HAMPTON COUNTY SCHOOL DISTRICT 2
CURRICULUM FRAMEWORKS
Science
(3rd – 5th Grades)
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 1
HAMPTON COUNTY SCHOOL DISTRICT 2
CURRICULUM FRAMEWORKS
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 2
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
Board of Trustees
Administrators
Facilitators
Teachers
Administrative Support
DISTRICT MISSION STATEMENT
A MESSAGE FROM THE EXECUTIVE DIRECTOR FOR TEACHING, LEARNING, AND TECHNOLOGY
RATIONALE
INTRODUCTION
DESCRIPTION OF DOCUMENTS
PACING GUIDE OVERVIEW
INSTRUCTIONAL FRAMEWORKS
CURRICULUM FRAMEWORKS
3rd Grade Science
Course Description
South Carolina Academic Standards (SCAS)
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)
Foundation Document
th
4 Grade Science
Course Description
South Carolina Academic Standards (SCAS)
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)
Foundation Document
th
5 Grade Science
Course Description
South Carolina Academic Standards (SCAS)
Hampton County School District 2 Curriculum Frameworks 2013-2014
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7
8
10
11
12
13
14
14
15
16
18
21
41
42
43
45
48
67
68
69
Page 3
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance)
Foundation Document
APPENDICES
District Testing Calendar
Teaching and Learning Expectations
Grading and Assessment Framework
Promotion and Retention Rubric
Non-Negotiables
District Initiatives
Common Core State Standards Overview
Weekly Learning Templates
Depth of Knowledge (DOK)
Bloom’s Taxonomy “Power Word” Definitions
Bloom’s Taxonomy Verbs
Test-Taking Strategies
Extended Response Scoring Rubric
PASS/Science Test Blueprint
Scientific Inquiry Standards and Indicators
Science Vocabulary
Graphic Organizers
State-Adopted Textbooks (HCSD2)
MISCELLANEOUS
Curriculum Frameworks Annual Update Form
Hampton County School District 2 Curriculum Frameworks 2013-2014
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75
84
85
87
89
95
100
102
104
105
109
113
122
124
130
131
132
137
139
158
159
160
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ACKNOWLEDGEMENTS
Hampton County School District 2 wishes to express its gratitude to the following individuals for their contributions, encouragement, and support
during the curriculum development process:
BOARD OF TRUSTEES
Mrs. Daisy Orr, Chairperson
Mrs. Myrtle Sumter, Vice Chairperson
Mrs. Elizabeth Haynes, Secretary
Reverend Benjamin Burison, Jr.
Mr. Lucius Moses
ADMINISTRATORS
Dr. Beverly J. Gurley, Superintendent
Mr. Martin Wright, Executive Director of Teaching, Learning, and Technology
Dr. Raedell Brown, Principal, Estill High School
Mrs. Synetria Hawkins, Interim Principal, Estill Middle School
Dr. Deborah Martin, Interim Principal, Estill Elementary School
FACILITATORS
Dr. Mildred M. Brown, Curriculum Consultant
Mrs. Julia Lee, Coordinator of Testing/District Math Coach
Dr. Raedell Brown, Principal, Estill High School
Dr. Karen Grant, Interim Administrative Assistant/6-8 Curriculum
Mrs. Marsha Robinson, Interim Administrative Assistant/K-5 Curriculum
Mrs. Mamie Jenkins, K-5 Curriculum
Hampton County School District 2 Curriculum Frameworks 2013-2014
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ACKNOWLEDGEMENTS
(continued)
TEACHERS
ESTILL ELEMENTARY SCHOOL
Science Department
Mrs. Synetria Singleton, Science Department Chair and 4th Grade Science Teacher
Ms. Asia Reed, 3rd Grade Science Teacher
Ms. Debra Jarrell, 5th Grade Science Teacher
Administrative Support
Mrs. Aquila Houston
Office of Teaching, Learning, and Technology
Mrs. Shenna Solomon
Office of Human Resources
Hampton County School District 2 Curriculum Frameworks 2013-2014
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District Mission Statement
The mission of Hampton County School District 2
is to prepare students
to be successful, healthy and responsible citizens by providing challenging educational
experiences in a safe and positive environment.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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“A Message from
The Executive Director for Teaching, Learning, and
Technology”
One of the purposes of education is
to provide children with the skills and knowledge needed to
function capably as adults.
With the world changing rapidly, the abilities acquired in
schools today need to be reassessed,
as do the ways in which students are expected to learn ...
And when the curriculum changes,
ways in which the curriculum is delivered must change
correspondingly. --
The Mission of Hampton County School District 2 is to prepare students to be successful, healthy
and responsible citizens by providing challenging educational experiences
in a safe and positive environment.
Toward the Year 2000.
Saskatchewan Education, 1985, p.6.
As we embrace 21st century teaching and learning skills, it is important for teachers and parents to help students demonstrate the new Three R’s: Rigor, Relevance
and Relationships. When you take a deep look at the phrase “challenging education experience” from our mission statement, the word rigor is implied. But what is rigor
really? Rigor involves helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.
While the new Three R’s are not the only components of the 21 st century teaching and learning framework, it certainly marks the beginning of something new for
Hampton County School District 2. To this end, HCSD 2 is determined to develop and sustain a culture that is built on a non-negotiable commitment of getting results
based on 21st century teaching and learning skills, high expectations for college and career readiness and preparing students to compete in any globalized economy. This
new mindset has to permeate itself throughout our learning community.
We were off and running when the question was posed, what do our students need to know and be able to do in Hampton 2? This question, as simple as it may
be, was quite complex and required an answer that we could not all articulate. We stopped, thought and reflected on crafting our considerations that impacted student
achievement. In developing our common language, we adopted that curriculum is a system for managing and facilitating student achievement and learning based upon
consensus –driven content and performance standards. So our journey begins, rooted and grounded in the question that laid the purpose for our work. It was there that
the professional learning community of Hampton County School District 2 deposited a vast amount of time and energy ensuring that teaching and learning is maximized
through a guaranteed and viable curriculum
Through our work, we understand that it is at the curriculum level that we can ensure the following:




Student learning takes top priority;
The “written curriculum” is analyzed and correlated with state and district standards (Common Core State Standards (CCSS));
The “written curriculum” adequately addresses important 21st century skills (e.g., College and Career Readiness Skills and Mathematical Practice Skills from the CCSS); and
The “taught curriculum” is analyzed and monitored to ensure that it correlates with the “written curriculum”.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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Opening
Work
Session
Closing
•
•
•
Instruction is defined as teachers designing and implementing teaching – learning tasks and activities to ensure that all
students achieve proficiency relevant to the South Carolina Academic Standards and/or the Common Core State Standards. Never
before has the connection between curriculum, instruction and assessment been so important as we prepare to implement the
Common Core State Standards.
An instructional framework provides a common language developed from accepted best practices in classroom instruction
that ensures a consistent approach to quality classroom instruction and assessment. The instructional framework allows teachers to
sequence the lesson or their instruction in a logical and predictable manner referencing standards throughout.
It also provides opportunities for:
 Students to learn by doing and engaging in performance tasks;
Students to improve their levels of performance with practice, guidance, support, revision and feedback;
Teachers to support individual and small groups of students learning through differentiation; and
Teachers to review, share findings, answer the Essential Question and/or assess student learning.
Our curriculum will be a living and working document that is updated annually to maintain its fidelity of implementation as we continue to enhance teaching and
learning in Hampton County School District 2. With this in mind, I promise to be a STAR curriculum level leader that is committed to:




