculum/project_flow. pdf ) Online Resources: Teach Engineering Curriculum for K-12 Teachers https: //www. teachengineering. org/index. php Khan Academy https: //www. khanacademy. org/ Edheads http: //www. Edheads. org Brain. Pop https: //www. brainpop. com/ Study Jams http: //studyjams. scholastic. com/studyjams/ Jason Learning- Education Through Exploring www. jason. org Master’s in Data Science- The Ultimate STEM Guide for Kids http: //www. mastersindatascience. org/blog/the-ultimate-stem-guide-for-kids-239 -cool-sites-about-science-technology-engineering-and-math/ e. GFI http: //www. egfi-k 12. org/ Ck-12 http: //www. ck 12. org Phet – Interactive Simulations http: //phet. colorado. edu/ Recommended Assessments Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

Revised: 7/2015 Science- Grade: 7 Unit 4: Interdependent Relationships in Ecosystems Length: Approx. 15 days How do organisms interact with other organisms in the physical environment to obtain matter and energy? Students construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems. Students use models, construct evidence-based explanations, and use argumentation from evidence. Students understand that organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors. They also understand the limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources. Crosscutting concepts of matter and energy, systems and system models, and cause and effect are used by students to support understanding the phenomena they study. The Grades 3 -5 Storyline provides a summary of the understandings that students developed by the end of 5 th grade. Essential Questions • • In what ways do organisms interact within an ecosystem? How does symbiotic pairing affect populations? What has impacted the different populations in an ecosystem? What role do humans play in an ecosystem? Corresponding DCIs and PEs Performance Expectations Interactions Among Multiple Ecosystems MS-LS 2 -2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial. ] Biodiversity MS-LS 2 -5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. * [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations. ]

7 th-Unit 4: Interdependent Relationships in Ecosystems

7 th-Unit 4: Interdependent Relationships in Ecosystems Recommended Activities/Resources: Domain Specific Vocabulary: ecosystems, populations, symbiotic relationships, habitat, species, communities, biotic, abiotic, biodiversity, symbiosis, predator, prey, parasitism, hosts, parasites, commensalism, competition, predation, mutualism, carrying capacity. Other Activities: Unit Project: Biodiversity Hospital- In this ARKive activity, from National Stem Centre, students work in medical teams and balance competing priorities for the conservation of an endangered species and devise a ‘treatment’ plan. Students learn the importance of biodiversity and species conservation, the fine balance of the ecosystem and how to measure competing priorities. This could be done with endangered plants as well. (http: //www. nationalstemcentre. org. uk/elibrary/resource/3244/biodiversity-hospital ) Activity: Graph predator and prey relationships Lab: Simulate a food chain using predator and prey cards. Predator Prey Lab-Hawk and Mice (using hawk and mice cards) Video: Watch videos to synthesize the class material to relate it to the concepts being taught- Over the Hedge/Ferngully Activity: Observe a picture prompt to determine the abiotic/biotic factors observed. Activity: Create a foldable for producers and different types of consumers. Activity: “What’s for Dinner? ” List all of the food eaten and where it came from…breaking it all down. Activity: Research/recreate a food chain/web. Activity: Complete activity “Ball of Yarn”---Book E: page 44 Lab: Design a food chain mobile; food chain/web scramble stations Online Resources: Teach Engineering Curriculum for K-12 Teachers https: //www. teachengineering. org/index. php Khan Academy https: //www. khanacademy. org/ Edheads http: //www. Edheads. org Brain. Pop https: //www. brainpop. com/ Study Jams http: //studyjams. scholastic. com/studyjams/ Jason Learning- Education Through Exploring www. jason. org Master’s in Data Science- The Ultimate STEM Guide for Kids http: //www. mastersindatascience. org/blog/the-ultimate-stem-guide-for-kids-239 -cool-sites-about-science-technology-engineering-and-math/ e. GFI http: //www. egfi-k 12. org/ Ck-12 http: //www. ck 12. org Phet – Interactive Simulations http: //phet. colorado. edu/ Recommended Assessments Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

Revised: 7/2015 Length: Approx. 15 days Science- Grade: 7 Unit 5: Earth’s Systems How do the materials in and on Earth’s crust change over time? How does water influence weather, circulate in the oceans, and shape Earth’s surface? Students understand how Earth’s ecosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges, for the identification and development of resources and for the mitigation of hazards. The crosscutting concepts of cause and effect, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. The Grades 3 -5 Storyline provides a summary of the understandings that students developed by the end of 5 th grade. Essential Questions • How is weathering (physical and chemical changes) responsible for creating a variety of landforms? • How does weathering and erosion affect the composition of soil and the rock cycle? • How does water cycle through the earth? • How does energy flow through the rock cycle? • What affect to humans have on nonrenewable resources (geoscience processes)? Corresponding DCIs and PEs Performance Expectations Rock Cycle MS-ESS 2 -1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials. ] [Assessment Boundary: Assessment does not include the identification and naming of minerals. ] Water Changes MS-ESS 2 -4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. ] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed. ] Nonrenewable Resources MS-ESS 3 -1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock). ]

