Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.1.A-1

5.1.A-2

5.1.A-3

5.1.A-4

5.1.B-1

5.1.B-2

5.1.C-1

5.1.C-2

5.2.A-1

5.2.B-1

5.3.A-1

5.3.A-2

5.3.A-3

5.3.B-1

5.3.B-2

5.3.C-1

5.3.D-1

5.4.A-1

5.4.B-1

5.4.C-1

5.4.C-2

5.4.C-3

Students will be able to:

• raise questions about the world around them and seek answers through observations and experimentation.

• keep records that describe observations and experimentation.

• utilize problem-solving strategies.

• develop skills for gathering information and utilizing tools/technology.

• provide an explanation of procedure(s) used in experimentation.

• conduct science activities with an awareness of possible hazards and need for safety.

• explore scientists/inventors and investigate their contributions to the fields of science and technology.

• use mathematics in problem solving and experimentation.

• work with graphs, tables, and charts to record and evaluate.

• differentiate between natural occurrence and that designed to solve human problems.

• describe product(s) or device(s) in terms of the problem it solves or need met.

• design/plan and select materials suitable to construct a simple device.

• Science and Technology: Investigating Life Systems – Kendall Hunt

• Chapter 1 – A Learning Journey

• Chapter 2 – Science Safety

• Teaching Science Process - Frank Schaffer

• Science Up to Standards – Instructional Fair

• Just the Facts - Specialty School Publishing

• Inventions and Discoveries

• Notebook Reference Science Fact Book – American Ed Publishing

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.5.B-8-2

5.10.A-8-1

Students will be able to:

• identify the Earth’s major biomes.

• choose the appropriate biome for an organism, given a description.

• define biotic and abiotic.

• identify biotic and abiotic factors in a biome.

• Biology: Exploring Life – Prentice Hall

• Unit 9 – Exploring Ecology

• Biology – Prentice Hall

• Unit 2 – Ecology – Chapters 3-6

• Science and Technology: Investigating Life Systems – Kendall Hunt

• Unit 1 – Systems in Balance - Chapter 3

• Glencoe Science: Level Blue – Glencoe

• Unit 2 – Ecology

• Life Science – Instructional Fair

• Life Science Quest for Middle Grades – Mark Twain Publishing

• Unit 1 – Chapter 6 – Animal Kingdom

• Unit 2 – Chapter 7 – Ecosystems

• Chapter 8 – Ecosystems Cycles and Biomes

• Discovering Ecology – Mark Twain Publishing

• Terrestrial Biomes – Carson and Dellosa

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.5.B.8-1

5.5.B-8-2

5.5.B-8-3

5.5.C-8-1

Students will be able to:

• differentiate between complete and incomplete metamorphosis.

• distinguish between sexual and asexual methods of reproduction.

• differentiate between dominant and recessive traits.

• predict the genotypes of offspring in a monohybrid cross using a punnett square.

• select models or illustrations that are representative of DNA.

• associate a change in a DNA molecule with a mutation.

• identify types of genetic engineering and evaluate the impact of genetic engineering on society.

• Biology: Exploring Life – Prentice Hall

• Unit 1 – Introduction to Biology

• Unit 2 – Exploring Cells

• Unit 3 – Exploring Inheritance

• Biology - Prentice Hall

• Unit 3 – Cells – Chapters 7-10

• Unit 4 – Genetics – Chapters 11-14

• Science and Technology – Kendall Hunt

• Unit 2 – Exploring Differences and Similarities

• Chapter 7 – The Trail Of Your Traits

• Chapter 8 – Genes and Society

• Glencoe Science: Level Blue - Glencoe

• Unit 1 – Humans and Heredity

• Learning Cards – Life Cycles – Instructional Fair

• Life Science Quest for Middle Grades – Mark Twain Publishing

• Unit 1 – Chapter 1 – Cells

• Chapter 2 – DNA

• Chapter 3 – Heredity

• Learning About Cells – Mark Twain Publishing

• Learning About DNA – Mark Twain Publishing

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.5.A-8-1

5.5.A-8-2

5.5.B-8-1

5.5.B-8-2

Students will be able to:

• identify similarities and differences among organisms.

• classify plants and animals into groups according to their features.

• use a simple classification key to identify an unknown organism.

• determine the genus and species of an organism using a dichotomous key.

• Biology – Exploring Life – Prentice Hall

• Unit 6 – Exploring Plants

• Unit 7 – Exploring Animal Diversity

• Unit 8 – Exploring Human Structure and Function

• Biology - Prentice Hall

• Unit 6 – Microorganisms and Fungi

• Unit 7 – Plants

• Unit 8 – Invertebrates

• Unit 9 – Chordates

• Unit 10 – The Human Body

• Life Science – Instructional Fair

• Classification of Animals Ready Reference - Instructional Fair

• Science Tutor: Life Science – Mark Twain Publishing

• Life Science Quest for Middle Grades – Mark Twain Publishing

• Unit 1 – Chapter 4 – Simple Organisms

• Chapter 5 – Plant Kingdom

• Chapter 6 – Animal Kingdom

• Jumpstarters for Life Science – Mark Twain Publishing

• Discover! Life Science Basics – EOA Scientific Systems – CD-ROM

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.8.A

5.8.D-8-1

5.8.D-8-2

Students will be able to:

• label a cross section of the Earth.

• identify the major plates of the world.

• recognize the relationship between continental drift and plate tectonics.