Service: I will be passionately committed to serving our school system, school faculty, staff, parents, stakeholders and most importantly our students, and I will
embrace the mission, vision and beliefs of Hampton County School District its exceptional leaders.
Teamwork: I will cultivate distributive and shared leadership and a collaborative culture to mobilize the caring power of our learning community.
Accountability: I will adhere to the highest standards of professional leadership and responsible stewardship of resources.
Results: I will work tirelessly to obtain the highest level of student achievement, personal and organizational performance focused on getting results.
Finally, I want to especially thank Dr. Mildred Brown, Curriculum Consultant, for her leadership and guidance in facilitating and structuring the development of our new
curriculum framework.
Yours in Service,
Martin L. Wright, Ed.S.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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RATIONALE
The development of a district-wide curriculum in core-tested subject areas must be a priority in the process of developing a standards-driven
curriculum in all areas. A curriculum that is standards driven and paced for complete content coverage is the foundation that assures equal
access to all tested standards in each applicable course. Without the focus of district-wide curricula in the core areas, efforts to improve will be
hampered by “hit-and-miss” approaches and the selection of appropriate materials is, at best, a toss up. Additionally, mechanisms used to
monitor implementation of the standards are virtually impossible to effectively manage without the necessary curriculum foundations in place.
Finally, at the school level, teachers can only be held accountable for what can be monitored effectively. More specifically, a core curriculum is a
“must” to facilitate improved student learning and to hold all stakeholders accountable.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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INTRODUCTION
Hampton County School District 2 Curriculum Frameworks provide a research-based structure for teaching the South Carolina Academic
Standards/Common Core State Standards in English/Language Arts, Mathematics, Science, and Social Studies. Based on the premise that an
effective instructional program is balanced, comprehensive, and evolving, this framework is designed to assist teachers and instructional leaders in
improving student achievement through implementation of the South Carolina Academic Standards/Common Core State Standards.
The academic standards/Common Core State Standards indicate what students should know and be able to do at each grade level and in each
subject area. Each framework contains a copy of the academic standards/Common Core State Standards, a course description, standards-inaction “benchmark schedule”/curriculum map (year-at-a-glance), and a foundation document. Included in the appendices are additional
resources and documentaries that have proven to be essential for effective day-to-day instruction.
It is hoped that these tools will aid teachers in planning instruction that will ultimately maximize student learning. Teachers are encouraged to
accept this framework as a “living” document that will continue to be revised, edited, and updated as new standards are developed or as subject
areas go through the cyclical review process.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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DESCRIPTION OF DOCUMENTS
South Carolina Academic Standards (SCAS): A set of South Carolina crafted standards that define the knowledge and skills all students
should know and be able to do. They are clear, complete, comprehensive and serve as the basis for objective and reliable statewide assessments.
They provide the foundation for the development of curricula at the district level and are crafted for each subject at every grade level.
Common Core State Standards (CCSS): A set of standards, adopted by the South Carolina State Board of Education in 2010, so that learning
in South Carolina can be as uniform as learning across the country. These standards, currently crafted for English/Language Arts and
Mathematics only, describe the knowledge and skills that students will need when they graduate from high school whether their choice of college
or career. They, like the South Carolina Academic Standards, define the knowledge and skills students should have to succeed in high school, in
addition to those needed to succeed in entry-level, credit-bearing, academic college courses, and in workforce training programs.
Standards-in-Action “Benchmark” Schedule/Curriculum Map (Year-at-a-Glance): A schedule of planned assessments based on the
standards taught and learned within each nine weeks or semester.
Foundation Document: A compilation of academc standards, resources/materials, best practices, and assessments from which teachers can
produce rigorous, standards-driven, highly motivating, productive lessons.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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PACING GUIDE OVERVIEW
Unlike skills in other subject areas, the South Carolina Academic Standards/Common Core State Standards cannot be isolated and checked off as
completed. Instead, they are designed to be grouped in different ways and addressed multiple times throughout the year.
Additionally, the standards cannot easily be assigned particular dates on a yearly calendar so that R1.1, for example, will be addressed on
particular days and so on. Given the “target standards” for each benchmark, teachers have the liberty to choose appropriate resources and best
practices through which to teach the standards. These choices give teachers flexibility with the number of days to spend on each standard.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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CURRICULUM FRAMEWORK
Science
(3rd Grade)
Hampton County School District 2 Curriculum Frameworks 2013-2014
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SCIENCE
(3RD Grade)
Course Description
Science in grade three focuses on students’ conducting investigations in which they collect and analyze data and communicate their findings.
Learning to observe and analyze through hands-on experiments, students gain new insights into how scientists understand our world. Third-grade
students explore the life, earth, and physical sciences within the framework of the following topics: “Habitats and Adaptations” (physical and
behavioral adaptations); “Earth’s Materials and Changes” (rocks, soil, water, fossils); “Heat and Changes in Matter” (sources of heat, solids,
liquids, gases); and “Motion and Sound” (position, effects of force, vibrations, and pitch).
The science standards for grade three provide for a rich variety of learning experiences, materials, and instructional strategies to accommodate a
broad range of students’ individual differences. Students are actively engaged in their learning by observing, interacting with materials and with
people, and asking questions as they examine new concepts and expand their understanding.
The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the
respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed
cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a
knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade
twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SCIENCE
Third Grade
INDICATOR
3-1
3-1.1
3-1.2
3-1.3
3-1.4
3-1.5
3-1.6
3-1.7
3-1.8
3-2
3-2.1
3-2.2
3-2.3
3-2.4
3-2.5
3-3
3-3.1
3-3.2
3-3.3
3-3.4
3-3.5
3-3.6
3-3.7
3-3.8
3-4
3-4.1
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF SCIENTIFIC INQUIRY, INCLUDING THE PROCESSES, SKILLS, AND MATHEMATICAL THINKING
NECESSARY TO CONDUCT A SIMPLE SCIENTIFIC INVESTIGATION.
Classify objects by two of their properties (attributes).
Classify objects or events in sequential order.
Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation.
Predict the outcome of a simple investigation and compare the result with the prediction.
Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when
gathering specific data.
Infer meaning from data communicated in graphs, tables, and diagrams.
Explain why similar investigations might produce different results.
Use appropriate safety procedures when conducting investigations.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE STRUCTURES, CHARACTERISTICS, AND ADAPTATIONS OF ORGANISMS THAT ALLOW THEM TO
FUNCTION AND SURVIVE WITHIN THEIR HABITATS. (LIFE SCIENCE)
Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and
seed dispersal, color, and response to light for plants).
Recall the characteristics of an organism’s habitat that allow the organism to survive there.
Explain how changes in the habitats of plants and animals affect their survival.
Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers).
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF EARTH’S COMPOSITION AND THE CHANGES THAT OCCUR TO THE FEATURES OF EARTH’S SURFACE.
(EARTH SCIENCE)
Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties.
Identify common minerals on the basis of their properties by using a minerals identification key.
Recognize types of fossils (including molds, casts, and preserved parts of plants and animals).
Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.
Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.
Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants.
Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides,
volcanic eruptions, floods, and earthquakes).
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CHANGES IN MATTER THAT ARE CAUSED BY HEAT.
Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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INDICATOR
3-4.2
3-4.3
3-4.4
3-5
3-5.1
3-5.2
3-5.3
3-5.4
3-5.5
3-5.6
3-5.7
3-5.8
STANDARD
Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating).
Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).
Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity).
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW MOTION AND SOUND ARE AFFECTED BY A PUSH OR PULL ON AN OBJECT AND THE
VIBRATION OF AN OBJECT. (PHYSICAL SCIENCE)
Identify the position of an object relative to a reference point by using position terms such as “above,” “below,” “inside of,” “underneath,” or “on top of” and a distance scale or
measurement.
Compare the motion of common objects in terms of speed and direction.
Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object.
Explain the relationship between the motion of an object and the pull of gravity.
Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another.
Compare the pitch and volume of different sounds.
Recognize ways to change the volume of sounds.
Explain how the vibration of an object affects pitch.
Hampton County School District 2 Curriculum Frameworks 2013-2014
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Standards-in-Action Curriculum Map
SCIENCE
Third Grade
1st Nine Weeks
Inquiry Skills
2nd Nine Weeks
Inquiry Skills
3rd Nine Weeks
Inquiry Skills
4th Nine Weeks
Inquiry Skills
Standard 3-1:
Standard 3-1:
Standard 3-1:
Standard 3-1:
The student will demonstrate an
understanding of scientific inquiry, including
the processes, skills, and mathematical
thinking necessary to conduct a simple
scientific investigation.
The student will demonstrate an understanding
of scientific inquiry, including the processes,
skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
The student will demonstrate an understanding
of scientific inquiry, including the processes,
skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
The student will demonstrate an understanding of
scientific inquiry, including the processes, skills,
and mathematical thinking necessary to conduct a
simple scientific investigation.
Indicators:
3-1.1:
Classify objects by two of their properties
(attributes).
3-1.2:
Classify objects or events in sequential order.
3-1.3:
Generate questions such as “what if?” or
“how?” about objects, organisms, and events
in the environment and use those questions to
conduct a simple scientific investigation.
3-1.4:
Predict the outcome of a simple investigation
and compare the results with the prediction.
Indicators:
3-1.5:
Use tools (including beakers, meter tapes and
sticks, forceps/tweezers, tuning forks, graduated
cylinders, and graduated syringes) safely,
accurately, and appropriately when gathering
specific data.
3-1.6:
Infer meaning from data communicated in
graphs, tables, and diagrams.
3-1.7:
Explain why similar investigations might produce
different results.
3-1.8:
Use appropriate safety procedures when
conducting investigations.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Indicators:
3-1.1:
Classify objects by two of their properties
(attributes).
3-1.2:
Classify objects or events in sequential order.
3-1.6:
Infer meaning from data communicated in
graphs, tables, and diagrams.
3-1.7:
Explain why similar investigations might
produce different results.
Indicators:
3-1.5:
Use tools (including beakers, meter tapes and
sticks, forceps/ tweezers, tuning forks, graduated
cylinders, and graduated syringes) safely,
accurately, and
appropriately when gathering
specific data.
3-1.6:
Infer meaning from data communicated in graphs,
tables, and diagrams.
3-1.6:
Infer meaning from data communicated in graphs,
tables, and diagrams.
3-1.7:
Explain why similar investigations might produce
different results.
Page 18
1st Nine Weeks
(Life Science)
Habitats and Adaptations
Standard 3-2:
The student will demonstrate an
understanding of the structures,
characteristics, and adaptations of organisms
that allow them to function and survive within
their habitats.
Standard 3-3:
Indicators:
3-2.1
Illustrate the life cycles of seed plants and
various animals and summarize how they grow
and are adapted to conditions within their
habitats.
Indicators:
3-3.1
Classify rocks (including sedimentary, igneous,
and metamorphic) and soils (including humus,
clay, sand, and silt) on the basis of their
properties.
3-2.2
3-3.2
Identify common minerals on the basis of their
properties by using a minerals identification key.
3-4.2
Explain how water and other substances change
from one state to another (including melting,
freezing, condensing, boiling, and evaporating).
3-3.3
Recognize types of fossils (including molds,
casts, and preserved parts of plants and
animals).
3-4.3
Explain how heat moves easily from one object
to another through direct contact in some
materials (called conductors) and not so easily
through other materials (called insulators).
Explain how physical and behavioral
adaptations allow organisms to survive
(including hibernation, defense, locomotion,
movement, food obtainment, and camouflage
for animals and seed dispersal, color, and
response to light for plants).
2nd Nine Weeks
(Earth Science)
Earth’s Materials and Changes
The student will demonstrate an understanding
of Earth’s composition and the changes that
occur to the features of Earth’s surface.
3-2.3
Recall the characteristics of an organism’s
habitat that allow the organism to survive
there.
3-2.4
Explain how changes in the habitats of plants
and animals affect their survival.
3-2.5
Summarize the organization of simple food
chains (including the roles of producers,
3-3.4
Infer ideas about Earth’s early environments
from fossils of plants and animals that lived long
ago
3-3.5
Illustrate Earth’s saltwater and freshwater
features (including oceans, seas, rivers, lakes,
ponds, streams, and glaciers).
3-3.6
Illustrate Earth’s land features (including
volcanoes, mountains, valleys, canyons, caverns,
and islands) by using models,
Hampton County School District 2 Curriculum Frameworks 2013-2014
3rd Nine Weeks
(Physical Science)
Heat and Changes in Matter
Standard 3-4: The student will demonstrate
an understanding of the changes in matter that
are caused by heat.
Indicators:
3-4.1
Classify different forms of matter (including
solids, liquids, and gases) according to their
observable and measurable properties.
3-4.4
Identify sources of heat and exemplify ways
that heat can be produced (including rubbing,
burning, and using electricity).
4th Nine Weeks
(P
Physical Science)
Motion and Sound
Standard 3-5:
The student will demonstrate an understanding of
how motion and sound are affected by a push or
pull on an object and the vibration of an object.
Indicators:
3-5.1
Identify the position of an object relative to a
reference point by using position terms such as
“above,” “below,” “inside of,” “underneath,” or “on
top of” and a distance scale or measurement.
3-5.2
Compare the motion of common objects in terms
of speed and direction.
3-5.3
Explain how the motion of an object is affected by
the strength of a push or pull and the mass of the
object.
3-5.4
Explain the relationship between the motion of an
object and the pull of gravity.
3-5.5
Recall that vibrating objects produce sound and
that vibrations can be transferred from one
material to another.
3-5.6
Compare the pitch and volume of different
sounds.
Page 19
1st Nine Weeks
consumers, and decomposers).
2nd Nine Weeks
pictures, diagrams, and maps.
3rd Nine Weeks
3-5.7
Recognize ways to change the volume of sounds.
3-3.7
Exemplify Earth materials that are used as fuel,
as a resource for building materials, and as a
medium for growing plants.
3-3.8
Illustrate changes in Earth’s surface that are due
to slow processes (including weathering,
erosion, and deposition) and changes that are
due to rapid processes (including landslides,
volcanic eruptions, floods, and earthquakes).
Students will:
Research and create a brochure about an
animal of your choice.
Brochure must include but not limited to the
following:
o Detailed description of its habitat and
how change affects it
o Life cycle
o Adaptations needed for survival
o Other interested facts (Did You know
section)
Students will:
Write a narrative about becoming and being a
fossil.
 Pretend that it’s an interview between
animal and human.
 Explain what happened to the rest of
your family.
Hampton County School District 2 Curriculum Frameworks 2013-2014
4th Nine Weeks
3-5.8
Explain how the vibration of an object affects pitch.
Students will:
 Conduct a research on the difference
between insulators and conductor.
 Define conductor and insulators
 Explain how heat moves through each
of them
 Cite examples of each in the real world
Students will:
Conduct a research on how sounds are made from
vibrations.
 Explain the difference between high pitch
sound and low pitch sound.
 Research different ways to make high pitch
sounds and low pitch sounds.
Page 20
FOUNDATION DOCUMENT
Science
Third Grade
SC Academic Standards
3-1.1
Classify objects by two of their properties
(attributes).
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
3-1.2
Classify objects or events in sequential order.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Hampton County School District 2 Curriculum Frameworks 2013-2014
www.teachertube.com
McMillian textbooks (mhschools.com)
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
STC Kits- Rocks & Minerals
STC Kits- Sound
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://maisk6scienceinquiry.org/lessonexamplemodels.h
tm
http://www.s2martcenter.org/s
3curriculum
www.teachertube.com
McMillian textbooks (mhschools.com)
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
STC Kits- Rocks & Minerals
STC Kits- Sound
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
maisk6scienceinquiry.org/lessonexamplemodels.h
tm
www.s2martcenter.org/s3curriculum
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
8. Making personal connections- drawing
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
Embed inquiry
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
11. Using academic language
12. Tasks according to student’s ZPD
13. Games
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
7. student responses
Page 21
SC Academic Standards
3-1.3
Generate questions such as "what if?" or "how?"
about objects, organisms, and events in the
environment and use those questions to conduct
a simple scientific investigation.
3-1.4
Predict the outcome of a simple investigation and
compare the result with the prediction.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
www.teachertube.com
McMillian textbooks (mhschools.com)
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
5. STC Kits- Rocks & Minerals
6. STC Kits- Sound
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://maisk6scienceinquiry.org/lessonexamplemodels.h
tm
12. http://www.s2martcenter.org/s
3curriculum
1. www.teachertube.com
2. McMillian textbooks (mhschools.com)
3. http://streaming.discoveryeducation.com/
4. http://scde.mrooms.org/index.php?page=1
4481
5. STC Kits- Rocks & Minerals
6. STC Kits- Sound
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://maisk6scienceinquiry.org/lessonexamplemodels.h
tm
12. http://www.s2martcenter.org/
s3curriculum
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Setting high expectations
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
12. Using academic language
13. Tasks according to student’s ZPD
14. Games
1. Benchmarks
2. Student response sheet
3. Student response to
partner talk
4. Graphic Organizers
5. Teacher observation of
student responses
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
11. Using academic language
12. Tasks according to student’s ZPD
13. Games
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 22
SC Academic Standards
3-1.5
3-1.6
Use tools (including beakers, meter tapes and
sticks, forceps/tweezers, tuning forks, graduated
cylinders,
and graduated syringes) safely, accurately, and
appropriately when gathering specific data.
Infer meaning from data communicated in
graphs, tables, and diagrams.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. http://www.jumpstart.com/common/makeyour-thermometer
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. STC Kits- Rocks & Minerals
7. STC Kits- Sound
8. PACT Coach
9. www.softschools.com
10. http://beyondpenguins.ehe.osu.edu/
11. www.google.com
12. http://maisk6scienceinquiry.org/lessonexamplemodels.h
tm
13. http://www.s2martcenter.org/s 3curriculum
1. http://www.tv411.org/reading/understa
nding-what-you-read/reading-chartsand-graphs/activity/1/1
2. http://www.shodor.org/interactivate/les
sons/BarGraphLesson/
3. http://www.s2martcenter.org/s3curricul
um
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Embed inquiry skills
Hands on materials
Hands on activities
across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
15. Using academic language
16. Tasks according to student’s ZPD
17. Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 23
SC Academic Standards
Resources
3-1.7
Explain why similar investigations might produce
different results.
1. www.teachertube.com
2. McMillian textbooks (mhschools.com)
3. http://streaming.discoveryeducation.co
m/
4. http://scde.mrooms.org/index.php?pag
e=14481
5. STC Kits- Rocks & Minerals
6. STC Kits- Sound
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3curricul
um
3-1.8
Use appropriate safety procedures when
conducting investigations.
1. www.teachertube.com
2. McMillian textbooks (mhschools.com)
3. http://streaming.discoveryeducation.co
m/
4. http://scde.mrooms.org/index.php?pag
e=14481
5. STC Kits- Rocks & Minerals
6. STC Kits- Sound
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3curricul
um
Hampton County School District 2 Curriculum Frameworks 2013-2014
Best Practices
1. activities- integrated lessons- learning across
the curriculum
2. Making personal connections- drawing
3. Centers
4. Get comfortable
5. Encouraging imagination
6. Setting high expectations
7. Meaningful tasks
8. Real world applications
9. Moving from concrete to abstract
10. Asking higher order thinking skills questions
11. Providing & receiving meaningful-specific
feedback
12. Using academic language
13. Tasks according to student’s ZPD
14. Games
1. Embed inquiry skills
2. Hands on materials
3. Hands on activities
4. Leveled texts
5. Cooperative learning
6. Paired activities
7. Cross curricular activities- integrated lessonslearning across the curriculum
8. Making personal connections- drawing
9. Centers
10. Get comfortable
11. Encouraging imagination
12. Setting high expectations
13. Real world applications
14. Moving from concrete to abstract
15. Asking higher order thinking skills questions
16. Providing & receiving meaningful-specific
feedback
17. Using academic language
18. Tasks according to student’s ZPD
19. Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 24
SC Academic Standards
3-2.1
3-2.2
Illustrate the life cycles of seed plants and various
animals and summarize how they grow and are
adapted to conditions within their habitats.
Explain how physical and behavioral adaptations
allow organisms to survive (including hibernation,
defense, locomotion, movement, food
obtainment, and camouflage for animals and seed
dispersal, color,
and response to light for plants).
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. http://www.proflowers.com/guide/interactiv
e-plant-biology-kids-guide-life-cycle-flower
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. STC Kits- Rocks & Minerals
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3curriculum
1. http://teachersites.schoolworld.com/webpa
ges/Hultenius/science.cfm?subpage=12110
82
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. PACT Coach
7. www.softschools.com
8. http://beyondpenguins.ehe.osu.edu/
9. www.google.com
10. http://www.s2martcenter.org/
3curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Embed inquiry skills