7 th-Unit 5: Earth’s Systems

7 th-Unit 5: Earth’s Systems Recommended Activities/Resources: Domain Specific Vocabulary: weathering, erosion, rock cycle, mechanical weathering, chemical weathering, oxidation, sedimentary rock, igneous rock, metamorphic rock, melting, crystallization, deformation, sedimentation, magma, lava, acid rain Other Activities: Unit Project: Earth’s Processes Project- Design a multimedia presentation identifying one of the earth’s processes and explain what would happen if that process ceased to exist. Identify the negative impacts on the ecosystem and what other processes would be effected. Activity: Make your own water filter. Activity: Investigate the rock cycle in stations- “Journey Through the Rock Cycle” Activity: Illustrate the rock cycle. Activity: Create a foldable on types of rocks. Simulation: Ph. ET- Simulate glaciers Online Resources: Teach Engineering Curriculum for K-12 Teachers https: //www. teachengineering. org/index. php Khan Academy https: //www. khanacademy. org/ Edheads http: //www. Edheads. org Brain. Pop https: //www. brainpop. com/ Study Jams http: //studyjams. scholastic. com/studyjams/ Jason Learning- Education Through Exploring www. jason. org Master’s in Data Science- The Ultimate STEM Guide for Kids http: //www. mastersindatascience. org/blog/the-ultimate-stem-guide-for-kids-239 -cool-sites-about-science-technology-engineering-and-math/ e. GFI http: //www. egfi-k 12. org/ Ck-12 http: //www. ck 12. org Phet – Interactive Simulations http: //phet. colorado. edu/ Recommended Assessments Benchmark Pre &Post Test; Labs, Classwork, Homework, Quizzes, Tests, Projects, Group work, Current Events, Journal Entries, Graphic Organizers, Foldables, and Games.

Maryland STEM: Innovation Today to Meet Tomorrow’s Global Challenges.

STEM Project Rubric Title of Project: ________Name: ____________ Category: (Circle One) Lab Skills Advanced 4 The project shows Creativity & Innovation: How does advanced creativity and has unique aspects your project show creativity? Project Investigation Proficient 3 Partially Proficient 2 Needs Improvement 1 The project is creative and unique The project has some creative or unique aspects The project has little creative or unique aspects Communication and Collaboration: Is the information presented in a logical sequential way? Do you have graphs or other visual representations that communicate your plan/results? All information and data Most information is clear Some information is are presented in an and organized. Data is clear and organized but organized manner and represented accurately still reduces the impact accurately of the project Information is not organized. Information is presented with random data or data is presented inaccurately. Research and information: What research was done to accomplish the project? Use of resources The project demonstrates intentional research/ inquiry. All sources were cited correctly. Students used resources responsibly Student demonstrates high level thinking and has taken logical steps to accomplish their goal and solved their problem. The project demonstrates research/inquiry. Most sources were cited correctly. Students used all resources responsibly The project demonstrates some research/inquiry. Some sources were cited. Students used resources responsibly. The project demonstrates no research. No sources were cited. Students did not use resources Student has taken logical steps to accomplish their goal and solve their problem. Student has taken steps to accomplish their goal and solve their problem but were not logical or clear. Students did not accomplish their goal or communicate their process clearly. Multiple technology resources were used on the project correctly. Student used all technology in a appropriate manner. Technology was used on the project correctly. Student used all technology in a appropriate manner. Little technology was used on the project or was not used correctly. Student used all technology in a appropriate manner. No technology was used on the project or was used incorrectly. Student used technology in an inappropriate manner. Critical Thinking, Problem solving, Decision Making: What problems did you have to solve to accomplish your goal? Technology Operations and Concepts: What technology was used on the project and was it used correctly? Comments: TOTAL: _____/20

Appendix D Gifted and Talented Instructional Accommodations How do the State of NJ regulations define gifted and talented students? Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the Pre. K-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs. . What is differentiation? Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics: Prior knowledge Cognitive Level Learning Rate Learning Style Motivation Strength or Interest And various curriculum components: Nature of the Objective Teaching Activities Learning Activities Resources Products Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).