• deduce plate movements as the major cause of geological events.

• Prentice Hall Earth Science – Prentice Hall

• Unit 1 – Earth’s Materials

• Unit 2 – Sculpting Earth’s Surface

• Unit 3 – Forces Within

• Unit 4 – Historical Geology

• Science and Technology: Investigating Earth Systems – Kendall Hunt

• Unit 1 – Patterns of Change

• Unit 2 – Explanations for the Patterns of Change

• National Earthquake Info Center – www.neic.cr.usgs.gov

• Listen to Quakes for Fun – http://quake.wr.usgs.gov

• Earth Science – Instructional Fair

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.8.C-8-1

5.8.C-8-2

5.8.D-8-1

5.8.D-8-2

5.10-B-8-1

Students will be able to:

• identify factors that cause rocks to break down.

• distinguish between renewable and non-renewable resources.

• identify various energy sources.

• distinguish among sedimentary, igneous, and metamorphic rocks.

• interpret a simple rock cycle diagram.

• identify rocks and minerals given a table of physical properties.

• comprehend the length of geological time.

• demonstrate how geologists determine the relative age of rocks.

• infer that human activities may be harmful or harmful to the environment.

• Prentice Hall Earth Science – Prentice Hall

• Unit 1 – Earth’s Materials – Chapters 1-4

• Unit 4 – Historical Geology

• Science and Technology: Investigating Earth Systems – Kendall Hunt

• Unit 3 – Responding to Patterns of Change

• Unit 4 – Patterns and People

• Glencoe Science: Level Blue – Glencoe

• Unit 3 – Earth’s Changes Over Time

• Rocks and Minerals Ready Reference – Instructional Fair

• Field Trip to Earth – CD-Rom - Sunburst

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.9.A-8-1

5.9.A-8-2

5.9.A-8-3

5.9.B-8-1

5.9.C-8-1

5.9.D-8-1

Students will be able to:

• relate the Earth’s motions to the sun – reason for the seasons.

• describe how the heating and cooling of Earth varies.

• diagram solar and lunar eclipses.

• identify and compare the different phases of the moon.

• explain how regular and predictable motions of the earth and moon produce tides.

• analyze tide tables to understand how they change.

• explain how the tilt, rotation, and orbital pattern of the Earth, relative to the sun, produce seasons and weather patterns.

• understand the distance between the sun and planets

• analyze the relationship between planet distance and period of revolution.

• investigate the relationships between celestial bodies.

• understand that the universe consists of many billions of galaxies, each including billions of stars.

• Prentice Hall Earth Science – Prentice Hall

• Unit 7 – Astronomy

• Planetary Science Kit – FOSS

• Glencoe Science: Level Blue – Glencoe

• Unit 4 – Earth’s Place in the Universe

• Science Tutor: Earth and Space Science – Mark Twain Publishing

• Part 4 – Earth’s Cosmic Neighborhood – pgs. 33-43

• Astronomy Explorers – CD-Rom – EOA Scientific Systems

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.7.A-8-1

5.7.A-8-2

5.7.B-8-1

5.7.B-8-2

5.7.B-8-3

5.7.B-8-4

Students will be able to:

• recognize that forces cause changes in speed and/or direction of motion.

• identify simple machines.

• choose the most appropriate simple machine to use for a specific task.

• recognize the relationship between mass, force, and acceleration.

• identify the relationship between the mass of objects, the distance between them, and the amount of gravitational attraction.

• identify Newton’s three laws of motion and relate the first two laws to the concepts of inertia and momentum.

• solve problems pertaining to distance, speed, velocity, and time given illustrations, diagrams graphs and scenarios.

• Science and Technology: Investigating Physical Systems – Kendall Hunt

• Unit 1- Exploring Ranges of Limits and Diversity

• Unit 2 – Why are Things Different?

• Unit 3 – How Does Technology Address and Influence Limits?

• Unit 4 – Limits of Energy in Systems

• Glencoe Science: Level Blue – Glencoe

• Unit 6 – Motion, Forces, and Energy

• Unit 7 – Physical Interactions

• Physical Science – Instructional Fair

• Science Tutor: Physical Science – Mark Twain Publishing

• Classroom Jeopardy – CD-Rom – Educational Insights

• Earth Science and Physical Science

• Discover! Physical and Chemical Basic Concepts – CD-Rom – EOA Scientific Systems

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.6.A-8-1

5.6.A-8-2

5.6.A-8-3

5.6.A-8-4

5.6.B-8-1

5.6.B-8-2

5.6.B-8-3

5.6.B-8-4

Students will be able to:

• distinguish between physical and chemical changes.

• identify substance as an acid or a base, given its pH.

• recognize that the mass of the reactants is the same as the mass of the products, given simple chemical equations.

• determine how temperature and concentration might affect the rate of chemical reactions.

• classify a reaction as exothermic or endothermic.

• Prentice Hall Chemistry – Prentice Hall

• Glencoe Science: Level Blue – Glencoe

• Unit 5 – Chemistry of Matter

• Elements and the Periodic Table – Mark Twain Publishing

• What Things are Made Of

• Science Tutor: Chemistry – Mark Twain Publishing

• Discover! Physical and Chemical Basic Concepts – CD-Rom – EOA Scientific Systems

• Classroom Jeopardy! – CD-Rom – Educational Insights

• Earth Science and Physical Science

• See Attachment I