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 25
SC Academic Standards
3-2.3
Recall the characteristics of an organism's habitat
that allow the organism to survive there.
Resources
1. http://teachersites.schoolworld.com/webpa
ges/Hultenius/science.cfm?subpage=12110
82
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. PACT Coach
7. www.softschools.com
8. http://beyondpenguins.ehe.osu.edu/
9. www.google.com
10. http://www.s2martcenter.org/s
3curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 26
SC Academic Standards
3-2.4
Explain how changes in the habitats of plants and
animals affect their survival.
Resources
1. http://teachersites.schoolworld.com/webpa
ges/Hultenius/science.cfm?subpage=12110
82
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. PACT Coach
7. www.softschools.com
8. http://beyondpenguins.ehe.osu.edu/
9. www.google.com
10. http://www.s2martcenter.org/s
3curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 27
SC Academic Standards
3-2.5
Summarize the organization of simple food chains
(including the roles of producers, consumers, and
decomposers).
Resources
1. http://www.ecokids.ca/pub/eco_info/topics/
frogs/chain_reaction/play_chainreaction.cf
m
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. PACT Coach
7. www.softschools.com
8. http://beyondpenguins.ehe.osu.edu/
9. www.google.com
10. http://www.s2martcenter.org/s 3curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 28
SC Academic Standards
3-3.1
Classify rocks (including sedimentary, igneous,
and metamorphic) and soils (including humus,
clay, sand,
and silt) on the basis of their properties.
Resources
1. http://www.kidsloverocks.com/html/types_
of_rocks.html
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. STC Kits- Rocks & Minerals
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3
curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 29
SC Academic Standards
3-3.2
Identify common minerals on the basis of their
properties by using a minerals identification key.
Resources
1. http://www.learning2eschool.com/high/scie
nce/labs/4352%20%20EarthSpace%20Science%202nd%20Se
mester/3.5.4%20Lab%20Classifying%20Ro
cks%20Using%20a%20Key.pdf
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. STC Kits- Rocks & Minerals
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3 curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated
lessons- learning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills
questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 30
SC Academic Standards
3-3.3
Recognize types of fossils (including molds, casts,
and preserved parts of plants and animals).
Resources
1. http://www.rocksforkids.com/R&M/fossils.ht
m
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. STC Kits- Rocks & Minerals
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3 curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1.
2.
3.
4.
Benchmarks
Student response sheet
Student D-L-C
Student response to
partner talk
5. Graphic Organizers
6. Teacher observation of
student responses
Page 31
SC Academic Standards
3-3.4
Infer ideas about Earth's early environments from
fossils of plants and animals that lived long ago.
3-3.5
Illustrate Earth’s saltwater and freshwater
features (including oceans, seas, rivers, lakes,
ponds, streams, and glaciers).
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. http://www.rocksforkids.com/R&M/fossils.ht
m
2. www.teachertube.com
3. McMillian textbooks (mhschools.com)
4. http://streaming.discoveryeducation.com/
5. http://scde.mrooms.org/index.php?page=1
4481
6. STC Kits- Rocks & Minerals
7. PACT Coach
8. www.softschools.com
9. http://beyondpenguins.ehe.osu.edu/
10. www.google.com
11. http://www.s2martcenter.org/s3 curriculum
1. www.teachertube.com
2. McMillian textbooks (mhschools.com)
3. http://streaming.discoveryeducation.com/
4. http://scde.mrooms.org/index.php?page=1
4481
5. PACT Coach
6. www.softschools.com
7. http://beyondpenguins.ehe.osu.edu/
8. www.google.com
9. http://www.s2martcenter.org/s 3curriculum
Best Practices
1.
2.
3.
4.
5.
Assessments
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
1.
2.
3.
4.
5.
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Page 32
SC Academic Standards
3-3.6
Illustrate Earth’s land features (including
volcanoes, mountains, valleys, canyons, caverns,
and islands) by using models, pictures, diagrams,
and maps.
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
3-3.7
Exemplify Earth materials that are used as fuel,
as a resource for building materials, and as a
medium for growing plants.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Best Practices
www.teachertube.com
McMillian textbooks (mhschools.com)
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://www.s2martcenter.org/s3 curriculum
1.
2.
3.
4.
5.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
www.teachertube.com
McMillian textbooks
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://www.s2martcenter.org/s3 curriculum
1.
2.
3.
4.
5.
6.
7.
8.
9.
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific feedback
Using academic language
Assessments
1. Benchmarks
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner
6. Graphic Organizers
7. Teacher
observation of
student responses
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
Page 33
SC Academic Standards
3-3.8
3-4.1
Illustrate changes in Earth’s surface that are due
to slow processes (including weathering, erosion,
and deposition) and changes that are due to rapid
processes (including landslides, volcanic
eruptions, floods, and earthquakes).
Classify different forms of matter (including
solids, liquids, and gases) according to their
observable and measurable properties.
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hampton County School District 2 Curriculum Frameworks 2013-2014
www.teachertube.com
McMillian textbooks
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
STC Kits- Rocks & Minerals
STC Kits- Sound
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://www.s2martcenter.org/s 3curriculum
http://teachersites.schoolworld.com/webpa
ges/Hultenius/science.cfm?subpage=12110
82
McMillian textbooks
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://www.s2martcenter.org/s3 curriculum
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
1. Benchmarks
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
1.
2.
3.
4.
5.
6.
7.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
1. Benchmarks
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
Page 34
SC Academic Standards
3-4.2
Explain how water and other substances change
from one state to another (including melting,
freezing, condensing, boiling, and evaporating).
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
3-4.3
Explain how heat moves easily from one object to
another through direct contact in some materials
(called conductors) and not so easily through
other materials (called insulators).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Hampton County School District 2 Curriculum Frameworks 2013-2014
www.teachertube.com
McMillian textbooks (mhschool.com)
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://www.chem4kids.com/files/matter_ch
anges.html
http://www.s2martcenter.org/s3 curriculum
www.aquariumofpacific.org/downloads.ed_
1ssIceCream.pdf
www.teachertube.com
McMillian textbooks (mhschools.com)
http://streaming.discoveryeducation.com/
http://scde.mrooms.org/index.php?page=1
4481
PACT Coach
www.softschools.com
http://beyondpenguins.ehe.osu.edu/
www.google.com
http://maisk6scienceinquiry.org/lessonexamplemodels.h
tm
http://www.s2martcenter.org/s3 curriculum
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific feedback
Using academic language
1. Benchmarks for
report cards
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
1.
2.
3.
4.
5.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
1. Benchmarks for
report cards
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
Page 35
SC Academic Standards
3-4.4
Identify sources of heat and exemplify ways that
heat can be produced (including rubbing, burning,
and using electricity).
3-5.1
Identify the position of an object relative to a
reference point by using position terms such as
“above,” “below,” “inside of,” “underneath,” or
“on top of” and a distance scale or measurement.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/s3curricul
um
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/s3curricul
um
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
1. Benchmarks for
report cards
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
1.
2.
3.
4.
5.
Science projects
Read alouds
Activities & Homework Assignments
Graphic Organizers
Writing Prompts
1. Benchmarks for
report cards
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
Page 36
SC Academic Standards
3-5.2
3-5.3
Compare the motion of common objects in terms
of speed and direction.
Explain how the motion of an object is affected by
the strength of a push or pull and the mass of the
object.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/
s3curriculum
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk-6scienceinquiry.org/lesson
examplemodels.htm
9. http://www.s2martcenter.org/
s3curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific feedback
Using academic language
Tasks according to student’s ZPD
Games
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1. Benchmarks for
report cards
2. Rubrics
3. Student response
sheet
4. Student D-L-C
5. Student response
to partner talk
6. Graphic Organizers
7. Teacher
observation of
student responses
1. Benchmarks for
report cards
Rubric
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
Page 37
SC Academic Standards
3-5.4
3-5.5
Explain the relationship between the motion of an
object and the pull of gravity.
Recall that vibrating objects produce sound and
that vibrations can be transferred from one
material to another.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/
s3curriculum
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/
s3curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Setting high expectations
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific
feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
Page 38
SC Academic Standards
3-5.6
3-5.7
Compare the pitch and volume of different
sounds.
Recognize ways to change the volume of sounds
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. http://www.jumpstart.com/common/musica
l-bottles
2. McMillian textbooks (mhschools.com)
3. http://streaming.discoveryeducation.com/
4. http://scde.mrooms.org/index.php?page=1
4481
5. PACT Coach
6. www.softschools.com
7. http://beyondpenguins.ehe.osu.edu/
8. www.google.com
9. http://maisk6scienceinquiry.org/lessonexamplemodels.h
tm
10. http://www.s2martcenter.org/s3 curriculum
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/s3
curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Meaningful tasks
Real world applications
Using academic language
Tasks according to student’s ZPD
Games
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Encouraging imagination
Setting high expectations
Providing & receiving meaningful-specific feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
Page 39
SC Academic Standards
3-5.8
Explain how the vibration of an object affects
pitch.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1. McMillian textbooks (mhschools.com)
2. http://streaming.discoveryeducation.co
m/
3. http://scde.mrooms.org/index.php?pag
e=14481
4. PACT Coach
5. www.softschools.com
6. http://beyondpenguins.ehe.osu.edu/
7. www.google.com
8. http://maisk6scienceinquiry.org/lessonexamplemod
els.htm
9. http://www.s2martcenter.org/s3
curriculum
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Embed inquiry skills
Hands on materials
Hands on activities
Leveled texts
Cooperative learning
Paired activities
Cross curricular activities- integrated lessonslearning across the curriculum
Making personal connections- drawing
Centers
Get comfortable
Encouraging imagination
Setting high expectations
Meaningful tasks
Real world applications
Moving from concrete to abstract
Asking higher order thinking skills questions
Providing & receiving meaningful-specific feedback
Using academic language
Tasks according to student’s ZPD
Games
Assessments
1. Benchmarks
2. Student response
sheet
3. Student D-L-C
4. Student response
to partner talk
5. Graphic Organizers
6. Teacher
observation of
student responses
Page 40
CURRICULUM FRAMEWORK
Science
(4th Grade)
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 41
SCIENCE
(4TH Grade)
Course Description
Science in grade four focuses on providing students with the opportunity to learn age-appropriate concepts and skills in the life, earth, and
physical sciences and to acquire scientific attitudes and habits of mind. The students’ study of science includes observing, measuring, recording,
questioning, analyzing, identifying, and drawing conclusions. Through their explorations, students develop an understanding of and an ability to
apply the components of the scientific method. Specifically, fourth graders explore the sciences within the framework of the following topics:
“Organisms and Their Environments” (patterns of behavior and changes in the environment); “Astronomy” (Earth, Sun, Moon and planets);
“Weather” (water cycle, clouds, and severe weather); and “Properties of Light and Electricity” (reflection, refraction, and series and parallel
circuits).
The science standards for grade four provide richness and a wide variety of learning experiences, materials, and instructional strategies to
accommodate a broad range of student’s individual differences. Students are actively engaged in their learning by observing, interacting with
materials and with people, and asking questions as they explore new concepts and expand their understanding.
The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the
respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed
cumulatively.
Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a knowledge of the
use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided
in the appendix section, which teachers are urged to print out and keep as a ready reference.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 42
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SCIENCE
4th Grade
INDICATOR
4-1
4-1.1
4-1.2
4-1.3
4-1.4
4-1.5
4-1.6
4-1.7
4-2
4-2.1
4-2.2
4-2.3
4-2.4
4-2.5
4-2.6
4-3
4-3.1
4-3.2
4-3.3
4-3.4
4-3.5
4-3.6
4-3.7
4-3.8
4-4
4-4.1
4-4.2
STANDARD
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF SCIENTIFIC INQUIRY, INCLUDING THE PROCESSES, SKILLS, AND MATHEMATICAL THINKING
NECESSARY TO CONDUCT A SIMPLE SCIENTIFIC INVESTIGATION.
Classify observations as either quantitative or qualitative.
Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations.
Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a
process that tests one manipulated variable at a time, and results that are communicated and explained).
Distinguish among observations, predictions, and inferences.
Recognize the correct placement of variables on a line graph.
Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations.
Use appropriate safety procedures when conducting investigations.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CHARACTERISTICS AND PATTERNS OF BEHAVIOR THAT ALLOW ORGANISMS TO SURVIVE IN THEIR
OWN DISTINCT ENVIRONMENTS. (LIFE SCIENCE)
Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates)
according to their physical characteristics.
Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in
each.
Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals.
Distinguish between the characteristics of an organism that are inherited and those that are acquired over time.
Explain how an organism’s patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources,
and the physical characteristics of the environment).
Explain how organisms cause changes in their environment.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES, MOVEMENTS, AND LOCATIONS OF OBJECTS IN THE SOLAR SYSTEM. (EARTH SCIENCE)
Recall that Earth is one of many planets in the solar system that orbit the Sun.
Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.
Explain how the Sun affects Earth.
Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
Explain how the rotation of Earth results in day and night.
Illustrate the phases of the Moon and the Moon’s effect on ocean tides.
Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky.
Recognize the purpose of telescopes.
The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)
Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff).
Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 43
INDICATOR
4-4.3
4-4.4
4-4.5
4-4.6
4-5
4-5.1
4-5.2
4-5.3
4-5.4
4-5.5
4-5.6
4-5.7
4-5.8
4-5.9
4-5.10
STANDARD
Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns.
Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns.
Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and
instruments.
Predict weather from data collected through observation and measurements.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES OF LIGHT AND ELECTRICITY. (PHYSICAL SCIENCE)
Summarize the basic properties of light (including brightness and colors).
Illustrate the fact that light, as a form of energy, is made up of many different colors.
Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction, and absorption).
Compare how light behaves when it strikes transparent, translucent, and opaque materials.
Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound).
Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb).
Illustrate the path of electric current in series and parallel circuits.
Classify materials as either conductors or insulators of electricity.
Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength).
Summarize the factors that affect the strength of an electromagnet.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 44
Standards-in-Action Curriculum Map
SCIENCE
Fourth Grade
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Inquiry Skills
Inquiry Skills
Inquiry Skills
Inquiry Skills
Standard 4-1: The student will demonstrate
an understanding of scientific inquiry, including
the processes, skills, and mathematical thinking
necessary to conduct a simple scientific
investigation.
Indicators:
Standard 4-1: The student will demonstrate
an understanding of scientific inquiry, including
the processes, skills, and mathematical thinking
necessary to conduct a simple scientific
investigation.
Indicators:
Standard 4-1: The student will demonstrate an
understanding of scientific inquiry, including the
processes, skills, and mathematical thinking
necessary to conduct a simple scientific
investigation.
Indicators:
Standard 4-1: The student will demonstrate an
understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary
to conduct a simple scientific investigation.
4-1.1
Classify observations as either quantitative or
qualitative.
4-1.2
Use appropriate instruments and tools (including
a compass, an anemometer, mirrors, and a
prism) safely and accurately when conducting
simple investigations.
4-1.4
Distinguish among observations, predictions,
and inferences.
4-1.7
Use appropriate safety procedures when
conducting investigations.
4-1.5
Recognize the correct placement of variables on
a line graph.
4-1.1
Classify observations as either quantitative or
qualitative.
4-1.2
Use appropriate instruments and tools (including
a compass, an anemometer, mirrors, and a
prism) safely and accurately when conducting
simple investigations.
4-1.4
Distinguish among observations, predictions, and
inferences.
4-1.7
Use appropriate safety procedures when
conducting investigations.
4-1.5
Recognize the correct placement of variables on a line
graph.
4-1.6
Construct and interpret diagrams, tables, and
graphs made from recorded measurements and
observations.
4-1.3
Summarize the characteristics of a simple
scientific investigation that represent a fair test
(including a question that identifies the
problem, a prediction that indicates a possible
outcome, a process that tests one manipulated
variable at a time, and results that are
communicated and explained).
Indicators:
4-1.6
Construct and interpret diagrams, tables, and graphs
made from recorded measurements and observations.
4-1.3
Summarize the characteristics of a simple scientific
investigation that represent a fair test (including a
question that identifies the problem, a prediction that
indicates a possible outcome, a process that tests one
manipulated variable at a time, and results that are
communicated and explained).
4-5.1
Summarize the basic properties of light (including
brightness and colors).
4-5.2
Illustrate the fact that light, as a form of energy, is
made up of many different colors.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 45
1st Nine Weeks
4-2.1
Classify organisms into major groups (including
plants or animals, flowering or non-flowering
plants, and vertebrates [fish, amphibians,
reptiles, birds, and mammals] or invertebrates)
according to their physical characteristics.
4-2.2
Explain how the characteristics of distinct
environments (including swamps, rivers and
streams, tropical rain forests, deserts, and the
polar regions) influence the variety of organisms
in each.
4-2.3
Explain how humans and other animals use their
senses and sensory organs to detect signals
from the environment and how their behaviors
are influenced by these signals.
4-2.4
Distinguish between the characteristics of an
organism that are inherited and those that are
acquired over time.
4-2.5
Explain how an organism’s patterns of behavior
are related to its environment (including the
kinds and the number of other organisms
present, the availability of food and other
resources, and the physical characteristics of the
environment).
2nd Nine Weeks
4-3.1
Recall that Earth is one of many planets in the
solar system that orbit the Sun.
4-3.2
Compare the properties (including the type of
surface and atmosphere) and the location of
Earth to the Sun, which is a star, and the Moon.
4-3.3
Explain how the Sun affects Earth.
4-3.4
Explain how the tilt of Earth’s axis and the
revolution around the Sun results in the seasons
of the year.
4-3.5
Explain how the rotation of Earth results in day
and night.
4-3.6
Illustrate the phases of the Moon and the
Moon’s effect on ocean tides.
4-3.7
Interpret the change in the length of shadows
during the day in relation to the position of the
Sun in the sky.
4-3.8
Recognize the purpose of telescopes
4-2.6
Explain how organisms cause changes in their
environment.
Hampton County School District 2 Curriculum Frameworks 2013-2014
3rd Nine Weeks
4th Nine Weeks
4-4.1
Summarize the processes of the water cycle
(including evaporation, condensation,
precipitation, and runoff).
4-5.3
Summarize how light travels and explain what
happens when it strikes an object (including
reflection, refraction, and absorption).
4-4.2
Classify clouds according to their three basic
types (cumulus, cirrus, and stratus) and
summarize how clouds form.
4-5.4
Compare how light behaves when it strikes
transparent, translucent, and opaque materials.
4-4.3
Compare daily and seasonal changes in weather
conditions (including wind speed and direction,
precipitation, and temperature) and patterns.
4 -4.4
Summarize the conditions and effects of severe
weather phenomena (including thunderstorms,
hurricanes, and tornadoes) and related safety
concerns.
4-4.5
Carry out the procedures for data collecting and
measuring weather conditions (including wind
speed and direction, precipitation, and
temperature) by using appropriate tools and
instruments.
4-4.6
Predict weather from data collected through
observation and measurements.
4-5.5
Explain how electricity, as a form of energy, can be
transformed into other forms of energy (including
light, heat, and sound).
4-5.6
Summarize the functions of the components of
complete circuits (including wire, switch, battery, and
light bulb).
4-5.7
Illustrate the path of electric current in series and
parallel circuits.
4-5.8
Classify materials as either conductors or insulators of
electricity.
4-5.9
Summarize the properties of magnets and
electromagnets (including polarity,
attraction/repulsion, and strength).
4-5.10
Summarize the factors that affect the strength of an
electromagnet.
Page 46
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Students will:
Students will:
Students will:
Students will:
Research an organism from one of the
categories vertebrate, invertebrate, flowering, or
non- flowering classes. The student will
express his or her opinion of why that
organism should remain in its environment as
opposed to being moved to a different
environment.
The report must include facts about:
 Inherited and acquired traits,
 Identify and discuss details of the
organism’s environment(s)
 Explain how the patterns of behavior for
the organism relate to the environment,
 And explain how they use their sensory
organs.
 Introduction of clearly stated opinion
 Reasons supporting opinion
 Phrase words such as, for instance, in
Write a narrative from the point of view of an
astronaut traveling out of space.
Choose from the four categories, water cycle,
seasonal weather patterns, clouds, or severe
weather and write an informative/ explanatory
text explaining the importance of the topic to the
environment.
The text must include:
 Facts and definitions about the topic
 Heading and multimedia
 Illustrations
 Precise language
 Quotations
 And concluding statement
Conduct a light/electricity experiment/investigation.
(List of experiments will be provided.)
order to, in addition.
The narrative must include factual information
based on the following:






