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INSTRUCTIONAL ALIGNMENT
AZ Department of Education
Priority/Supporting Standards
Vocabulary
Strand
Concept
Performance Objective
1 prediction.
Rev. 03/11/2016
1. Scientific method
2. Observation
3. Qualitative
4. Quantitative
5. Problem
6. Prediction (Will)
7. Hypothesis (If, Then)
8. Resource
9. Variable
10. Independent variable
11. Dependant variable
12. Controlled variables
13. Control group
14. Experiment
15. Data table
Page 1 of 16
5. Problem
6. Prediction (Will)
7. Hypothesis (If, Then)
Grade Science
Higley Unified School District
8.6th
Resource
INSTRUCTIONAL ALIGNMENT
9. Variable
10. Independent variable
Demonstrate safe behavior and appropriate procedures
11. Dependant variable
(e.g., use and care of technology, materials, organisms)
12. Controlled variables
in all science inquiry.
13. Control group
Design an investigation to test individual variables
14. Experiment
using scientific processes.
15. Data table
Conduct a controlled investigation using scientific
16. Data trends
processes.
17. Line graph
18. Bar graph
Perform measurements using appropriate scientific tools
19. Double bar graph
(e.g., balances, microscopes, probes, micrometers).
20. Stem and leaf plot
21. Histogram
Keep a record of observations, notes, sketches,
questions, and ideas using tools such as written and/or
computer logs.
Analyze data obtained in a scientific investigation
to identify trends.
4 others.
Rev. 03/11/2016
- Q1
Page 2 of 16
INSTRUCTIONAL ALIGNMENT
Communicate the results of an investigation with
information.
Create a list of instructions that others can follow
in carrying out a procedure (without the use of
personal pronouns).
Communicate the results and conclusion of the
investigation.
Describe how science is an ongoing process that changes
Describe how scientific knowledge is subject to change
prevailing theories.
AZ Department of Education
Priority/Supporting Standards
Vocabulary
Plants
Con
St
Performan
Rev. 03/11/2016
Page 3 of 16
INSTRUCTIONAL ALIGNMENT
Strand
Concept
Performance Objective
3 weeks
Rev. 03/11/2016
1. Vascular plant
2. Seed plant
3. Seed coat
4. Cotyledon
5. Sporophyte
6. Spore
7. Gymnosperm
8. Conifer
9. Cycad
10. Ginkgo
11. Gnetophyte
12. Angiosperm
13. Fruits
14. Monocot
15. Dicot
16. Vascular tissue
17. Xylem
18. Water
19. Minerals
20. Phloem
21. Food
22. Roots
23. Root cap
24. Taproot systems
25. Fibrous root systems
26. Shoots
27. Stems
28. Woody stems
29. Trunk
30. Growth ring
Page 4 of 16
AZ Department of Education
Priority/Supporting Standards
Performance Objective
Concept
Strand
Rev. 03/11/2016
20. Phloem
21. Food
22. Roots
6th
Science
23.
