FAYETTE COUNTY PUBLIC SCHOOLS District Curriculum Map for Science: Grade 6

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1 District Curriculum Map for Science: Grade 6 Topic 6C Big Idea (Cross Cutting Concepts) What overarching understandings are essential for application to new situations within or beyond this content? Essential Question(s) What questions will provoke and sustain student engagement while focusing learning? Enduring Standard(s) (Science and Engineering Practices) Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level? Supporting Standard(s) (Disciplinary Core Ideas) Which related standards will be incorporated to support and enhance the enduring standards? Topic Title: Earth s Systems Energy and Matter Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (06-ESS2-4) Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. (06- ESS2-1) What causes rocks and water to move and change? Developing and Using Models Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. - Develop and use a model to describe phenomena. (06- ESS2-1) - Develop a model to describe unobservable mechanisms. (06-ESS2-4) ESS2.A: Earth s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet s systems. This energy is derived from the sun and Earth s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth s materials and living organisms. (06-ESS2-1) ESS2.C: The Roles of Water in Earth s Surface Processes - Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (06-ESS2-4) - Global movements of water and its changes in form are propelled by sunlight and gravity. (06-ESS2-4) Instructional Outcomes What must students learn by the end of the unit? I m learning to - construct a model to demonstrate the cycling of water. - describe the role of the Sun in the water cycle. - design an activity to show how rocks change.

2 District Curriculum Map for Science: Grade 6 Performance Expectations What must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes? 06-ESS2-1: 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.] 06-ESS2-4: 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.] Essential Vocabulary (Enduring Standards/Practices) What vocabulary must students know to understand and communicate effectively about this content? Essential Vocabulary (Supporting Standards/Content) What vocabulary must students know to understand and communicate effectively about this content? Model, Predict, Test Hydrological Cycle, Precipitation, Accumulation, Sublimation, Evaporation, Condensation, Transpiration, Energy, crystallization, runoff, groundwater, Rock Cycle, Igneous Rock, Sedimentary Rock, Metamorphic Rock, Heat and Pressure, Cementation and Compaction, Sediment, Weathering and Erosion, Deposition, Melting, Cooling, Fossils, Magma, Lava, Inner Core, Outer Core, Mantle, Lithosphere

3 Instructional Planning Guide: A Curriculum Map Companion for Teachers Subject and Grade Level Unit Title Summative Assessment of Learning In what way will students meet the performance expectations to demonstrate mastery of the standards? Instructional Outcomes How will the instructional outcomes be sequenced into a scaffolded progression of learning? Science 6C Learning Activities What 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 Standards What standards from other disciplines will enrich the learning experiences for the students? What resources will be utilized to enhance student learning?

4 Big Ideas Big 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. Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2 nd 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. Domain 1, Component A: Knowledge of Content and Pedagogy Domain 1, Component C: Setting Instructional Outcomes Domain 3, Component A: Communicating with Students

5 Enduring Standards Enduring 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 lifelong 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. 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 (2 nd 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: Domain 1, Component A: Knowledge of Content and Pedagogy

6 Essential Questions FAYETTE COUNTY PUBLIC SCHOOLS Essential 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). McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development PD 360 Video Links The Guiding/Essential Question Elementary: The Guiding/Essential Question Secondary: Brainstorming Ideas/Essential Questions: Domain 3, Component B: Questioning and Discussion Techniques Domain 3, Component C: Engaging Students in Learning

7 Essential Vocabulary FAYETTE COUNTY PUBLIC SCHOOLS Essential 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. 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 Pedagogy Domain 3, Component A: Communicating with Students

8 Formative Assessment for Learning FAYETTE COUNTY PUBLIC SCHOOLS Formative 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. Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 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 (2 nd 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 Students Domain 1, Component F: Designing Student Assessments Domain 3, Component B: Questioning and Discussion Techniques Domain 3, Component D: Using Assessment in Instruction Domain 3, Component E: Demonstrating Flexibility and Responsiveness