Hampton County School District 2 Curriculum Frameworks 2013-2014
A planet or planets traveled to and their
location in relationship to the sun.
Properties
of
the
surface
and
atmosphere of that particular planet
visited.
Compare how the sun affects the planet
in reference to temperature, life, and
water.
Compare the revolution and rotation of
the planet to the Earth’s revolution and
rotation.
Dialogue between characters
and
transitional words
Sequence of events and sensory details
Experiment/Investigation must include:
 Research report on the topic.
 All components of a fair test
 Completed experiment including presentation
board
 Facts and definitions about the topic
 Headings
 Illustrations
 Precise language
Page 47
FOUNDATION DOCUMENT
Science
Fourth Grade
SC Academic Standards
4-1.1
Classify observations
qualitative.
as
either
quantitative
Resources
or
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science (Textbook)
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Title: Example 2: Quantitative and
Qualitative Data
8. exchange.smarttech.com
 Quantitative vs. Qualitative
9. http://maisk6scienceinquiry.org/lessonexamplemodels. htm
4-1.2
Use appropriate instruments and tools (including a
compass, an anemometer, mirrors, and a prism) safely
and accurately when conducting simple investigations.
Hampton County School District 2 Curriculum Frameworks 2013-2014
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
Anemometer and Wind Vane: Measuring Wind
www.smarttech.com Science Inquiry
http://maisk6scienceinquiry.org/lessonexamplemodels. htm
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework
Science Projects
Research Projects
Graphic Organizers
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
1. Rubrics
2. Student response sheet
3. Student response to partner talk
4. Teacher observation of student
responses (Check-list)
5. Teacher Created (CFA’s)
6. Science Projects
7. Lab Activity
8. Performance Tasks (Foldable)
9. Self-Reflection Sheet
10. Data Direct Benchmark
Page 48
SC Academic Standards
4-1.3
4-1.4
Resources
Summarize the characteristics of a simple scientific
investigation that represent a fair test (including a
question that identifies the problem, a prediction that
indicates a possible outcome, a process that tests one
manipulated variable at a time, and results that are
communicated and explained).
1.
2.
3.
4.
5.
6.
7.
8.
Distinguish
inferences.
1.
2.
3.
4.
5.
6.
7.
8.
among
observations,
predictions,
Hampton County School District 2 Curriculum Frameworks 2013-2014
and
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
Scientific Method Guide:
http://www.sciencebuddies.org/science-fairprojects/project_scientific_method.shtml#over
viewofthescientificmethod
9. www.unitedstreaming.com
 The Investigation
10. www.smarttech.com
 Scientific Inquiry
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
Ms. Orstrach’s Website:
http://www.maryvale.wnyric.org/webpages/JO
strach/curriculum.cfm?subpage=12001
9. Teaching Observations, Inferences, and
Predictions:
10. http://www.classroomjr.com/teachingobservation-inference-and-prediction-todevelop-critical-thinkers/
11. http://maisk6scienceinquiry.org/lessonexamplemodels. htm
Best Practices
14.
15.
16.
17.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Assessments
11. Graphic Organizer
12. Thinking Maps
13. Writing Journals
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 49
SC Academic Standards
4-1.6
4-1.7
Construct and interpret diagrams, tables, and graphs
made from recorded measurements and observations.
Use appropriate safety procedures when conducting
investigations.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
Math Goodies:
http://www.mathgoodies.com/lessons/graphs/
bar_graph.html (Includes all graph types)
10. http://maisk6scienceinquiry.org/lessonexamplemodels. htm
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.smarttech.com
 SR Science Lab and Safety Quiz
8. http://maisk6scienceinquiry.org/lessonexamplemodels. htm
Best Practices
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 50
SC Academic Standards
4-2.1
4-2.2
Classify organisms into major groups (including plants
or animals, flowering or nonflowering plants, and
vertebrates [fish, amphibians, reptiles, birds, and
mammals] or invertebrates) according to their physical
characteristics.
Explain how the characteristics of distinct environments
(including swamps, rivers and streams, tropical rain
forests, deserts, and the polar regions) influence the
variety of organisms in each.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 All About Plants
 Groups of Vertebrates
 Classification of Animals
8. www.mhschool.com
9. http://www.zephyrus.co.uk/nonfloweringplants
.html
10. www.smarttech.com
 Vertebrates
 Vertebrates and Invertebrates
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 The Magic School Bus: Takes a Dive
 The Magic School Bus: Gets Swamped
 The Magic School Bus: In the Artic
 The Magic School Bus: Rainforest
 The Magic School Bus: All Dried Up
8. www.mhschool.com
9. www.smarttech.com
 Birds Beaks and Feet
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 51
SC Academic Standards
4-2.3
Explain how humans and other animals use their senses
and sensory organs to detect signals from the
environment and how their behaviors are influenced by
these signals.
Resources
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Animals Survive in the Desert
 Adaptations and Structures
8. www.mhschool.com
9. www.smarttech.com
 Birds Beaks and Feet
4-2.4
Distinguish between the characteristics of an
organism that are inherited and those that are acquired
over time.
Hampton County School District 2 Curriculum Frameworks 2013-2014
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Characteristics of Living Things
 Physical and Behavioral Adaptations
8. www.mhschool.com
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 52
SC Academic Standards
4-2.5
4-2.6
Explain how an organism’s patterns of behavior are
related to its environment (including the kinds and the
number of other organisms present, the availability of
food and other resources, and the physical
characteristics of the environment).
Explain how organisms cause changes in their
environment.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Animal Adaptations
8. www.mhschool.com
9. www.smarttech.com
 Animal Adaptations
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 The Disappearing Frog
 Coastal Redwoods
8. www.mhschool.com
9. www.smarttech.com
 Changes in Ecosystems
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 53
SC Academic Standards
4-3.1
Recall that Earth is one of many planets in the solar
system that orbit the Sun.
Resources
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 A Closer Look at Space: The Planets
 Our Home in Space
8. www.mhschool.com
9. www.smarttech.com
 Planets
10. Apple App Store
 Planets
 Solar System
 NASA Viz
4-3.2
Compare the properties (including the type of surface
and atmosphere) and the location of Earth to
the Sun, which is a star, and the Moon.
Hampton County School District 2 Curriculum Frameworks 2013-2014
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Phases
 Moon Facts and Fun
8. www.mhschool.com
9. Apple App Store
 Moon
10. www.smarttech.com
 Sun, Moon, and Earth
Best Practices
1.
2.
3.
4.
5.
6.
7.
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11.
12.
13.
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5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 54
SC Academic Standards
4-3.3
4-3.4
Explain how the Sun affects Earth.
Explain how the tilt of Earth’s axis and the revolution
around the Sun results in the seasons of the
year.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Planetary Rotation and Revolution: Day
and Year
8. www.mhschool.com
9. www.smarttech.com
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
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7.
8.
9.
10.
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12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 The Reason for the Seasons
 Seasons in the Northern and Southern
Hemisphere
8. www.mhschool.com
9. www.smarttech.com
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 55
SC Academic Standards
4-3.5
4-3.6
Explain how the rotation of Earth results in day and
night.
Illustrate the phases of the Moon and the Moon’s effect
on ocean tides.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 The Movement of the Earth
8. www.mhschool.com
9. www.smarttech.com
 Seasons, Days, Months Question Set
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Phases
 Tides
 Ocean Alive
8. www.mhschool.com
9. www.smarttech.com
 The Phases of the Moon in Literature
Exploration
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 56
SC Academic Standards
4-3.7
4-3.8
Interpret the change in the length of shadows during
the day in relation to the position of the Sun in
the sky.
Recognize the purpose of telescopes.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
7.
8.
Best Practices
Assessments
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.mhschool.com
www.smarttech.com
 Shadows
 Time and Shadows
 How Does My Shadow Grow
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
www.unitedstreaming.com
 Galileo’s Telescope
 Faraway Objects in Space
8. www.mhschool.com
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 57
SC Academic Standards
4-4.1
4-4.2
Summarize the processes of the water cycle (including
evaporation, condensation, precipitation, and runoff).
Classify clouds according to their three basic types
(cumulus, cirrus, and stratus) and summarize how
clouds form.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
http://www.weatherwizkids.com/
www.unitedstreaming.com
 Water Cycle
 The Water Cycle
9. www.mhschool.com
10. www.smarttech.com
 The Water Cycle
 Water Cycle
11. www.youtube.com
 Magic School Bus: Wet All Over
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
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6.
7.
8.
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15.
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17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
South Carolina S3 Curriculum Modules
http://www.weatherwizkids.com/
www.unitedstreaming.com
 Clouds
9. www.mhschool.com
10. www.smarttech.com
 Types of Clouds
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 58
SC Academic Standards
4-4.3
4-4.4
Compare daily and seasonal changes in weather
conditions (including wind speed and direction,
precipitation, and temperature) and patterns.
Summarize the conditions and effects of severe
weather
phenomena
(including
thunderstorms,
hurricanes, and tornadoes) and related safety concerns.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
http://www.weatherwizkids.com/
www.unitedstreaming.com
 Rain or Shine: Understanding Weather
8. www.mhschool.com
9. www.smarttech.com
 Weather
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
http://www.weatherwizkids.com/
www.unitedstreaming.com
 Tornado
 Weather Smart: Tornado
 Hurricane
 How Do Thunderstorms Form?
 Magic School Bus: Kicks up a Storm
8. www.mhschool.com
9. www.smarttech.com
 Severe Weather Question Set
Best Practices
1.
2.
3.
4.
5.
6.
7.
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18.
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5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 59
SC Academic Standards
4-4.5
4-4.6
Resources
Carry out the procedures for data collecting and
measuring weather conditions (including wind speed
and direction, precipitation, and temperature) by using
appropriate tools and instruments.
Predict
weather from data collected
observation and measurements.
Hampton County School District 2 Curriculum Frameworks 2013-2014
through
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
http://www.weatherwizkids.com/
www.unitedstreaming.com
 Meteorologist Use Scientific Instruments to
Measure and Predict the Weather
8. www.mhschool.com
9. www.smarttech.com
 Weather Instruments
 Weather
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
http://www.weatherwizkids.com/
www.unitedstreaming.com
 The Importance of Weather Forecasting
8. www.mhschool.com
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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18.
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 60
SC Academic Standards
4-5.1
4-5.2
Summarize the basic properties of light (including
brightness and colors).
Illustrate the fact that light, as a form of energy, is
made up of many different colors.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Magic School Bus: Gets a Bright Idea
7. www.mhschool.com
8. www.smarttech.com
 Light
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Forms of Energy
7. www.mhschool.com
8. www.smarttech.com
 Light
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 61
SC Academic Standards
4-5.3
Summarize how light travels and explain what happens
when it strikes an object (including reflection,
refraction, and absorption).
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Refracted Light
 Exploring Light and Color
7. www.mhschool.com
8. www.smarttech.com
 Properties of Light
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 62
SC Academic Standards
4-5.4
4-5.5
Compare how light behaves when it strikes transparent,
translucent, and opaque materials.
Explain how electricity, as a form of energy, can be
transformed into other forms of energy (including light,
heat, and sound).
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Transparent, Translucent, and Opaque
7. www.mhschool.com
8. www.smarttech.com
 Bending Light
1.
2.
3.
4.
5.
6.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Electricity and Magnetism
 Getting to Know Electricity
7. www.mhschool.com
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 63
SC Academic Standards
4-5.6
4-5.7
Summarize the functions of the components of
complete circuits (including wire, switch, battery, and
light bulb).
Illustrate the path of electric current in series and
parallel circuits.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
Best Practices
Assessments
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.mhschool.com
www.smarttech.com
 Electrical Circuits
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
7.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.mhschool.com
www.smarttech.com
 Electric Circuits
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 64
SC Academic Standards
4-5.8
4-5.9
Classify materials as either conductors or insulators of
electricity.
Summarize
the
properties
of
magnets
and
electromagnets (including polarity, attraction/repulsion,
and strength).
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
7.
Best Practices
Assessments
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.mhschool.com
www.smarttech.com
 Conductors and Insulators
 Conductors vs Insulators
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Electricity from Magnetism
7. www.mhschool.com
8. www.smarttech.com
 Electromagnets
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
1.
2.
3.
4.
1.
2.
3.
4.
5.
6.
5.
6.
7.
8.
9.
10.
11.
12.
13.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 65
SC Academic Standards
4-5.10
Summarize the factors that affect the strength of an
electromagnet.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Resources
1.
2.
3.
4.
5.
6.
Challenge the PACT
South Carolina PASS Coach
South Carolina Science
STC Kits
FOSS Kits
www.unitedstreaming.com
 Electromagnetism
7. www.mhschool.com
8. www.smarttech.com
 Electromagnets
Best Practices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Embedded Inquiry Skills
Hands on Materials
Cooperative Learning
Real World Learning
Games
Providing/Receiving Feedback
Centers
Read Alouds
Non-Fiction Text/Text Sets
Homework/
Science Projects
Research Projects
Graphic Organizers
Academic Vocabulary
Aligned Kits
Writing Prompts
Websites
Get Comfortable
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Rubrics
Student response sheet
Student response to partner talk
Teacher observation of student
responses (Check-list)
Teacher Created (CFA’s)
Science Projects
Lab Activity
Performance Tasks (Foldable)
Self-Reflection Sheet
Data Direct Benchmark
Graphic Organizer
Thinking Maps
Writing Journals
Page 66
CURRICULUM FRAMEWORK
Science
(5th Grade)
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 67
SCIENCE
(5TH Grade)
Course Description
Science in grade five focuses on scientific and technological problem solving and decision making as well as the skills of scientific inquiry:
formulating usable questions and hypotheses, planning experiments and product design, conducting systematic observations, interpreting and
analyzing data, drawing conclusions, and communicating the findings to others. Fifth-grade students actively investigate science concepts by
predicting, observing, and recording the results of experiments, and they will generate ideas to solve problems. Specifically, students in the fifth
grade learn about the life, earth, and physical sciences by exploring them within the framework of the following topics: “Ecosystems: Terrestrial
and Aquatic” (characteristics and interactions); “Landforms and Oceans” (natural processes and the ocean floor); “Properties of Matter” (mixtures
and solutions); and “Forces and Motion” (position, direction, and speed).
The science standards for students in grade five provide richness and a wide variety of learning experiences, materials, and instructional
strategies to accommodate a broad range of students’ individual differences. Students actively engage in learning by observing, interacting with
materials and with people, and asking questions as they explore new concepts and expand their understanding.
The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the
respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed
cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a
knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade
twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 68
SOUTH CAROLINA ACADEMIC STANDARDS (SCAS)
SCIENCE
Fifth Grade
STANDARD
INDICATOR
5-1
5-1.1
5-1.2
5-1.3
5-1.4
5-1.5
5-1.6
5-1.7
5-1.8
5-2
5-2.1
5-2.2
5-2.3
5-2.4
5-2.5
5-3
5-3.1
5-3.2
5-3.3
5-3.4
5-3.5
5-3.6
5-4
5-4.1
5-4.2
5-4.3
5-4.4
5-4.5
5-4.6
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF SCIENTIFIC INQUIRY, INCLUDING THE FOUNDATIONS OF TECHNOLOGICAL DESIGN AND THE
PROCESSES, SKILLS, AND MATHEMATICAL THINKING NECESSARY TO CONDUCT A CONTROLLED SCIENTIFIC INVESTIGATION.
Identify questions suitable for generating a hypothesis.
Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.
Plan and conduct controlled scientific investigations, manipulating one variable at a time.
Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation.
Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.
Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form.
Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings.
Use appropriate safety procedures when conducting investigations.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF RELATIONSHIPS AMONG BIOTIC AND ABIOTIC FACTORS WITHIN TERRESTRIAL AND AQUATIC
ECOSYSTEMS. (LIFE SCIENCE)
Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole).
Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors.
Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands).
Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores,
carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts.
Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF FEATURES, PROCESSES, AND CHANGES IN EARTH’S LAND AND OCEANS. (EARTH SCIENCE)
Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and floods) affect Earth’s oceans and land in constructive and
destructive ways.
Illustrate the geologic landforms of the ocean floor (including the continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the ocean basin).
Compare continental and oceanic landforms.
Explain how waves, currents, tides, and storms affect the geologic features of the ocean shore zone (including beaches, barrier islands, estuaries, and inlets).
Compare the movement of water by waves, currents, and tides.
Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF PROPERTIES OF MATTER. (PHYSICAL SCIENCE)
Recall that matter is made up of particles too small to be seen.
Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).
Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.
Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures.
Explain how the solute and the solvent in a solution determine the concentration.
Explain how temperature change, particle size, and stirring affect the rate of dissolving.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 69
INDICATOR
5-4.7
5-4.8
5-5
5-5.1
5-5.2
5-5.3
5-5.4
5-5.5
5-5.6
STANDARD`
Illustrate the fact that when some substances are mixed together, they chemically combine to form a new substance that cannot easily be separated.
Explain how the mixing and dissolving of foreign substances is related to the pollution of the water, air, and soil.
THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE NATURE OF FORCE AND MOTION. (PHYSICAL SCIENCE)
Illustrate the affects of force (including magnetism, gravity, and friction) on motion.
Summarize the motion of an object in terms of position, direction, and speed.
Explain how unbalanced forces affect the rate and direction of motion in objects.
Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding
lubrication).
Use a graph to illustrate the motion of an object.
Explain how a change of force or a change in mass affects the motion of an object.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 70
Standards-in-Action Curriculum Map
SCIENCE
st
nd
1 Nine Weeks
2
Fifth Grade
Nine Weeks
Inquiry Skills
Inquiry Skills
Standard 5-1: The student will demonstrate an
understanding of scientific inquiry, including the
foundations of technological design and the
processes, skills, and mathematical thinking
necessary to conduct a controlled scientific
investigation
Standard 5-1: The student will demonstrate an
understanding of scientific inquiry, including the
foundations of technological design and the
processes, skills, and mathematical thinking
necessary to conduct a controlled scientific
investigation
Hampton County School District 2 Curriculum Frameworks 2013-2014
3rd Nine Weeks
Inquiry Skills
Standard 5-1: The student will demonstrate an
understanding of scientific inquiry, including the
foundations of technological design and the
processes, skills, and mathematical thinking
necessary to conduct a controlled scientific
investigation
4th Nine Weeks
Inquiry Skills
Standard 5-1: The student will demonstrate
an understanding of scientific inquiry, including
the foundations of technological design and the
processes, skills, and mathematical thinking
necessary to conduct a controlled scientific
investigation
Page 71
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Indicators:
Indicators:
Indicators:
Indicators:
5-1.2
Identify independent( manipulated, dependent
(responding), and controlled variables in an
experiment
5-1.7
Use a simple technological design process to
develop a solution or a product, communication
the design by using descriptions, models, and
drawings
5-1.1
Identify questions suitable for generating a
hypothesis
5-1.4
Use appropriate tools and instruments (including
a timing and a 10 X magnifier) safely and
accurately when conducting a controlled scientific
investigation
5-1.7
Use a simple technological design process to
develop a solution or a product, communication
the design by using descriptions, models, and
drawings
5-1.1
Identify questions suitable for generating a
hypothesis
5-1.4
Use appropriate tools and instruments (including
a timing and a 10 X magnifier) safely and
accurately when conducting a controlled
scientific investigation
5-1.8
Use appropriate safety procedures when
conducting investigation
5-1.6
Evaluate results of an investigation to formulate
a valid conclusion based on evidence and
communicate the findings of the evaluation in
oral and written form.
5-1.3
Plan and conduct controlled scientific
investigations, manipulating one variable at a
time
5-1.1
Identify questions suitable for generating a
hypothesis
5-1.1
Identify questions suitable for generating a
hypothesis
5-1.2
Identify independent
( manipulated, dependent (responding), and
controlled variables in an experiment
5-1.4
Use appropriate tools and instruments (including a
timing and a 10 X magnifier) safely and accurately
when conducting a controlled scientific
investigation
5-1.4
Use appropriate tools and instruments (including
a timing and a 10 X magnifier) safely and
accurately when conducting a controlled
scientific investigation
5-1.3 Plan and conduct controlled scientific
investigations, manipulating one variable at a
time
5-1.6
Evaluate results of an investigation to formulate
a valid conclusion based on evidence and
communicate the findings of the evaluation in
oral and written form.
5-1.8
Use appropriate safety procedures when
conducting investigations
5-1.7
Use a simple technological design process to
develop a solution or a product, communication
the design by using descriptions, models, and
drawings
5-1.8
Use appropriate safety procedures when
conducting investigations
5-1.3
Plan and conduct controlled
scientific investigations, manipulating one variable
at a time
5-1.6
Evaluate results of an investigation to formulate a
valid conclusion based on evidence and
communicate the findings of the evaluation in oral
and written form.
5-1.5
Construct a line graph from recorded data with
correct placement of independent (manipulated)
and dependent (responding) variables.
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 72
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Indicators:
Indicators:
Indicators:
Indicators:
5-2.1
Recall the cell as the smallest unit of life and
identify its major structures (including cell
membrane, cytoplasm, nucleus, a vacuole).
5-2.2
Summarize the composition of an ecosystem,
considering both biotic factors (including
populations to the level of microorganisms and
communities) and abiotic factors
5-2.3
Compare the characteristics of different
ecosystems ( including estuaries/salt marshes,
oceans, lakes and ponds, forests, and
grasslands)
5-2.4
Identify the roles of organisms as they interact
and depend on one another through food chains
and food webs in an ecosystem, considering
producers and consumers ( herbivores,
carnivores, and omnivores) decomposers
( microorganisms, termites, worms, and fungi)
predators and prey, and parasites and hosts
5-2.5
Explain how limiting factors ( including food,
water, space, and shelter) affect populations in
ecosystem
5-3.1
Explain how natural processes (including
weathering, erosion, deposition, landslides,
volcanic eruptions, earthquakes, and floods)
affect Earth’s oceans and land in constructive
and destructive ways.
5-3.2
Illustrate the geologic landforms of the ocean
floor (including the continental shelf and slope,
the mi-ocean ridge, rift zone, trench, and the
ocean basin)
5-3.4
Explain how waves, currents, tides, and storms
affect the geological features of the ocean shore
zone
5-3.5
compare the movement of water by waves,
currents, and tides
5-3.6
Explain how human activity ( including
conservation efforts and pollution) has affected
the land and the oceans of Earth
5-4.1
Recall that matter is made up of particles too
small to be seen
5-5.1
Illustrate the effects of force ( including
magnetism, gravity, and friction) on motion
5-4.2
Compare the physical properties of the states of
matter (including volume, shape, and the
movement and spacing of particles)
5-5.2
Summarize the motion of an object in terms of
position, direction, and speed direction, and
speed
5-4.3
Summarize the characteristics of a mixture,
recognizing a solution as a kind of mixture
5-4.4
Use the processes of filtration, sifting, magnetic
attraction, evaporation, chromatography,
floatation to separate mixtures
5-5.3
Explain how unbalanced forces affect the rate and
direction of motion in objects
5-4.5
Explain how the solute and the solvent in a
solution determine the concentration
5-4.6
Explain how temperature change, particle size
and stirring affect the rate of dissolving
5 -5.4
Explain ways to change the effect that friction has
on the motion of objects (including changing the
texture of the surfaces, changing the amount of
surface are involved, and adding lubrication)
5-5.6
Explain how a change of force or a change in
mass affects the motion of an object
5-4.7
Illustrate the fact that when some substances
are mixed together, they chemically combine to
form a new substance that cannot easily be
separated
5-4.8
Explain how the mixing and dissolving of foreign
substances is related to the pollution of the
water, air, and soil
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 73
1st Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
4th Nine Weeks
Students will:
Students will:
Students will:
Students will:
Write an article for young gardeners. Explain the
process of CAM photosynthesis. Research facts
and details for the article.
The article must include:
o What is photosynthesis?
o What is the purpose of CAM
photosynthesis:
o How does the process of CAM
photosynthesis work?
o What happens during the day/night in
CAM photosynthesis?
Write a narrative from the point of view of an
animal that lives in polluted ecosystems.
The narrative must include factual information
based on the following:
o A major incident in which a habitat has
been destroyed.
o Dialogue between the animal and human
o Compare the life of the animal before
the pollution and after
o Sequence of events and sensory details
Research and write a report about how scientists
can test water for pollutants and dangerous
chemical compounds.
This expository writing must include:
o Which chemical reactions do they use to
perform the test?
o Give the sequence of the process
o Tell why it is important to test water for
pollutants.
Conduct an experiment on forces and change.
(List of experiments will be provided)
Experiment/Investigation must include:
o Research report on the topic.
o All components of a fair test
o Completed experiment including
presentation board
o Facts and definitions about the topic
o Headings
o Illustrations
o Precise language
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 74
FOUNDATION DOCUMENT
Science
Fifth Grade
SC Academic Standards
5-1
Resources
The student will demonstrate an understanding of scientific inquiry,
including the foundations of technological design and the processes,
skills, and mathematical thinking necessary to conduct a controlled
scientific investigation
1. STC kits
 Ecosystems
 Land and Water
 Motion and Forces
2. FOSS Science Kits
 Land and Water-Landforms
5-1.1
Identify questions suitable for generating a hypothesis
1. STC Kits
2. FOSS KITS
5-1.2
Identify independent manipulated dependent( responding) and
controlled variables in an experiment
1. STC Kits
2. FOSS kits
Hampton County School District 2 Curriculum Frameworks 2013-2014
Best Practices
Assessments
1. Read Aloud
2. Feedback
3. Center for
Experiment-Hands
On
4. Level Texts for
Science
5. Paired ReadingStudents
6. Websites
7. Inquiry Skills
8. Videos for content
9. Projects for students
10. Drawing of different
aspects of content
1. Center for
Experiment-Hands
On
2. Inquiry Skills
3. Level Texts for
Science
1.
2.
3.
4.
Teacher Observation-Check List
Graphic Organizers
Formative Assessments
Journals-Written responses
1.
2.
3.
4.
Teacher Observation-Check List
Graphic Organizers
Formative Assessments
Journals-Written responses
1. Center for
Experiment-Hands
On
2. Inquiry Skills
3. Level Texts for
Science
1. Teacher Observation-Check
Lists
2. Thinking Maps
3. Journals-Written responses
Page 75
SC Academic Standards
51.3
Resources
Best Practices
Assessments
Plan and conduct controlled scientific investigations, manipulating one
variable at a time
1. STC Kits
2. FOSS kits
1. Inquiry Skills
2. Center for
Experiment-Hands
On
3. Videos for content
4. Projects for students
5. Drawing of different
aspects of content
1.
2.
3.
4.
5-1.4
Use appropriate tools and instruments ( including a timing and a 10X
magnifier) safely and accurately when conducting a controlled scientific
investigation
1. FOSS Kits
2. STC Kits
1. Center for
Experiment-Hands
On
2. Inquiry Skills
1. Teacher Observation-Check List
2. Thinking Maps
3. Journals-Written responses
5-1.5
Construct a line graph from recorded data with correct placement of
independent ( manipulated) and dependent ( responding) variable
1. PACT Science
2. STC Kits
3. FOSS kits
1. Teacher Observation-Check List
2. Thinking Maps
3. Journals-Written responses
5-1.6
Evaluate results of an investigation to formulate a valid conclusion
based on evidence and communicate the findings of the evaluation in
oral and written form
1.
2.
3.
4.
1. Inquiry Skills
2. Center for
experiment-Hands
On
3. Videos for content
4. Projects for students
5. Drawing of different
aspects of content
1. Center for
Experiment-Hands
On
2. Inquiry Skills
3. Level Texts for
Science
1.
2.
3.
4.
Teacher Observation-Check List
Graphic Organizers
Formative Assessments
Journals-Written responses
5-1.7
Use a simple technological design process to develop a solution or a
product, communication the design by using descriptions, models, and
drawings
1. STC Kits
2. FOSS Kits
3. Anchor Charts
1. Center for
Experiment-Hands
On
2. Inquiry Skills
3. Level Texts for
Science
1.
2.
3.
4.
5.
Teacher Observation-Check List
Performance Tasks
Science Projects
Formative Assessments
Journals-Written responses
Hampton County School District 2 Curriculum Frameworks 2013-2014
Anchor Charts
Thinking Maps
STC Kits
FOSS Kits
Rubrics
Teacher Observation-Check List
Thinking Maps
Journals-Written responses
Page 76
SC Academic Standards
Resources
Best Practices
5-1.8
Use appropriate safety procedures when conducting investigation
1. STC Kits
2. FOSS Kits
3. PACT Science
1. Center for
Experiment-Hands
On
2. Inquiry Skills
3. Level Texts for
Science
5-2
The student will demonstrate an understanding of relationships among
biotic and abiotic factors within terrestrial and aquatic ecosystems
1.
2.
3.
4.
5.
6.
7.
STC Kit
PACT Science
Anchor Charts
Websites
www.unitedstreaming.com
www.teachertube.com
www.google.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Inquiry Skills
PACT Science
STC Kit
MacMillian Text
Websites
www.unitedstreaming.com
www.teachertube.com
www.google.com
5-2.1
Recall the cell as the smallest unit of life and identify its major
structures ( including cell membrane, cytoplasm, nucleus, and vacuole)
1.
2.
3.
4.
5.
6.
7.
5-2.2
Summarize the composition of an ecosystem, considering both biotic
factors ( including populations to the level of microorganisms and
communities) and abiotic factors
1. STC kits
2. PACT Science
3. MacMillian Text
Hampton County School District 2 Curriculum Frameworks 2013-2014
Assessments
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
Rubrics
Teacher Observation-Check List
Thinking Maps
Performance Tasks
Science Projects
Formative Assessments
Journals-Written responses
Data Director
Rubrics
Teacher Observation-Check
Lists
Thinking Maps
Teacher Made Test
Formative Assessments
Journals-Written responses
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
Data Director
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
Data Director
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
Page 77
SC Academic Standards
Resources
Best Practices
Assessments
5-2.3
Compare the characteristics of different ecosystems ( including
estuaries/salt marshes, oceans, lakes and ponds, forests and
grasslands)
1.
2.
3.
4.
5.
6.
7.
Thinking Maps
Anchor Charts
MacMillian Text
STC Kits
Websites
www.unitedstreaming.com
www.teacher.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
7.
Data Director
Rubrics
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
5-2.4
Identify the roles of organisms as they interact and depend on one
another through food chains and food webs in an ecosystem,
considering producers and consumers 9 herbivores, carnivores, and
omnivores) decomposers ( microorganisms, termites, worms, and
fungi) predator and prey, and parasites and hosts
1. STC kits
2. Website
 www.united streaming.com
 www.teachertube.com
3. PACT Science
4. MacMillian Text
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
Data Director
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
5-2.5
Explain how limiting factors ( including food, water, space and shelter)
affect populations in ecosystems
1. STC kits
2. Website
 www.united streaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
Data Director
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Formative Assessments
Journals-Written responses
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1. Data Director
2. Rubrics
3. Teacher Observation-Check
Lists
4. Thinking Maps
5. Teacher Made Tests
6. Performance Tasks
7. Science Projects
8. Formative Assessments
9. Journals-Written responses
5-3
The student will demonstrate an understanding of what changes the
Earth’s surface
Hampton County School District 2 Curriculum Frameworks 2013-2014
3. PACT Science
4. MacMillian Text
1. Website
 www.unitedstreaming.com
 http;//maisk-6
scienceinquiry.org/lessonexamplemodel.htm
2. STC kits
3. FOSS kits
4. MacMillian Text
5. Anchor Charts
6. Challenge the PACT
Page 78
SC Academic Standards
Resources
Best Practices
Assessments
5-3.1
Explain how natural process ( including weathering, erosion,
deposition, landslides, volcanic eruptions, earthquakes, and floods)
affect Earth’s oceans and land in constructive and destructive ways
1. Website
 www.unitedstreaming.com
2. STC kits
3. FOSS kits
4. Anchor Charts
5. MacMillian Text
6. PACT Science
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
7.
8.
Data Director
Rubrics
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Performance Tasks
Formative Assessments
Journals-Written responses
5-3.2
Illustrate the geologic landforms of the ocean floor ( including the
continental shelf and slope, the mid-ocean ridge, rift zone, trench, and
the ocean basin)
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-3.3
Compare continental and oceanic landforms
1. Website
 www.unitedstreaming.com
 www.google.com
2. STC kits
3. FOSS kits
4. MacMillian Text
5. PACT Science
6. Anchor Charts
1. Website
 www.unitedstreaming.com
2. FOSS kits
3. STC kits
4. MacMillian Text
5. PACT Science
6. Anchor Charts
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Data Director
Rubrics
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Performance Tasks
Formative Assessments
Journals-Written responses
Data Director
Rubrics
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Performance Tasks
Formative Assessments
Journals-Written responses
Hampton County School District 2 Curriculum Frameworks 2013-2014
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
Page 79
SC Academic Standards
Resources
Best Practices
5-3.4
Explain how waves, currents, tides and storms affect the geologic
features of the ocean shore zone
1. Website
 www.unitedstreaming.com
2. FOSS kits
3. STC kits
4. MacMillian Text
5. PACT Science
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-3.5
Compare the movement of water by wave, currents, and tides
1. Website:
 www.unitedstreaming.com
 www.teachertube.com
2. FOSS kits
3. STC kits
4. PACT Science
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-4
The student will demonstrate an understanding of the properties of
matter
1.
2.
3.
4.
5.