RootGrade
cap
24. Taproot systems
25. Fibrous root systems
26. Shoots
27. Stems
28. Woody stems
29. Trunk
30. Growth ring
31. Branches
32. Leaves
33. Chloroplasts
34. Cuticle
35. Upper epidermis
36. Palisade layer
37. Spongy layer
- Q1
Vocabulary
Skeletal/Muscular system
3.5 weeks (1 week to be finished in 2Q)
Big Ideas: 1. How the skeletal system and muscular system work together to allow for locomotion
2. The function of bones in the body
3. The function of muscles in the body
4. The role of water in regards to the skeletal system and muscular system
Page 5 of 16
Rev. 03/11/2016
rmance Objective
Concept
Strand
4
1. Skeletal system
2. Bones
3. Connective tissue
4. Minerals
5. Osteoblasts
6. Compact bone
7. Spongy bone
8. Red marrow
9. Yellow marrow
10. Skull
11. Clavicle
12. Sternum
13. Ribs
14. Humerus
15. Ulna
16. Radius
17. Vertebral column
18. Cervical vertebrae
19. Thoracic vertebrae
20. Lumbar vertebrae
21. Pelvic girdle
22. Femur
23. Patella
24. Tibia
25. Fibula
26. Joint
27. Gliding joint
28. Ball-and-socket joint
Page 6 of 16
INSTRUCTIONAL ALIGNMENT
Bold = Priority Standard
Standard
Cluster
Grade
Rev. 03/11/2016
Examples:
Follow written instructions for conducting scratch tests to determine
to classify rocks by their physical properties. SC07-S6C1-01, SC07
Follow written instructions for using pH paper to determine whethe
demonstrating proper procedures and safety precautions. SC08-S5C
Examples:
Read about food chains and food webs, then identify the linguistic
the meanings of terms related to trophic levels, such as carnivore, h
heterotrophy. SC07-S4C3-01
Determine the meaning of the direction of the arrows in the food ch
rock cycle diagrams (SC07-S6C2-01), or water cycle diagrams. SC0
Determine the meaning of variables in mathematical equations, su
meaning of symbols in the Periodic Table of Elements. SC08-S5C1-
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INSTRUCTIONAL ALIGNMENT
Integrate quantitative or technical information expressed in words Students will use words in a text and information expressed visually
in a text with a version of that information expressed visually
topic. Sources of text could include textbooks, magazine or newspap
(e.g., in a flowchart, diagram, model, graph, or table).
information or safety sheets.
Examples:
Integrate written descriptions in a textbook with visual images of th
or water cycle. SC06-S6C2-01
Integrate written descriptions of cell structures to a labeled model o
02)
Integrate written descriptions of weather systems on a website with
weather data. SC06-S6C2-05
Integrate written descriptions in a lab journal of measured moveme
SC08-S5C2-05
Examples:
Generate questions about the migration behavior of hummingbirds
paths, time of year, duration) and then test the question experimenta
SC08-S4C4-05
Following the study of plate boundary movements, formulate a que
landform formed and conduct research using a variety of print and d
answers the question; support that claim with evidence gathered du
Rev. 03/11/2016
Example:
Following a lab aligned to the grade level Science Standard, make
supporting evidence or scientific principles that support the claim. Th
teacher provided or student researched.
Page 8 of 16
INSTRUCTIONAL ALIGNMENT
Vocabulary
Tasks
sed on observations
stigation
and dependant variables of a controlled investigation
a controlled investigation in the most optimum format.
d formulate conclusions based on the data
d formulate conclusions
e results of a completed investigation
ystem
ystem?
Rev. 03/11/2016
22. Inference
23. Analysis
24. Sample size
25. Trials
26. Bias
27. Conclusion
28. Theory
29. Metric system
30. SI units
31. Prefix
32. Suffix
33. Meter
34. Gram
35. Mass
36. Temperature
Resources
Page 9 of 16
26. Bias
27. Conclusion
28. Theory
Higley
Unified
29. Metric
system School District
INSTRUCTIONAL
ALIGNMENT
30.
SI units
31. Prefix
32. Suffix
33. Meter
34. Gram
35. Mass
36. Temperature
37. Celsius (Centigrade)
38. Fahrenheit
39. Volume
40. Meniscus
41. Liter
Rev. 03/11/2016
Page 10 of 16
INSTRUCTIONAL ALIGNMENT
Vocabulary
Tasks
Plants
Rev. 03/11/2016
Page 11 of 16
INSTRUCTIONAL ALIGNMENT
3 weeks
nts?
Rev. 03/11/2016
38. Stomata
39. Carbon dioxide (CO2)
40. Transpiration
41. Guard cells
42. Photosynthesis
43. Oxygen (O2)
44. Lower epidermis
45. Flowers
46. Pollen
47. Pollination
48. Nectar
49. Sepals
50. Petals
51. Stamen
52. Anther
53. Filament
54. Pistil
55. Stigma
56. Style
57. Ovary
58. Ovule
59. Tropism
60. Positive tropism
61. Negative tropism
62. Phototropism
63. Light
64. Geotropism (Gravitropism)
65. Gravity
66. Hydrotropism
67. Water
Resources
Page 12 of 16
57. Ovary
58. Ovule
59. Tropism
Higley
Unified
60.