9 Instructional Outcomes FAYETTE COUNTY PUBLIC SCHOOLS Instructional 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 allinclusive 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. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right using it well (2 nd ed.). Pearson. Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2 nd 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 Outcomes Domain 1, Component D: Demonstrating Knowledge of Domain 1, Component E: Designing Coherent Instruction Domain 1, Component F: Designing Student Assessments Domain 3, Component A: Communicating with Students Domain 3, Component C: Engaging Students in Learning Domain 3, Component D: Using Assessment in Instruction

10 Integration Standards Integration Standards are related standards from disciplines other than the primary focus of the unit of the study. 21 st 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. Beers, S. Z. (2011). Teaching 21 st century skills. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21 st century skills. Bloomington, IN: Marzano Research Laboratory. Framework for 21 st Century Learning: Domain 1, Component A: Knowledge of Content and Pedagogy Domain 2, Component B: Establishing a Culture for Learning Domain 3, Component C: Engaging Students in Learning Domain 4, Component D: Participating in a Professional Community

11 Learning Activities Learning 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. Dean, C. B., Ross Hubbell, E., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2 nd 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 Instruction Domain 3, Component C: Engaging Students in Learning Domain 3, Component E: Demonstrating Flexibility and Responsiveness

12 Performance Expectations FAYETTE COUNTY PUBLIC SCHOOLS Performance 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. Hallerman, S. & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools, and tips for standardsfocused 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 Domain 1, Component F: Designing Student Assessments Domain 3, Component C: Engaging Students in Learning Domain 3, Component D: Using Assessment in Instruction

13 are the key materials utilized by teachers. 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. include such things as books and other print material, technology, community and professional organizations, and people. for lessons should be selected to enhance the lesson activities and engage the students. Domain 1, Component D: Demonstrating Knowledge of Domain 1, Component E: Designing Coherent Instruction

14 Summative Assessment of Learning FAYETTE COUNTY PUBLIC SCHOOLS Summative 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. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right using it well (2 nd ed.). Pearson. Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3 rd ed.). Pearson. Domain 1, Component F: Designing Student Assessments

15 Supporting Standards FAYETTE COUNTY PUBLIC SCHOOLS Supporting 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

16 KDE Enduring Skills List for Science Student Growth Goals Enduring Skill Use scientific thinking to question the natural and designed world. Use scientific thinking to define problems within the natural and designed world. Develop and refine models to explain, predict, and investigate the natural and designed world. Use models to explain, predict, and investigate the natural and designed world, including identifying the limitations of the models. Plan and carry out investigations. Organize and use data to support claims or conclusions. Analyze data to make sense of phenomena or determine an optimal design solution. Construct explanations based on scientific evidence. Design and refine solutions to problems. Reference to Standards Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages NGSS Appendix F, pages 4, Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages NGSS Appendix F, pages 4, Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages NGSS Appendix F, pages Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages NGSS Appendix F, pages Framework for K-12 Science Education, Practice 3: Planning and Carrying Out Investigations, pages NGSS Appendix F, page7, 21 Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages NGSS Appendix F, pages 9, Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages NGSS Appendix F, pages 9, Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages NGSS Appendix F, pages 11-12, Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages Argue using scientific evidence. NGSS Appendix F, pages 11-12, Framework for K-12 Science Education, Practice 7: Engaging in Argument from Evidence, pages 71-74

17 KDE Enduring Skills List for Science Student Growth Goals NGSS Appendix F,, pages 13-14, Use evidence to evaluate claims. Framework for K-12 Science Education, Practice 7: Engaging in Argument from Evidence, pages Obtain information to determine patterns in and/or evidence about the natural or designed world. Evaluate information to determine usefulness and value. Communicate information in a variety of developmentally appropriate formats. NGSS Appendix F, pages 13-14, Framework for K-12 Science Education, Practice 8: Obtaining, Evaluation, and Communicating Information, pages NGSS Appendix F, pages Framework for K-12 Science Education, Practice 8: Obtaining, Evaluation, and Communicating Information, pages NGSS Appendix F, pages Framework for K-12 Science Education, Practice 8: Obtaining, Evaluation, and Communicating Information, pages NGSS Appendix F, pages