1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-4.1
Recall that mater is made up of particles too small to be seen
Hampton County School District 2 Curriculum Frameworks 2013-2014
STC kits
FOSS kits
PACT Science
MacMillian Text
Websites
www.unitedstreamin.com
www.teachertube.com
http://beyondpenguins.ehe.osu.edu/
http://maisk6scienceinquiry.org/lessonexamplemodel.htm
1. STC kits
2. MacMillian Text
3. Website
 www.unitedstreaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
Assessments
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
Data Director
Rubrics
Teacher Observation-Check L
Thinking Maps
Teacher Made Tests
Performance Tasks
Formative Assessments
Journals-Written responses
Data Director
Rubrics
Teacher Observation-Check List
Graphic Organizers
Thinking Maps
Teacher Made Tests
Performance Tasks
Science Projects
Formative Assessments
Journals-Written responses
Data Director
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
1. Data Director
2. Teacher Observation-Check
Lists
3. Thinking Maps
4. Teacher Made Tests
5. Formative Assessments
6. Journal-Written responses
Page 80
SC Academic Standards
Resources
Best Practices
Assessments
5-4.2
Compare the physical properties of the states of matter ( including
volume, shape, and the movement and spacing of particles.
1.
2.
3.
4.
5.
STC kits
FOSS kits
MacMillian Text
Anchor Charts
Websites
 www.unitedstreaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1.
2.
3.
4.
5.
6.
7.
5-4.3
Summarize the characteristics of a mixture
1.
2.
3.
4.
STC kits
FOSS kits
MacMillian Text
Anchor Charts
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-4.4
Use processes to separate mixtures
1.
2.
3.
4.
STC kits
FOSS kits
MacMillian Text
Anchor Charts
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Videos for content
5-4.5
Explain how the solute and the solvent in a solution determine the
concentration
1. STC kits
2. MacMillian Text
3. Website
 www.unitedstreaming.com
 www.teachertube.com
1. Data Director
2. Rubrics
3. Teacher Observation-Check
Lists
4. Thinking Maps
5. Formative Assessments
6. Journals-Written responses
1. Data Director
2. Teacher Observation-Check List
3. Thinking Maps
4. Teacher Made Tests
5. Formative Assessments
6. Journals-Written responses
1. Data Director
2. Teacher Observation-Check List
3. Thinking Maps
4. Teacher Made Tests
5. Performance Tasks
6. Formative Assessments
7. Journals-Written responses
Hampton County School District 2 Curriculum Frameworks 2013-2014
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
Data Director
Rubrics
Teacher Observation-Check List
Graphic Organizers
Thinking Maps
Formative Assessments
Journals-Written responses
Page 81
SC Academic Standards
Resources
Best Practices
5-4.7
Illustrate the fact that when some substances are mixed together,
they chemically combine to form a new substance that cannot easily
be separated
1.
2.
3.
4.
STC kits
Challenge the PACT Science
MacMillian Text
Website
 www.unitedstreaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-5.1
Illustrate the effects of force on motion( including magnetism, gravity,
and friction) on motion
1.
2.
3.
4.
STC kits
MacMillian Text
PACT Science
Website
 www.unitedstreaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-5.2
Summarize the motion of an object in terms of position, direction, and
speed
1.
2.
3.
4.
STC kits
MacMillian Text
PACT Science
Website
 www.unitedstreaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
5-5.3
Explain how unbalanced forces affect the rate and direction of motion
1.
2.
3.
4.
STC kits
Anchor Charts
MacMillian Text
Website
 www.unitedstreaming.com
 www.teachertube.com
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
Hampton County School District 2 Curriculum Frameworks 2013-2014
Assessments
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
Data Director
Rubrics
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Formative Assessments
Journals-Written responses
Data Director
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Formative Assessments
Journals-Written responses
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
Data Director
Rubrics
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
Data Director
Rubrics
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Formative Assessments
Journals-Written responses
Page 82
SC Academic Standards
Resources
5-5-4
Explain ways to change the effect that friction has on the motion of
objects
1.
2.
3.
4.
5-5.5
Use a graph to illustrate the motion of an object
1. STC kits
2. Anchor Charts
3. Website
 www.unitedstreaming.com
 www.teachertube.com
 http;//beyondpenguins.ehe.osu.edu/
 http;//maisk6scienceinquiry.org/lessonexamplemodel.
htm
Hampton County School District 2 Curriculum Frameworks 2013-2014
STC kits
Anchor Charts
MacMillian Text
Website
 www.unitedstreaming.com
 www.teachertube.com
Best Practices
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
1. Read Aloud
2. Feedback
3. Paired ReadingStudents
4. Websites
5. Videos for content
Assessments
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
6.
7.
Data Director
Teacher Observation-Check List
Thinking Maps
Teacher Made Tests
Performance Tasks
Formative Assessments
Journals-Written responses
Data Director
Teacher Observation-Check List
Graphic Organizers
Teacher Made Tests
Performance Tasks
Formative Assessments
Journals-Written responses
Page 83
APPENDICES
Hampton County School District 2 Curriculum Frameworks 2013-2014
Page 84
HAMPTON COUNTY SCHOOL DISTRICT 2
Assessments
High School Assessment Program (HSAP)
(2013 -2014 Assessment/Testing Schedule)
Testing Window
Fall 2013 Schedule: 10/22/13-11/01/13
Spring 2014 Schedule: 4/01/14 - 4/18/14
Summer 2014 Schedule: 7/15/14 - 7/17/14
End of Course Examination Program (EOCEP)
PLAN (10th grade)
PSAT
ACT
Actual Testing Dates
ELA (Session 1) - 10/22/2013
ELA (Session 2) - 10/23/2013
Mathematics – 10/24/2013
Make-Up Testing – 10/25 – 11/01/2014
ELA (Session 1) – 4/01/2014
ELA (Session 2) – 4/02/2014
Mathematics – 4/03/2014
Make-Up Testing – 4/04 – 04/18/2014
ELA (Session 1) – 7/15/2014
ELA (Session 2) – 7/16/2014
Mathematics – 7/17/2014
Fall/Winter: 12/03/2013 – 1/27/2014
Spring: 5/01/2014 – 6/10/2014
Summer: 7/01/2014 – 6/31/2014
10/10/2013
10/16/2013, 10/19/2013
1st Semester Dates:
9/21/2013, 10/26/2013, 12/14/2013
2nd Semester Dates:
2/8/2014, 4/12/2014, 6/14/2014
SAT
1st Semester Dates:
10/5/2013, 11/2/2013, 12/7/2013
2nd Semester Dates:
1/25/2014, 3/8/2014, 5/3/2014, 6/7/2014
ASVAB
EXPLORE (8th grade)
SC-ALT
Measures of Academic Progress (MAP)
11/2013; 2/2014
10/10/2013
Cognitive Abilities Test (Cog-AT)
Iowa Test of Basic Skills (ITBS)
English Language Development Assessment (ELDA)
Hampton County School District 2 Curriculum Frameworks 2013-2014
3/3/2014 – 4/25/2014
Fall: 8/26/2013 – 9/16/2013
Winter: 11/25/2013 – 12/19/2013
Spring: 3/24/2014 – 4/14/2014
10/23/2013 – 11/14/2013
10/23/2013 – 11/14/2013
2/17/2014 – 4/11/2014
Page 85
Palmetto Assessment of State Standards (PASS) March
Palmetto Assessment of State Standards (PASS) May
Hampton County School District 2 Curriculum Frameworks 2013-2014
3/18/2014-3/25/2014
5/6/2014 – 5/15/2014
Page 86
Teaching and Learning Expectations for Classroom Teacher
Hampton County School District 2
Curriculum (APS 1, 2)
A system for managing and facilitating student achievement and learning based upon consensus –driven content and performance standards.
 Create and revise curriculum maps for each content area.
 Weekly formative assessments in PASS format with
 Aligns standards, instruction, and assessments
 Create Unit Plans of instruction
coded standards & indicators (clusters)
systematically within and across all lessons and
 Create weekly learning plans with documented differentiated
 Weekly teacher data reflection
units.
instructional strategies implemented.
 Correct implementation of the instructional framework
 Assessment for learning strategies
for planning and delivery of instruction.
implemented
 Class profiles employed as documentation of students
 Student portfolio implemented consistently
meeting standards
documenting work that meets and/or exceeds
standards.
 Conference log utilized.
Assessment (APS 3, 7)
The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate
instructional interventions.
 Unit and lesson plans demonstrate the implementation of a
 Use assessment data to adjust and differentiated
 Disaggregated Data by teacher, team, gender,
variety of ongoing assessment
instruction as documented through lesson and unit
ethnicity, students with disabilities, content area,
 Pre-assessment of student learning
planning.
school data (discipline)
 Engaging students in the creation of assessments
 Collect data on students’ interest (student survey,
 Create and implement classroom profiles to
 Weekly assessment of learning coding the standards and
reading inventory, learning inventory)
document and monitor students’ mastery of
elements with teacher commentary.
 Maintaining student achievement profiles
standards.
 Link formative assessment to summative assessment as
 Implementing activating strategies as a tool to pre Conduct frequent formative assessment from the
documented via student achievement profiles, class profiles,
assessment
beginning of a unit to the end to monitor student
student portfolio
 Involve students in self- assessment of goals, work
achievement.
 Evidence, creation and implementation of a wide variety of
 Develops classroom-based assessments with students
 Help students to understand their own
performance assessment and learning tasks.
in order to prepare them to meet and ensure that they
achievement data both formative and summative.
 Use assessment data to plan for strategic intervention as
have met standards as document through classroom
 Utilize “anchor” paper as sample of student work
documented through a pyramid of intervention per student,
profiles and students portfolio.
that exemplifies a specific level of performance.
conference log and SST. (RTI)
 Create, implement and assess common
assessments in all content areas.
 Recognize that the teacher does “whatever it
takes” to ensure students succeed.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 87
Instruction (APS 4, 5, 6)
Designing and implementing teaching – learning – assessment tasks
significant, relatable) to the South Carolina performance standards)
 Daily lesson planning is aligned with instructional framework