Positive
tropism School District
61. Negative
tropism
INSTRUCTIONAL
ALIGNMENT
62. Phototropism
63. Light
64. Geotropism (Gravitropism)
65. Gravity
66. Hydrotropism
67. Water
68. Thigmotropism
69. Touch
70. Chemotropism
71. Chemicals
72. Thermotropism
73. Heat
Vocabulary
Tasks
Skeletal/Muscular system
3.5 weeks (1 week to be finished in 2Q)
Rev. 03/11/2016
Page 13 of 16
INSTRUCTIONAL ALIGNMENT
Rev. 03/11/2016
Resources
Page 14 of 16
INSTRUCTIONAL ALIGNMENT
Bold = Priority vocabulary
Regular = Supporting vocabulary that supports the priority standard
Italics = Supporting vocabulary that should be taught if time permits,
but will not be tested on
Students determine the meaning of words and phrases as they read science content, including text books,
lab materials, and other print or electronic sources of information. They use a variety of strategies (context
clues, linguistic roots and affixes, restatement, examples, contrast, glossary, etc.) to determine the meaning
of words and phrases in the text. This standard specifically addresses domain-specific Tier Three words
and interpreting symbols in equations or in diagrams and flow charts.
Examples:
Read about food chains and food webs, then identify the linguistic roots and affixes to help them identify
the meanings of terms related to trophic levels, such as carnivore, herbivore, omnivore, autotroph, and
heterotrophy. SC07-S4C3-01
Determine the meaning of the direction of the arrows in the food chains and food webs (SC07-S4C3-01),
rock cycle diagrams (SC07-S6C2-01), or water cycle diagrams. SC06-S6C2-01
Determine the meaning of variables in mathematical equations, such as f=ma (SC08-S5C2-03) or the
meaning of symbols in the Periodic Table of Elements. SC08-S5C1-06
Rev. 03/11/2016
Page 15 of 16
INSTRUCTIONAL ALIGNMENT
Students will use words in a text and information expressed visually to obtain information about a given
topic. Sources of text could include textbooks, magazine or newspaper articles, websites, or product
information or safety sheets.
Examples:
Integrate written descriptions in a textbook with visual images of the rock cycle (SC07-S6C2-01)
or water cycle. SC06-S6C2-01
Integrate written descriptions of cell structures to a labeled model of a plant or animal cell. (SC06-S4C102)
Integrate written descriptions of weather systems on a website with graphical representations of weekly
weather data. SC06-S6C2-05
Integrate written descriptions in a lab journal of measured movement over time with position-time graphs.
SC08-S5C2-05
Students conduct short (1-2 lab periods) research projects or experimental investigations meant to answer
a question or solve a problem. Students answer questions - including those they create themselves through research (online, library, laboratory investigations), to solve a problem. They will use and combine
information from multiple sources to construct their claims, evidence, and explanations.
Examples:
Generate questions about the migration behavior of hummingbirds or monarch butterflies (migration
paths, time of year, duration) and then test the question experimentally or by researching published data.
SC08-S4C4-05
Following the study of plate boundary movements, formulate a question about how or when a particular
landform formed and conduct research using a variety of print and digital resources to make a claim that
answers the question; support that claim with evidence gathered during research. SC07-S6C2-05
Students use evidence from informational texts (e.g., research papers, credible web sites, journal articles,
textbooks) to support their claims, analyses, reflections, and/or research.
Example:
Following a lab aligned to the grade level Science Standard, make a research claim and then find
supporting evidence or scientific principles that support the claim. These additional sources can either be
teacher provided or student researched.
Rev. 03/11/2016
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