 Teacher documents and implement research best practices
approaches for instruction and learning
 Promotes a culturally responsive classroom

 Engage students in setting and adjusting learning goals each
at the beginning of each nine weeks as document via student

data notebook
 Organize student work through the use of portfolio for each

content area demonstrating mastery of standards.

 Teachers collect and utilize “anchor” papers as a source to help
students understand what exemplary work looks like.

and activities to ensure that all students achieve (accomplish, attain) proficiency relevant (applicable,
Implements and expects high order thinking strategies
and students produces products that reflect highest levels
of Bloom’s Taxonomy (synthesis, evaluation).
Promotes the effective use of graphic organizers for
student learning
Producing products that reflect highest levels of Bloom’s
Taxonomy (synthesis, evaluation).
Create atmosphere for student leadership
Design lessons and/or units that enable students to
incorporate technology.
Create, implement and assess student performance tasks.






Student work sample with commentary and
posted standards.
Differentiated instruction based on student
readiness as documented via lesson plans and
student work.
Using ongoing assessment for flexible grouping
to meet student learning needs documented
through lesson planning and conference log.
Create environment that promotes effective
rituals and routines documented by posted
classroom procedures for various classroom
management opportunities.
Involve student in the assessment process
Teachers and students articulate the instructional
framework. Documented through observations
and conversation with teacher and students.
Professionalism (APS 8, 9, 10)





 Consists of the norms, values, standards, and practices associated with the school as a professional learning community in which all stakeholder groups are committed
to ensuring student achievement and organizational productivity.
 The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that
students maximize learning.
The teacher establishes classroom rules, practices, and procedures that support a
 The teacher takes responsibility for professional growth in order to support high levels
positive, productive learning environment.
of learning for all students.
The teacher maximizes instructional time.
 The teacher grows professionally through job-embedded learning.
The teacher fosters a sense of community and belonging by acknowledging diversity,
 The teacher enhances content knowledge and pedagogical skill through a variety of
achievements, and accomplishments of all students in the classroom.
research-based and current professional learning opportunities.
The teacher helps students take responsibility for their own behavior and learning.
 The teacher shares in the responsibility for the continuous improvement of the school.
The teacher strives to establish respectful and productive relationships and cooperative
 The teacher actively and participate in the development and revision of the School
partnerships with families and the community in order to support student learning and
Renewal Plan, grade level improvement plan, and Palmetto Priority School Improvement
well-being.
Plan.
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
Page 88
HAMPTON COUNTY SCHOOL DISTRICT 2
GRADING & ASSESSMENT FRAMEWORK
CLASSROOM ASSESSMENTS & GRADING
Assessments are design for the purpose of helping teachers to diagnose, differentiate and intervene for students’ learning needs and teaching to those learning
needs. Teachers will implement the following strategies to help create classrooms where learning is the number one focus:
1.
2.
3.
4.
5.
6.
Involve students in setting and using criteria for rubrics or checklist
Assist students in setting learning goals
Engage students in self – assessments
Increase the sources of specific, descriptive feedback on student work
Have students collect evidence of learning
Have student present evidence of learning
Students respond more positively to the opportunity for success than to the threat of failure. Therefore, through learner standards and its instructional program,
the district seeks to make the evaluation of student performance both recognizable and positive.
Hampton County School District 2 will issue report cards each nine weeks on the days noted on the district calendar.
Interim notification (progress report) is required to be sent to parents/legal guardians of all 1 st-12th grade students mid-way in the grading period. Kindergarten
students will receive a standards-based report card each nine weeks.
Teachers are required to contact parents anytime a student’s grade drops a letter grade or more. Teachers are expected to send a parent report
home when the student drops a letter grade or move from meeting/exceeding performance expectations to not meeting performance expectations.
Student grades are to be placed in Power Teacher grade book weekly. Each grade will be supported by artifacts of student work and/or rubrics
or checklists. It is imperative that grades represent mastery of the standards and are imported on time. Parents will be able to check students’ grades
online via PowerSchool. During any stage of grade verification, teachers who are non-compliant with weekly updating of students grades will receive a written
reprimand.
The district’s grading scale for grades 1 – 12 includes the following:
A 100-93
B 92-85
Hampton County School District 2 Curriculum Frameworks 2013 - 2014
C 84-77
D 76-70
F 69-below
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Report cards will be distributed each nine weeks to students in grades 1-12. Students in grades 1-5 will receive a numerical grade in English Language
Arts/Reading, English Language Arts/Writing, Mathematics, Science and Social Studies. Related Arts classes such as Physical Education/Health, Music and Art will
receive academic performance-level grades as outlined below:
4=Exemplary
3=Proficient
2=Meets
1=Does Not Meet
NE=Not Evaluated
Students in grades 6-12 will receive a numerical grade in English Language Arts, Mathematics, Science, Social Studies and Related Art classes such as, but not
limited to, Physical Education/Health, Music and Art.
Each subject area will receive teacher commentary concerning students’ academic and behavioral
performances.
Percent scores shall be rounded to the nearest whole number. Any score below .5 rounds down, and any score above .5 and rounds up.
 Example:
o 89.49% rounds to 89%
o 89.50% rounds to 90%
Listed below are the due dates for Interim Progress Reports, Report Cards and Grade Verifications.
Quarter
Dates
1st Quarter (Interim)
1 Quarter (Report Card)
Grade Verification
Due Date
9/19/2013
*10/28/2013
9/13/2013
10/23/2013
2nd Quarter (Interim)
2 Quarter (Report Card)
11/25/2013
*01/21/2014
11/19/2013
1/15/2014
3rd Quarter (Interim)
3 Quarter (Report Card)
2/20/2014
*3/31/2014
2/14/2013
3/26/2014
st
nd
rd
4th Quarter (Interim)
5/1/2014
4/28/2014
th
4 Quarter (Report Card)
**6/10/2014
6/4/2014
*Parent Conference/Report Cards Distribution
**Dates may change for Senior Class Members of 2014
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Grading Format/Computation of Nine Week Grades
The following is the standard grading format used in Hampton County School District 2. Any deviation from this format must be approved by the principal, validated by
research/ best practices in classroom assessment and grading, and explained in writing to students and parents/guardians prior to the beginning of a grading period
via course syllabi.
Factors
Classwork
Exams
Examples
Grade
Percentage
This includes work completed in the classroom setting. Classwork may include, but is not limited to: learning tasks, response to
literature, independent practice of skills & concepts, labs, hands-on activities, rubrics, checklists, DO NOWs, group work, problem of
the week, writing performance task, math performance task, constructed responses, other formative assessment strategies,
comprehension and vocabulary assignments and learning center activities
25%
Note: Graded assignments must reflect at least one of the above topics
This includes end –of- nine weeks, mid-term and final exams
15%
Homework/Participation This includes all work completed outside the classroom to be graded on its completion and student’s preparation for class
10%
Quiz/Projects
20%
Test
(materials, supplies, etc.) Assignments may include, but are not limited to: Daily math practice, reading logs, spelling assignments,
convention assignments, science/social studies content reading and responses.
This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of progress
monitoring student learning. Assessments may include but are not limited to: weekly formative assessments, content area unit
projects or research and teacher observation.
This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of assessing
student learning with the goal of mastery. Assessments may include but are not limited to: summative assessments such as unit
tests and benchmarks.
Cumulative Grade:
30%
100%
Please note that core academic assessments are not to be administered on the same day
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HOMEWORK
It is the practice of Hampton County School District 2 that homework is suitable in difficulty and length of time required for completion. Homework should not
encompass new material and should grow naturally out of classroom learning and activity. It should be preceded by sufficient instruction to allow the child to
complete it by him/herself.
It is also the practice of Hampton County School District 2 that by working together, parents and teachers can provide step-by-step training in the development of
self-disciplined and responsible students.
The purpose of homework is to:
 Reinforce knowledge and skills within the capabilities of the intended students;
 Support students’ academic achievement by providing timely feedback;
 Be relevant and appropriate, never punitive;
 Increase depth of students’ learning experiences;
 Promote student academic maturity, work ethic, and responsibility;
 Support collaboration among students, teachers, and parents;
 Give students an opportunity to reflect on concepts and skills;
 Promote growth in self-responsibility and self-direction in learning;
 Direct students toward good work habits;
 Enrich, enhance and extend school experiences;
 Bring students into contact with out-of-school learning resources; and
 Help students learn to budget time.
The nature, amount, and duration of homework will vary by grade. “Homework is an expectation at Hampton County School District 2.” Each student is
expected to complete the assigned homework on a daily basis. Time spent on homework will depend on a student’s learning style and time needed to
complete the task. Daily homework, Monday through Thursday, for all students includes reading every night, completing a reader’s response log, and
mathematics. Homework must be ready to be presented and displayed for the student at the beginning of the class for which it is required. Teachers are to
ensure that daily homework is printed into the student’s agenda for elementary students. Under certain circumstances, the teacher may conduct homework
recovery sessions during a student’s assigned lunch time. Students will receive a violation for not turning in homework the assigned day; responsibility starts with
YOU! No tests or homework should be assigned on Family Engagement Night activities or during state-mandated testing.
Assigning collaborative or group projects for homework can be problematic for students. Teachers who assign collaborative or group projects for homework shall
do so with discretion and knowledge of the inherent obstacles that such homework can present for students and families. Teachers shall adjust their expectations
accordingly to reflect the best interests of all students involved.
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Homework Framework
Grade
Number of
Minutes
K-2
0 – 30 minutes
cumulative
Recommended Homework Assignments
ELA



Reading Log
Handwriting
Convention Practice
Math

Math Computational
Practice (no more than 5

Math Facts Practice
First In Math

problems per night)




3-5
0 - 60 minutes
cumulative


Reading Log
Convention Practice

Math Practice (no more than 

Math Facts Practice
5 problems per night)



6-8
9-12


0-90 minutes
cumulative
0-120 minutes
cumulative




Reading Log
Responses to Literature
Writing
Vocabulary

Math Practice (between 5


Math projects
Classworks




Reading Log
Responses to Literature
Writing
Vocabulary

Math Practice (between 5 to


Math projects
A+nyTime Learning
to 10 problems per night)
10 problems per night)
Social Studies
Science


Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Additional at home reading
with responding to reading
comprehension questions
Completion of projects &
research
Webquests
Other technology related
tasks.
Student Generated
Extension/Investigation
Student Generated
Extension/Investigation









Additional at home reading with
responding to reading
comprehension questions
Completion of projects & research
Webquests
Other technology related tasks.
Additional at home reading with
responding to reading
comprehension questions
Completion of projects & research
Webquests
Other technology related tasks.
Student Generated
Extension/Investigation
Student Generated
Extension/Investigation
Please note that formative or summative assessments are not approved homework assignments. Assessments are to be taken at school and not at home.
When homework is turned in, it is graded and descriptive feedback is provided by the teacher.
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MISSED WORK




At the elementary level, teachers will work with students upon their return from an absence to address missed assignments.
At the middle and high school level, it is the individual student’s responsibility to request missed assignments upon returning to school.
For an extended student absence of three or more school days, teachers should contact parents to examine the reason for the student absence and to offer
suggestions for missed work.
Students shall have the number of days equal to the number of days absent to turn in completed make-up work, unless a greater extension is granted by the
teacher.
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Hampton County School District 2
Promotion and Retention Requirements
Elementary School Standards
Grade Level
Kindergarten
(APPROVED to PILOT 2013-14)
Promotion and Retention Requirements
Kindergarten students are expected to learn the Common Core State Standards in English/ Language Arts and Mathematics and the South Carolina Academic
Standards in Science and Social Studies.
Kindergarten student shall be promoted to the next grade level if the student achieves the following:
 Meets or exceeds target RIT growth on the MAP assessment in both reading and mathematics.
 Meets compliance with district attendance policy.
 Receives teacher recommendation for promotion.
Limit of retention: No student shall be retained more than one time unless approved by the superintendent or his/her designee.
Students who spend a second year in Kindergarten will be provided additional instruction.
1st – 2nd
For students receiving special education services, the Individual Education Program (IEP) team will serve as the promotion and retention
decision makers, with consideration to the promotion policy.
First and second grade students are expected to learn the Common Core State Standards in English Language Arts and Mathematics and the South Carolina
Academic Standards in Science and Social Studies.
First through second grade student shall be promoted to the next grade level if the student obtain a minimum of 13 points out of 18 on the Promotion
Retention rubric. The following criteria will be used:
 Meets or exceeds target RIT growth on the MAP assessment in both reading and mathematics.
 Earns a combined ELA and reading final yearly minimum average of 70 in English/ Language Arts and a final yearly minimum average of 70 in
mathematics, science and social studies.
 Meets compliance with district attendance policy.
Limit of retention: No student shall be retained more than one time between grades 1 – 2 unless approved by the superintendent or his/her designee.
For students receiving special education services, the Individual Education Program (IEP) team will serve as the promotion and retention
decision makers, with consideration to the promotion policy.
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3rd – 5th
Third through fifth grade students are expected to learn the South Carolina Academic Standards in English Language Arts, Mathematics, Science and Social
Studies. Beginning the 2013 – 2014 school year, 3rd - 5th grade students will learn the Common Core State Standards in English Language Arts and
Mathematics and the South Carolina Academic Standards in Science and Social Studies.
Third through fifth grade student shall be promoted to the next grade level if the student obtain a minimum of 13 points out of 18 on the Promotion
Retention rubric. The following criteria will be used:
 Meets or exceeds academic standards in both English Language Arts and mathematics as measured by PASS.
o Students’ who did not meet the minimum local promotion criteria will be promoted or retained pending arrival of spring PASS scores.
 Meets or exceeds target RIT growth on the MAP assessment in both reading and mathematics.
 Earns a combined ELA and reading final yearly minimum average of 70 in English/ Language Arts and a final yearly minimum average of 70 in
mathematics, science and social studies.
 Meets compliance with district attendance policy.
Limit of retention: No student shall be retained more than one time between grades 3 - 5 unless approved by the superintendent or his/her designee.
For students receiving special education services, the Individual Education Program (IEP) team will serve as the promotion and retention
decision makers, with consideration to the promotion policy.
Academic Plan
A response to intervention plan must be developed for each student who does not achieve grade level performance in grades K - 5 on two out of three assessment measures to
include MAP, DIBELS, and classroom grades as outlined on report card. The RTI plan will specify goal(s) and specific strategies to address the areas of deficiencies.
Parent conferences and written notification will be completed after each interim for students who are failing or in danger of failing any core subject. The parent/legal guardian
will be formally informed and a conference will be held at the end of the first nine weeks with the parent/legal guardian if a student is failing a core subject. At the end of the
second nine weeks, the parent/legal guardian will be formally notified if a student appears to be in danger of being retained. A follow up conference will be scheduled at the end
of the third nine weeks.
When a parent/legal guardian wishes to retain his/her child even though the child is likely to satisfactorily meet the district's promotion requirements, the request will be made in
writing to the school’s principal prior to May 1. The principal, after consultation with the child’s teacher(s), guidance counselor and parent/legal guardian, will approve or
disapprove the request by May 15.
Final determination of promotion or retention rests with the agreement between the principal and the parent/legal guardian.
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Promotion and Retention Rubric for Grades 3 - 5
Student Name:
Homeroom Teacher:
Grade:
School Year:
Use this form to assist with your review of students’ performance in grades 3 – 5 for the consideration of promotion, placement or retention. Information recorded on this rubric is solely based on
student academic performance & teacher recommendation at the grade level noted above. Four areas of student academic performance will be considered: (1) Palmetto Assessment of State
Standards OR Students meeting or exceeding target RIT growth of MAP (2) Report Card Performance (3) Student Attendance (4) classroom teacher recommendation.
ELA/Reading
Math
Report Card Performance
Attendanc
Teacher
PASS OR
PASS OR MAP
e
Recommendati
MAP
on
4 points
Exemplar
y
3 points
Met
1 point
Not Met
4 points
Exemplar
y
3 points
Met
1 point
Not Met
4
points
Exceed
s RIT
growth
3
points
Meets
RIT
growth
1
point
DNM
RIT
growth
4
points
Exceeds
RIT
growth
3
points
Meets
RIT
growth
1 point
DNM
RIT
growth
4 points
4 out 4 subjects
4 points
2 points
ELA, Math, Science, Social Studies
No absences
Promoted
3 points
3 out of 4 subjects
3 points
1 point
Missed less
than 10 days
Retained
ELA and Math, Science or Social
Studies
2 points
2 out of 4
ELA and Math
1 point
Missed 10 or
more days
1 point
1 out of 4 subjects
O point
No Subject Passed
Points
Earne
d
Promoted
Retained
Student met the local promotion criteria of 13 – 18 points.
Promoted to grade : 1 2 3 4
5 6
Please circle
Student did not meet the minimum points for promotion.
Retained in grade:
4 5
K 1 2 3
Please circle
Total Points:
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Has student been retained before?
Yes
If YES, in what grade was he/she retained?
No
K
Programs Participated: Check all that apply
Tier 2 Intervention _____ Reading _____ Math
Special Education
Resource
Special Education
Collaborative
1st
2nd
3rd
4th
5th
Tier 3 SST _____ Reading
_____ Math
Special Education
Speech/Language
Parent Communication (Required for all students
considered for RETENTION)
Date of Initial Meeting (Jan.):
Follow-up meeting (March):
Follow-up meeting (May):
Note: Committee must consist of the following individuals Parent/Guardian, Grade level Teacher(s), Administrator, and Guidance Counselor. The school can
include but is not limited to the following additional personnel participating on the committee; Curriculum Coordinator(s), Special Education teacher, school
psychologist, etc.
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Meeting 1 - January
Parent/Guardian Signature:
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Meeting 2 - March
Parent/Guardian Signature:
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
Meeting 3 - May
Parent/Guardian Signature:
Date:
Student Signature Participant:
Date:
Teacher Signature:
Date:
Guidance Counselor Signature:
Date:
Principal Signature
Date:
Other Participant Signature:
Date:
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HAMPTON COUNTY SCHOOL DISTRICT 2
NON-NEGOTIABLE AGREEMENT
“A Commitment to Results, No Excuses”
I make this statement of agreement in order to support the vision, mission, beliefs and values of Hampton County School District 2, and to perform the duties, roles and
responsibilities of nonnegotiable practices in service to students, the professional learning community, parents, administration and other stakeholders.
In consideration of these expectations, I hereby agree to the following:
CURRICULUM, ASSESSMENT, AND INSTRUCTION




I will teach the South Carolina Academic and/or Common Core State Standards with fidelity by:
 Designing lessons aligned to the South Carolina Academic Standards and HCSD 2 Curriculum Framework
 Identifying key concepts in the language of the standards
 Using essential questions to connect instruction to the standard
 Asking students to explain the standards in their own words
I will monitor the progress of my students while working collaboratively using the PLC framework by:
 Developing common formative /summative assessments that are explicitly aligned to standards
 Collecting, charting, and analyzing data to include student work on a regular basis
 Identifying students who are not meeting standards, meeting standards or exceeding standards
 Adjusting instruction based on assessment results
 Using teacher-written commentaries to provide feedback to student in regards to what they have and have not mastered
 Using a variety of instructional strategies (best practices) to address students’ learning needs/style
I will ensure that all teaching and learning activities reflect a shared understanding of what students should know, do, and understand and will be built upon a
common framework for instruction that consists of:
 Opening Meeting - Activating strategies centered on the standard, indicator(s)/cluster(s) and essential question
o Mini-lesson-Modeling while referencing standards and key vocabulary
o Using exemplars (examples of student work that meets or exceeds the standard)
 Work Time -Engaging students using performance tasks
o Using higher-order thinking questions to probe student understanding
o Differentiating Instruction to include flexible grouping
 Closing Meeting - Summarizing strategies to assess student understanding
I will ensure that my classroom environment is built on:
 Strong student-teacher relationships based on the school district’s vision, mission and core values
 The social-emotional needs of our students
 Established rituals and routines
 Displayed South Carolina Academic and/or Common Core State Standard, essential questions, and key vocabulary
 Evidence of the common framework for instruction
 Evidence of students’ work that reflects the standards
 Clean, safe and conducive and student – centered learning environment
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ORGANIZATION

My communication with parents will be:
 Frequent, clear and consistent
 Focused on building a partnership with parents for improving student performance
I will attend and be an active participant of the school’s Parent Teacher Organization (PTO).

I will attend and be an active participant of the school’s School Improvement Council (SIC).

I will provide tutoring services for my struggling students once per week and communicate the need to parents using all forms of communication media.

I will commit to and actively participate in all professional learning activities related to teaching and learning.

I will commit and contribute to ensuring continuous school improvement that promotes common language, understanding and implementation of school-wide policies, procedures and
expectations.

Teacher’s Signature
Hampton County School District 2 Curriculum Frameworks 2013-2014
Date
Page 101
HAMPTON COUNTY SCHOOL DISTRICT 2
DISTRICT INITIATIVES
Strategic Goal
Goal 1: Increase Student
Achievement
Goal 2: Safety 1st
Goal 3: Cultivate
Engagement
Goal 4: Improve Human
Capital
Goal 5: Improve Fiscal
Management and
Accountability
Initiatives
 Implement Common Core State Standards



















o K – 2 (2012 – 2013 SY)
o 3- 8 (2013 – 2014 SY)
o 9 – 12 (2014 – 2015 SY)
Develop a K – 12 Curriculum Framework for teaching and learning.
Develop systemic and systematic assessment and data analysis processes.
Implement a K – 12 Instructional Framework for teaching and learning.
Implement standards – based classroom instructional design.
Rollout strategies for teachers and students to work collaboratively to use educational technology hardware and software.
Enhance internal and external communications.
Support research-based practices that promote positive behavior and safe environment.
Create an engaging and welcoming school and district level culture where our diverse students, staff, parents and
community members feel valued, respected and included.
Ensure secure, safe, and well-maintained facilities and learning environment.
Implement a visitor management system.
Build family/school partnerships to support student learning through rewards & recognition.
Build community/school partnerships that address local needs.
Develop partnerships with businesses and higher education communities to support the development and growth of
Science/Technology/Engineering/Mathematics (STEM) and Career And Technical Education (CATE) programs.
Strengthen teacher and leader recruitment, selection, and staffing policies to attract and retain highly qualified, highly
engaged and highly effective educators.
Strengthen the capacity of school level leaders and teacher effectiveness.
Implement PD360 and Observation 360
Prioritize the allocation and expenditure of funds to support district goals and align them to student learning goals.
Provide comprehensive management and budgeting training.
Host an annual “State of the District” event.
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Teaching and Learning Practices
Strategic Goal #1:
Increase Student
Achievement
Curriculum
 Deconstructing Standards
Assessment
 Assessment for Learning
 Common Formative Assessment
Instruction
 Standards-based Instruction
 Instructional Rigor (Webb’s Depth of Knowledge)
 Literacy Strategies
 Numeracy Strategies
 Reading/Writing in Content Area
 Reader’s/Writer’s Workshop
 6 + 1 Writing Traits
 Complexity of Text
 Interactive technology (SMARTboard, Student Response System, Document Camera, Virtual Learning)
 Response to Intervention (Classworks, A+nywhere Learning)
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Common Core State Standards
The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were
adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The
standards will be fully implemented in school year 2014-15 as outlined in the following table:
School Year Implementation Plan




2011-12
2012-13
2013-14
2014-15
Transition Year
Transition Year
Bridge Year (CCSS will be used for instructional purposes during this school year.)
Full Implementation
To support and enhance professional learning in the Common Core State Standards, resources are
available on the CCSS Support Site. (NOTE: CCSS Support Site is in transition. Contact Ruth Nodine at
rnodine@ed.sc.gov for assistance.)
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
LEARNING TARGET(S)
STUDENT-FRIENDLY TRANSLATION
COMMON CORE STATE STANDARD
ESSENTIAL QUESTION(S)
KNOWLEDGE
What should students understand
(know)? Include academic vocabulary
SKILLS
(Depth of Knowledge Levels)
What should students be able to do?
Does this lesson reflect one of the “shifts”? If so, please describe which shift is addressed
and how?
As you plan for student learning, which mathematical practice will be used to promote
mathematical thinking?
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
OPENING MEETING
Releasing students to do work
Learning/Performance Tasks
CLOSING MEETING
Helping students make sense of their
learning
FORMATIVE ASSESSMENT
How will you & your students know if they
have successfully met the learning
target(s)?
Friday
Thursday
Wednesday
Tuesday
Monday
Getting students ready to learn
WORK SESSION
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
Modifications/Accommodations:
What curriculum modifications and/or classroom accommodations will you make for Students
with Disabilities in your class? Be as specific as possible.
Resources/Materials:
What texts, digital resources, & materials will be used in this lesson?
Instructional Practices:
What instructional practices will you employ to ensure that all students have access to and are
able to engage appropriately in this lesson? Consider all aspects of student diversity.)
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HAMPTON COUNTY SCHOOL DISTRICT 2
WEEKLY LEARNING TEMPLATE
Previous Week’s Learning Reflection
1. Did all learners master the learning target? If not specifically indicate the percentage of
learners who did not and describe your next steps to ensure mastery for all.
2. How did this lesson cognitively engage students?
3. How did this lesson engage students in collaborative learning and enhance their
collaborative learning skills?
4. How did this lesson support 21st Century Skills?
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HAMPTON COUNTY SCHOOL DISTRICT 2
Webb’s Depth of Knowledge
DOK Level
Description of Level
1
Recall & Reproduction
2
Skills & Concepts
3
Strategic Thinking & Reasoning
4
Extended Thinking
Level 1 Activities






Recall elements and details of story
structure, such as sequence of events,
character, plot and setting.
Conduct basic mathematical calculations.
Label locations on a map.
Represent in words or diagrams a scientific
concept or relationship.
Perform routine procedures like measuring
length or using punctuation marks
correctly.
Describe the features of a place or people.
Level 2 Activities







Identify and summarize the major events in
a narrative.
Use context cues to identify the meaning of
unfamiliar words.
Solve routine multiple-step problems.
Describe the cause/effect of a particular
event.
Identify patterns in events or behavior.
Formulate a routine problem given data and
conditions.
Organize, represent and interpret data.
Level 3 Activities
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Support ideas with details and examples.
Use voice appropriate to the purpose and
audience.
Identify research questions and design
investigations for a scientific problem.
Develop a scientific model for a complex
situation.
Determine the author’s purpose and
describe how it affects the interpretation
of a reading selection.
Apply a concept in other contexts.
Level 4 Activities
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Hampton County School District 2 Curriculum Frameworks 2013-2014
Conduct a project that requires
specifying a problem, designing and
conducting an experiment,
analyzing its data, and reporting
results/solutions.
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize information
from multiple sources.
Describe and illustrate how
common themes are found across
texts from different cultures.
Design a mathematical model to
inform and solve a practical or
abstract situation.
Page 109
DOK Level
Description
Verbs
1. Recall &
Reproduction
Focus is on students to work with specific facts,
definitions. Items only require students to have a
shallow understanding of text.
Arrange, Calculate, Define, Draw, Identify, Illustrate,
Label, List, Match, Measure, Memorize, Name, Quote,
Recall, Recite, Recognize, Repeat, Report, State,
Tabulate, Tell, Use, Who, What, When, Where, Why
2. Skills &
Concepts
Students are required to apply skills and concepts.
They must comprehend and process portions of a
text; main ideas are stressed.
Categorize, Cause/Effect, Classify, Collect and
Display, Compare, Construct, Distinguish, Estimate,
Graph, Identify, Patterns, Infer, Interpret, Make
Observations, Modify, Organize, Predict, Relate,
Separate, Show, Summarize, Use Context Cues
Hampton County School District 2 Curriculum Frameworks 2013-2014
Questions
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What is …?
Where is …?
How did ... happen?
Why did …?
When did …?
How would you show …?
Who were the main …?
Which one …?
How is …?
When did ... happen?
How would you explain …?
How would you describe ...?
What would you select …?
Who was …?
How would you classify the type of …?
How would you compare …? contrast …?
Will you state in your own words …?
How would you rephrase the meaning …?
What facts or ideas show …?
What is the main idea of …?
Which statements support …?
What is happening …? Why?
What is meant by …?
What can you say about …?
How would you summarize …?
What is the theme …?
What inference can you make …?
What conclusions can you draw …?
What is the distinguishing factor(s)?
What is the function of …?
What data was used to make the conclusion…?
Page 110
DOK Level
3. Strategic
Thinking &
Reasoning
Description
Students are required to use complex and abstract
thinking. They are encouraged to go beyond the
text—to explain, generalize and connect ideas.
Verbs
Apprise, Assess, Cite Evidence, Compare, Critique,
Develop a Logical Argument, Differentiate, Draw
Conclusions, Explain Phenomena in Terms of
Concepts, Formulate, Hypothesize, Investigate,
Revise, Use Concepts to Solve Non-Routine Problems
Questions
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Hampton County School District 2 Curriculum Frameworks 2013-2014
Using what you’ve learned, how would you
solve …?
What approach would you use to …?
What facts would you select to show …?
What questions would you ask in an
interview with …?
How would you classify...? categorize...?
What evidence can you find …?
What is the relationship between …?
What is your opinion of …?
How would you prove …? Disprove…?
How would you assess the value or
importance of …
What would you recommend…?
How would you rate the …?
How would you prioritize …?
What judgment would you make about …?
Based on what you know, how would you explain
…?
How would you justify …?
How would you change (modify) the plan …?
What would a theory for … look like?
What is your predicted outcome given …?
How would you estimate the results for …?
Page 111
DOK Level
4. Extended
Thinking
Description
Students are required to use higher order thinking.
They are asked take material from one content area
and apply it to another.
Verbs
Analyze, Apply Concepts, Connect, Create, Critique,
Design, Prove, Synthesize
Questions
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What changes would you make to solve …?
How would you improve …?
What would happen if …?
How would you adapt ... to create a different…?
What could be done to minimize (maximize)…?
What way would you design …?
What could be combined to improve (change) …?
Suppose you could ... what would you do …?
How would you test (experiment,
investigate) …?
How would you construct a model that would
change …?
What would be your own original way to …?
How would you reformulate your hypothesis
based on results?
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.
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BLOOM’S TAXONOMY
A
“Power Word” Definitions
Acquire: To obtain or gain, especially through personal effort.
Action: The state or process of acting or doing.
Act out: To perform in or as if in a play; represent dramatically.
Adapt: To make suitable to or fit for a specific use or situation often by modification; to become adapted.
Adopt: To take up and practice or use.
Alter: To make different without changing into something else.
Analyze: To break down into parts for detailed study.
Appraise: To judge the quality or worth of.
Appreciate: To recognize the quality, significance, or magnitude of.
Approximate: To come close to; be nearly the same as.
Apply: To put to use especially for some practical purpose.
Articulate: To express clearly in logically connected verbal form; give words to.
Arrange: to put in the correct, proper, or suitable order; to sort systematically; classify.
Assemble: To fit together the parts of; construct.
Assess: To determine the value, significance, or extent of; appraise.
Associate: To connect or bring into relation, as thought, feeling, memory, etc.
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B
Blend: to mix or fuse thoroughly, so that the parts merge and are no longer distinct.
C
Calculate: To make an estimate of; evaluate; to ascertain by computation.
Carry out: To put into motion; execute.
Catalog: To list or classify.
Categorize: To put into a category or categories; classify.
Clarify: To make clear or easier to understand.
Classify: To arrange according to a system of categories.
Compile: To put together or compose from materials gathered from several sources.
Compare: To examine in order to note the similarities or differences of.
Compose: To make or create by putting together parts or elements.
Conduct: The act, manner, or process of carrying on: The way to conduct the experiment; a mode or standard of personal behavior.
Comprehend: To take in the meaning, nature, or importance of; grasp; understand.
Compute: To determine, especially by mathematical means.
Conclude: To arrive at (a logical conclusion or end) by the process of reasoning; infer on the basis of convincing evidence.
Concoct: To create, using skill and intelligence.
Construct: To create (an argument or a sentence, for example) by systematically arranging ideas or terms.
Contrast: To show differences when compared.
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Coordinate: To bring together in a common action or effort.
Correlate: To discover or establish a relationship.
Criticize: To judge the merits and faults of; analyze and evaluate.
Critique: The art of criticism; find faults with.
Cultivate: To develop or improve by education or training; train; refine.
D
Debate: To argue or discuss (a question, issue, or the like), as in a legislative or public assembly: They debated the matter of the third
amendment.
Decode: To recognize and interpret; to discover the underlying meaning.
Deduce: To conclude or infer by reasoning.
Delineate: To depict or describe in detail with drawing or words.
Demonstrate: To show clearly and deliberately through the use of evidence and proof.
Determine: To reach a conclusion after study and consideration.
Devise: To work out or create (something) by thinking; contrive; plan; invent.
Develop: To grow or evolve: to advance to a higher state.
Dictate: To prescribe with authority; impose.
Differentiate: To recognize a difference; to display a difference.
Discriminate: To make a clear distinction; distinguish: discriminate among the options available.
Discuss: To talk or write about.
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Dispute: To question the truth or validity of; doubt.
Dissect: To separate into parts; to examine closely.
Distinguish: To perceive as being different or distinct.
Document: A written record of information or evidence.
Dramatize: To present events in an exaggerated fashion.
E
Edit: To modify or adapt so as to make suitable or acceptable; to prepare (written material) for publication or presentation, as by
correcting, revising, or adapting.
Elaborate: To work out with care and detail; develop thoroughly; to produce by effort; create.
Employ: To engage the services of; to use.
Establish: To order, ordain, or enact.
Estimate: To calculate approximately.
Evaluate: To determine or fix the value or worth of.
Exhibit: To show or display.
Express: To set forth in words; state.
Extend: To enlarge the area, scope, or range of; broaden.
Extrapolate: to arrive at (conclusions or results) by hypothesizing from known facts or observations.
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F
Factor: one of the elements contributing to a particular result or situation; to take into account.
Focus: To adjust to produce a clear image.
Form: To develop in the mind; conceive: form an opinion.
Format: To plan or arrange in a specified form.
Formulate: To devise or develop, as a method, system, etc.
Frame: To put into words; formulate.
G
Generalize: To draw inferences or a general conclusion from given data.
Generate: To bring into existence; cause to be; produce.
Grade: To determine the quality of.
Graph: A pictorial device, such as a pie chart or bar graph, used to illustrate quantitative relationships. (Also called chart)
H
Hypothesis: A proposed explanation for an observable phenomenon (circumstance).
I
Illustrate: To clarify or explain by example.
Incorporate: To bring together into a single whole; merge.
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Infer: To presume or conclude from available evidence.
Influence: to move or impel or pressure (a person) to some action: Outside factors influenced him to play football.
Integrate: To make into a whole by bringing all parts together; unify.
Interact: To act upon one another.
Interpret: To explain the meaning of; explain.
Inquire: To investigate or ask about.
Inspect: To examine carefully or critically.
Inventory: A detailed, itemized list, report, or record of things in one's possession, especially a periodic survey of all goods and materials
in stock; an evaluation or a survey, as of abilities, assets, or resources.
J
Judge: To form an opinion or estimation of after careful consideration.
Justify: To demonstrate or prove to be just, right, or valid.
M
Manipulate: To manage or utilize skillfully; to control or shape; to persuade or alter by devious means.
Model: an example for imitation.
Modify: To change or alter.
Monitor: To oversee or regulate.
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O
Operate: To perform a function; work.
Organize: To put together into an orderly, functional, structured whole.
P
Parse: To examine in detail by separating into components.
Paraphrase: A restatement of a text or passage in another form or other words, often to clarify meaning.
Perceive: To gain awareness or understanding of.
Perform: To carry out an action or pattern of behavior; to act on and complete; to function.
Portray: To represent or describe in words.
Prioritize: To arrange or deal with in order of importance.
Proofread: To review for errors.
Produce: To compose, create, or bring out by intellectual or physical effort.
Prove: To establish the truth or validity of by presentation of argument or evidence.
R
Rate: To calculate the value of; appraise.
Reason: To think through logically; to conclude or infer; to convince, persuade, etc., by reasoning; to support with reasons.
Recite: To relate in detail; describe.
Recommend: To present as worthy of confidence, acceptance, use, etc.; commend; mention favorably.
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Record: To set down in writing; give evidence of.
Refine: To improve.
Relate: To establish or demonstrate a connection between.
Report: An account presented usually in detail.
Reorganize: To organize again.
Represent: to be a sign or symbol for; stand for; symbolize.
Restate: To state again or in a new form.
Retell: To relate or tell again or in a different form.
Retrieve: To recall to mind; remember; to bring back again; revive or restore.
Review: To reconsider or restudy; to survey mentally; take a survey of: to review the situation.
Revise: To reconsider and change or modify.
S
Segment: To cut or separate into parts.
Sequence: To place into order.
Sketch: A brief description.
State: to set forth formally in speech or writing.
Solve: To work out a correct solution or answer.
Sort: To arrange by kind, size, etc.
Summarize: to make a summary of; state briefly.
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Survey: To look at carefully; to scrutinize.
Synthesize: To form by bringing together separate parts.
T
Trace: To follow the course or trail of; to locate or discover by searching or researching evidence.
Transform: To change the form or appearance of; to change the nature or character of; to be or become changed.
Translate: To put into simpler terms; explain or interpret; to express in different words; paraphrase.
V
Value: To determine or estimate the worth or value of; appraise.
Verify: To prove to be true using facts and evidence.
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Bloom’s Taxonomy Verbs
(Note that the terms in parenthesis are the terms for the revised version of Bloom’s Taxonomy.
Additionally, the last two items are reversed in order in the revised version.)
Knowledge
(Remembering)
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name,
Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
(Understanding)
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate,
Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Application
(Applying)
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce,
Role-play, Select, Show, Transfer, Use
Analysis
(Analyzing)
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce,
Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate,
Research, Separate,
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Synthesis
(Creating)
Evaluation
(Evaluating)
Hampton County School District 2 Curriculum Frameworks 2013-2014
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make,
Organize, Perform, Plan, Produce, Propose, Rewrite
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge,
Justify, Predict, Prioritize, Prove, Rank, Rate, Select,
Page 123
TEST-TAKING STRATEGIES
Preparing for Tests
(FOR STUDENTS)
• Maintain good study habits: Do your class work.
o Have a clear understanding of homework assignments before leaving class.
o Keep a record of assignments received and completed.
o Make a study schedule and follow it.
o Tell your parents about schoolwork and homework.
o Turn in homework on time.
o Get make-up assignments when returning from an absence.
o See teachers for additional help.
• Seek and use past homework assignments, class notes, and available review materials.
• Follow directions.
• Find out when tests will be given out.
• Get a good night's rest and eat a normal breakfast before testing.
During Tests
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Read and pay careful attention to all directions.
Read each passage and accompanying questions.
Read every possible answer--the best one could be last.
Read and respond to items one at a time rather than thinking about the whole test.
Reread, when necessary, the parts of a passage needed for selecting the correct answer.
Don't expect to find a pattern in the positions of the correct answers.
Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers.
Decide exactly what the question is asking; one response is clearly best.
Don't spend too much time on any one question.
Skip difficult questions until all other questions have been answered. On scrap paper, keep a record of the unanswered items to return to, if time permits.
Make sure to record the answer in the correct place on the answer sheet.
Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers.
Work as rapidly as possible with accuracy.
After completion of the test, use any remaining time to check your answers.
Keep a good attitude. Think positively!
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After Tests
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Examine your test scores; ask the teacher to explain your test scores if needed.
Congratulate yourself on identified areas of strength.
Identify areas of weakness which you will want to improve for a better performance next time.
Ask your teacher to suggest areas of study that will help you perform better on the next test.
Test Anxiety
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Student Strategies for Reducing Test Anxiety
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Share your feelings of anxiety with parents and teachers.
Think of the test as an opportunity to show what you know.
Review homework and materials which pertain to the test topics.
Relax, breathe deeply and stay focused on the test.
Remember the test is only one way your academic performance is measured.
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TEST-TAKING STRATEGIES
(FOR PARENTS)
Preparing for Testing
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Note test dates on your home calendar; schedule appointments on non-testing days.
Encourage your child to take responsibility for homework and class study.
Help you child learn how to find information independently.
Praise your child for work done well.
Encourage your child to ask questions at home and in class.
Get to know your child's teachers.
Attend parent-teacher conferences.
Confer with teachers on a regular basis for progress reports.
Gather available test preparation materials.
Assure your child knows that you value a good education.
Testing Day
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See that your child is rested and eats breakfast.
See that your child arrives at school on time and is relaxed.
Encourage your child to do the best work possible.
Do not send your child to school if illness is apparent.
Do not remove your child from school on test days for appointments.
After Testing
•
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Examine all test reports sent home.
Determine areas of strengths and weaknesses.
Praise your child's testing strengths and make a plan to address identified weaknesses.
See your child's principal, counselor or teacher if additional information is required.
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TEST ANXIETY
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Parent Strategies for Reducing Test Anxiety
•
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•
•
Discuss the test openly and in a positive way.
Have realistic expectations of your child's performance while encouraging his/her best efforts.
Emphasize that the test is only one measure of academic performance.
Emphasize that test scores do not determine a person's worth.
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TEST-TAKING STRATEGIES
(FOR TEACHERS AND ADMINISTRATORS)
Before Test Administration
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Notify students of the test dates in advance.
Explain the purposes for testing.
Create an uncluttered testing environment.
Use a variety of test formats during the school year.
Become familiar with the materials and procedures to be used with the tests.
Identify which students may need and/or be eligible for test accommodations.
Read the Test Administration Manual carefully for instructions and information.
When pre-coding student-specific data on the answer documents, be sure to read and follow coding instructions completely and carefully.
Encourage all students to be present on test dates.
During Test Administration
•
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•
•
•
•
•
Adhere to time limits specified for tests.
Read carefully the directions to the students.
Expect every student to read all test content material without assistance unless otherwise noted in the Test Administration Manual.
Do not read the test, unless specially instructed to do so in State manuals or for student test accommodations.
Monitor to ensure that students begin marking answers in the proper area of the answer sheet.
Anticipate and eliminate test disruptions.
Make sure students work independently.
After Test Administration
•
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•
•
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•
Collect and account for all test materials.
Assure student demographic information on the answer documents is marked accurately.
Document any absent students and arranged for them to make-up tests, if possible.
Adhere to all test return instructions.
Analyze test reports for instructional strengths and weaknesses.
Develop a plan to modify instructional strategies to address any identified test weaknesses.
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TEST ANXIETY
Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and
may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect
performance. The following strategies may assist students, parents, and teachers in reducing test anxiety.
Teacher Strategies for Reducing Test Anxiety
•
•
•
•
Discuss the purpose of the test and how it can help students progress academically.
Have realistic expectations of students' performance while encouraging students to do their best.
Allow students to express their anxiety verbally or in writing.
Be careful not to over emphasize the importance of the test.
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EXTENDED RESPONSE SCORING RUBRIC
Grades 3-8
SCORE
CONTENT/
DEVELOPMENT
4
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ORGANIZATION
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3
Presents a clear central idea
about the topic
Fully develops the central idea
with specific, relevant details
Sustains focus on central idea
throughout the writing
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Has an effective introduction,
body, and conclusion
Provides a smooth progression
of ideas by using transitional
devices throughout the writing
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VOICE
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CONVENTIONS
BLANK
OFF TOPIC
INSUFFICIENT
UNREADABLE
NOT ORIGINAL
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Provides evidence of a
consistent and strong command
of grade-level conventions
(grammar, capitalization,
punctuation, and spelling)
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2
Presents a central idea about
the topic
Develops the central idea but
details are general, or the
elaboration may be uneven
Focus may shift slightly, but
is generally sustained
Has an introduction, body,
and conclusion
Provides a logical progression
of ideas throughout the
writing
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Uses precise and/or vivid
vocabulary appropriate for
the topic
Phrasing is effective, not
predictable or obvious
Varies sentence structure to
promote rhythmic reading
Shows strong awareness of
audience and task; tone is
consistent and appropriate
Provides evidence of an
adequate command of gradelevel conventions (grammar,
capitalization, punctuation,
and spelling)
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1
Central idea may be unclear
Details need elaboration to
clarify the central idea
Focus may shift or be lost
causing confusion for the
reader
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Attempts an introduction, body,
and conclusion; however, one
or more of these components
could be weak or ineffective
Provides a simplistic,
repetitious, or somewhat
random progression of ideas
throughout the writing
Uses both general and precise
vocabulary
Phrasing may not be effective,
and may be predictable or
obvious
Some sentence variety results
in reading that is somewhat
rhythmic; may be mechanical
Shows awareness of audience
and task; tone is appropriate
Provides evidence of a limited
command of grade-level
conventions (grammar,
capitalization, punctuation, and
spelling)
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There is no clear central idea
Details are sparse and/or
confusing
There is no sense of focus
Attempts an introduction,
body, and conclusion;
however, one or more of
these components could be
absent or confusing
Presents information in a
random or illogical order
throughout the writing
Uses simple vocabulary
Phrasing is repetitive or
confusing
Shows little or no sentence
variety; reading is
monotonous
Shows little or no awareness
of audience and task; tone
may be inappropriate
Provides little or no evidence
of having a command of
grade-level conventions
(grammar, capitalization,
punctuation, and spelling)
B
OT
IS
UR
NO
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Palmetto Assessment of State Standards (PASS)
Science Test Blueprint for Grades 3-8
The Pass science tests measure the 2005 South Carolina Science Academic Standards in grades three through eight.
There are five to six broad standards at each grade level. Each standard is followed by detailed indicators. The test items are aligned to the
broad standards, guided by the scope of the detailed indicators for each standard.
All test items are 1-point, three- or four-option, multiple-choice questions. The items are distributed approximately evenly across the
standards. The items are distributed according to this table:
The items are distributed approximately evenly across the standards according to the table:
Grade
3
4
5
6
7
8
Number of
Standards
5
5
5
5
5
6
Number of
Items
45
45
50
55
55
60
Items per
Standard
8-10
8-11
8-11
9-12
9-12
9-12
NOTE: Because of embedded field test items, the tests may contain 6-12 more items than specified in the blueprint. These items are for test development only and will NOT be
included in the calculation of student scores.
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Scientific Inquiry Standards and Indicators
(Kindergarten Through Grade Eight)
Scientific inquiry standards and indicators will be assessed cumulatively on statewide tests. Therefore, as students progress through the grade levels, they are
responsible for the scientific inquiry indicators—including a knowledge of the use of tools—from all their earlier grades. In accordance with that fact, only those
tools that have not been identified in the earlier grades are listed at each successive grade level.
Kindergarten
Standard K-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
K-1.1 Identify observed objects or events by using the senses.
K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data.
K-1.3 Predict and explain information or events based on observation or previous experience.
K-1.4 Compare objects by using nonstandard units of measurement.
K-1.5 Use appropriate safety procedures when conducting investigations.
Grade One
Standard 1-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where
appropriate
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
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1-1.4 Use appropriate safety procedures when conducting investigations.
Grade Two
Standard 2-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events.
2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data.
2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language.
2-1.4 Infer explanations regarding scientific observations and experiences.
2-1.5 Use appropriate safety procedures when conducting investigations.
Grade Three
Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
3-1.1 Classify objects by two of their properties (attributes).
3-1.2 Classify objects or events in sequential order.
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple
scientific investigation.
3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.
3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and
appropriately when gathering specific data.
3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.
3-1.7 Explain why similar investigations might produce different results.
3-1.8 Use appropriate safety procedures when conducting investigations.
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Grade Four
Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to
conduct a simple scientific investigation.
Indicators
4-1.1 Classify observations as either quantitative or qualitative.
4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple
investigations.
4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that
indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained).
4-1.4 Distinguish among observations, predictions, and inferences.
4-1.5 Recognize the correct placement of variables on a line graph.
4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations.
4-1.7 Use appropriate safety procedures when conducting investigations.
Grade Five
Standard 5-1: The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills,
and mathematical thinking necessary to conduct a controlled scientific investigation.
Indicators
5-1.1 Identify questions suitable for generating a hypothesis.
5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.
5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time.
5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific
investigation.
5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.
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5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written
form.
5-1.7 Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings.
5-1.8 Use appropriate safety procedures when conducting investigations.
Grade Six
Standard 6-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,
controlled investigative design and analysis, and problem solving.
Indicators
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a
controlled scientific investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
6-1.3 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a
product, implementing the design, and evaluating the solution or the product).
6-1.4 Use appropriate safety procedures when conducting investigations.
Grade Seven
Standard 7-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,
controlled investigative design and analysis, and problem solving.
Indicators
7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.
7-1.2 Generate questions that can be answered through scientific investigation.
7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.
7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.
7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables,
and charts.
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7-1.6 Critique a conclusion drawn from a scientific investigation.
7-1.7 Use appropriate safety procedures when conducting investigations.
Grade Eight
Standard 8-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking,
controlled investigative design and analysis, and problem solving.
Indicators
8-1.1 Design a controlled scientific investigation.
8-1.2 Recognize the importance of a systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.
8-1.4 Generate questions for further study on the basis of prior investigations.
8-1.5 Explain the importance of and requirements for replication of scientific investigations.
8-1.6 Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms, and slinky springs) safely and accurately when
conducting a controlled scientific investigation.
8-1.7 Use appropriate safety procedures when conducting investigations.
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SCIENCE VOCABULARY
abiotic
accuracy
biotic
conceptual
controlled scientific investigation
dependent variable
derived quantity
dimensional analysis
fair test
hypothesis
variable
precision
A term that refers to nonliving factors in the environment such as light and temperature.
The degree to which the reading from a scientific instrument agrees with an accepted value. The accuracy of a
scientific measuring tool can be checked by ensuring that the instrument reads zero when it should and by
comparing the reading of the instrument to an established standard.
A term that refers to living organisms or to something that is produced or caused by living organisms. Antonym
abiotic.
A term that places the emphasis on scientific concepts rather than on mathematical relationships.
An experiment in which the variables are managed so that the results of the experiment will be reliable.
The respondent or outcome variable in an investigation; the variable that the experimenter hypothesizes will be
affected by manipulations in the independent variable.
A quantity that has a unit that is a combination of base units. Grams and milliliters are base units (for mass and
volume respectively). Density is a derived quantity because the units for density are grams per milliliter (g/ml).
A method for converting a given result from one unit of measure to another unit of measure (e.g., if one wishes to
convert the length of a line from centimeters to meters).
An experiment in which only one variable is manipulated.
A prediction based on observations and inferences that may be tested by one or more experiments.
The manipulated variable in an investigation; the variable the experimenter hypothesizes will affect the dependent
variable.
The degree to which an instrument can be read with certainty plus one final digit, which is uncertain (estimate). All
measurements in science should be recorded to include all digits including the estimated digit. On the metric ruler
below, the distance between the markings is 0.1 cm. In order to correctly represent this measurement, to the
precision of the instrument, one might write 9.37 cm or 9.38 cm (or whatever is judged to be closest); thus the
0.01 cm place is uncertain
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qualitative
quantitative
representative elements
simple investigation
A term that refers to the nature—the characteristics and attributes—of a substance, object, or event rather than the
amount.
A term that refers to measurement or amount rather than to characteristics or attributes.
The elements in groups 1–2 and 13–18 on the periodic table. These elements are also known as the “main group”
elements because they represent the entire range of chemical properties and a wide range of physical properties.
An experiment with a single independent and dependent variable
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GRAPHIC ORGANIZERS
www.cheney268.com/learning/organizers/graphicorganizers.htm
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BRAINSTORMING
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Cause And Effect
Cause
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Effect
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KWL Chart
What We Know
Hampton County School District 2 Curriculum Frameworks 2013-2014
What We Want to
Find Out
What We Learned
Page 142
CHARACTER MAP
Character
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Compare and Contrast Diagram
Concept 1
Concept 2
HOW ALIKE?
HOW DIFFERENT?
With Regard To
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Conflict Dissection
Character, Setting, Problem, Solution
Characters
Setting
(who?)
(time?, place?, where?)
Problem / Conflict
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Solution / Resolution
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What
Happened?
Where did it
happen?
When did it
happen?
EVENT MAP
Who was
involved in the
event?
How did it
happen?
Why did it
happen?
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Attribute Diagram
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
________________________________________
____________________________________________________________
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CHARACTER MAP
(ADVANCED)
TITLE
MAIN CHARACTER(S)
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STRENGTHS
WEAKNESSES
OUTCOME
Page 148
Scientific Method Outline
1. Choose a problem.
2. Ask a question about the problem.
Research the problem.
 Look in books.
 Get advice.
 Conference with teacher.
 Make observations.
3. Develop a hypothesis.
 Form a hypothesis from a simple question.
 In a hypothesis, use the words if and then.
4. Design the experiment.
 Write procedures.
 List in order each thing that will be done.
 Control variables.
 List the materials needed.
5. Test the hypothesis.
 Follow procedures.
 Make observations.
 Collect data in a notebook.
6. Organize the data.
 Make a chart, graph, or table of the procedures or results.
 Use pictures or photographs to show the procedures or results.
 Write a summary of what happened in the experiment.
7. State conclusions
 Share what has been learned
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OPTIONS
What can I do?
Your Options
PRO
RESULTS
What will happen?
CON
THINK ABOUT THE
PRO AND CONS
CHOICE
Is this a good thing to do?
Why?
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Building An
Interdisciplinary Planning Matrix
Content Area
LANGUAGE ARTS
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
MATH
SCIENCE
SOCIAL STUDIES
EXPLORATORY
P.E.
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Person Pyramid
Person’s
Name
and Title
Notes about
Person’s
Physical
Appearance
Notes about Person’s
Family/Growing UP Years
Notes about Person’s Education/Work
Experiences
Notes about Person’s Problems/Challenges
Notes about Person’s Accomplishments
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Readers’ Theater Presentation Rubric
Name _____________________________
Date ___________
Excellent
Oral Delivery
(Volume)
Oral Deliver
(Clarity)
Oral Delivery
(Reads with
expression)
Oral Delivery
(Reads in turn)
Cooperation
with group
Total Possible Points
50
Hampton County School District 2 Curriculum Frameworks 2013-2014
Good
Needs works
Consistently speaks
loudly enough for
audience to hear
Usually speaks loudly
enough for audience
to hear
Speaks too soft or loud
to hear.
8-10 pts.
4-7 pts.
0-3 pts.
Words are
pronounced correctly
and easily understood
Most words are
pronounced correctly
and easily understood
Many words
pronounced
incorrectly, to fast or
slow, mumbles
8-10 pts.
4-7 pts.
0-3 pts.
Consistently reads
with appropriate
expression
Usually reads with
appropriate
expression.
Reads with little or no
expression.
8-10 pts.
4-7 pts.
0-3 pts.
Takes turns
accurately on a
consistent basis.
Takes turns accurately Takes turns rarely on a
on a somewhat
consistent basis
consistent basis
8-10 pts.
4-7 pts.
0-3 pts.
Consistently works
well with others
Sometimes work well
with others.
Difficulty in working
with others.
8-10 pts.
4-7 pts.
0-3 pts.
Points Earned
____
Percentage_____%
Page 153
Facts Chart
Subject:
Body Paragraph 1
Body Paragraph 2
Body Paragraph 3
Main Idea
Main Idea
Main Idea
Supporting Facts
Supporting Facts
Supporting Facts
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Sequencing
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Story Map
Characters – Who
Setting – When & Where
Problem
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Story Map
contd.
Event
Event
Event
Solution
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Hampton County School District 2
State Adopted Textbooks
Kindergarten – Grade 5
(2013-2014)
GRADE
LEVEL
TITLE OF BOOK
PUBLISHING COMPANY
Pre-K
K-2
K-5
N/A
South Carolina Consumable Workbooks
Everyday Math Consumable Workbooks
N/A
N/A
1st
1st
Journeys
All Together
Houghton Mifflin/Harcourt
Scott Foresman
X
2nd
2nd
2nd
Journeys
2nd Grade Science (SC)
People and Places
Houghton Mifflin/Harcourt
Macmillian/McGraw-Hill
Scott Foresman
X
3rd
3rd
3rd
3rd
Journeys
enVision MATH
3rd Grade Science (SC)
3rd Grade Social Studies
Houghton Mifflin/Harcourt
Pearson
Macmillian/McGraw-Hill
Scott Foresman
X
4th
4th
4th
4th
Journeys
enVision MATH
4th Grade Science (SC)
Building a Nation
Houghton Mifflin/Harcourt
Pearson
Macmillian/McGraw-Hill
Scott Foresman
X
5th
5th
5th
5th
Journeys
enVision MATH
5th Grade Science (SC)
Growth of a Nation
Houghton Mifflin/Harcourt
Pearson
Macmillian/McGraw-Hill
Scott Foresman
X
Hampton County School District 2 Curriculum Frameworks 2013-2014
ELA
MATH
SOCIAL
SCIENCE STUDIES
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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MISCELLANEOUS
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Curriculum Frameworks Annual Update
(2013-2014)
Framework
Page
Number
Edits
Teacher’s Signature________________________________
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