Foxborough Regional Charter School
PHYSICAL SCIENCE
GRADE 6
Curriculum Map
16 Objectives Covered in Grade 6/16 Total Objectives Grades 6-8
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Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able
to do by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our
curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at
FRCS and beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum
articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior
to entering this grade and what he or she will master upon promotion to the next grade level.
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Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or
skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students
should master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next
page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and
you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
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Vertical Articulation by Standards
Science: 2010-2011SY
Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.
Grade K
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Earth Science (ES)
Earth Materials
ES1
ES2
ES1, ES2
ES1, 3, 4
ES2-5
ES1-5
Weather
ES3
ES3
ES3
ES7, 9
ES6
ES6, 7, 9
Earth/Solar System
ES4
ES4
ES 13, 15
ES13-15
ES13-15
ES8-12
ES5
ES10, 11
ES10, 11
ES10, 11
ES3, 4
ES12
ES12
ES12
ES5-7
Patterns
ES5
Earth History
ES2
Mapping
ES1
Life Science (LS)
Living Things
LS1-3, 7
Heredity
LS1, 3, 6
LS1-3, 6-8
LS4
LS4
Evolution
LS5
LS1-3, 11
1, 2, 4, 11
LS1-4, 11
LS13-16
LS7-9
LS6, 8, 9
LS6, 8, 9
LS6, 8, 9
LS10-12
Environment
LS17, 18
Classification
LS1
Systems
LS5, 6
Cells
LS2-4
Physical Science (PS)
Properties
PS1
Matter
PS1
PS1
PS1
PS1
PS1
PS2
PS2
PS2
PS2, 3
PS2, 3
4, 7, 9-10
4-5, 7-10
PS4-12
Energy
Motion
PS3
PS4
PS3-5
Elements
PS1, 2, 4
PS13-16
PS11, 12
PS6-8, 10
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Tech.Eng. (TE)
Materials and Tools
Design
TE1.1, 1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE1.1-1.3
TE2.2
TE2.1
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1, 2.2
TE2.1-2.6
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Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
 The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
 Each unit has the following elements and each element is described on the following pages
 Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
Term 2
Forms of Energy
Unit 4
How does Energy Change Forms?
State Standard
Physical Science (6-8) #13:
Differentiate between
potential and kinetic energy.
Identify situations where
kinetic energy is
transformed into potential
energy and vice versa.
Student Learning objective(s)
1.
2.
Analyze the differences between
potential and kinetic energy.
Design transforming situations
between potential and kinetic
energy.
Required vocabulary
Inertia, momentum, force, drag,
friction, air resistance
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Learning Plan:
Activities, Resources & Experiences
Delta Science. Newton’s Toy Box. (2006)
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable
objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor
should communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the
student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus
instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between
our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’
core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the
minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your
students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning
objectives for a given standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently
measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the
objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of
that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or
demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student
demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard
itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in
development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school
system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be
found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with
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follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching
activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently
communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning
objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and
thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to
compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also
greater; perhaps an open response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will
be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s
Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly
identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and
experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides
instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our
curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate
an instructional approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and
classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students
achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,
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ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and
improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader
any time!
Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and
within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than
memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of
these words and the underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction,
this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the
essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to
you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential
question as an open response question at the end of each unit.
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Term 1
Properties of Matter
Unit 1
In what Ways can we Describe Matter?
State Standard
Student Learning objective(s)
Physical Science (6-8) #1:
Differentiate between
weight and mass,
recognizing that weight is
the amount of gravitational
pull on an object.
1.
Physical Science (6-8) #2:
Differentiate between
volume and mass. Define
density.
1.
Physical Science (6-8) #4:
Explain and give examples
of how mass is conserved in
a closed system.
1.
2.
3.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Compare and contrast mass and
weight.
Propose a method to find the mass
of an object.
Evaluate the common units used to
measure mass.
balance, mass, matter, spring
scale, weight, International
System of Units ( gram, liter,
meter)
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Teacher created power point.
Compare and contrast volume and
mass.
Propose a method to find the
volume of a substance.
Characterize density.
volume, density, graduate
(graduated cylinder), meniscus,
solid, liquid, gas
Bill Nye video. Phases of Matter.
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
United Streaming. Measurements in Science.
Justify how mass is always conserved
in a closed system.
physical properties, physical
changes, chemical properties,
chemical changes, Law of
Conservation of Mass,
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
Teacher created power point.
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Term 1/2
Elements, Compounds, and Mixtures
Unit 2
What is the Relationship Between Elements, Compounds, and Mixtures?
State Standard
Student Learning objective(s)
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Physical Science (6-8) #6:
Differentiate between an atom
(the smallest unit of an element
that maintains the
characteristics of that element)
and a molecule (the smallest
unit of a compound that
maintains the characteristics of
that compound).
1.
Construct a table of differences and
commonality between atoms and
molecules.
Atom, electron, nucleus, proton,
neutron, atomic number
Bill Nye video. Atoms.
Fisher. Just the Facts: Physical Science. (2009).
Holt Science and Technology. Introduction to Matter. (2007).
Houghton Mifflin Science. Discovery Works. (2003).
Prentice Hall. Physical Science. 2009.
Physical Science (6-8) #7: Give
basic examples of elements and
compounds.
1.
Characterize how the periodic table of
elements is organized.
Name the chemical symbols for
hydrogen, oxygen, carbon, and nitrogen.
Characterize the composition of a
compound.
Identify the elements found in a
compound from its chemical formula.
Characterize the composition of a
mixture.
Construct a table of differences and
commonality between mixtures and pure
substances.
Dalton, Rutherford, Mendeleev,
atomic mass, period, group,
chemical symbol
Holt Science and Technology. Introduction to Matter. (2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Lehrer Records. The Elements. 1959.
Prentice Hall. Physical Science. 2009.
Compound, mixture, substance,
element, atom, molecule,
chemistry, heterogeneous
mixture, homogeneous mixture,
solution, solute, solvent
Holt Science and Technology. Introduction to Matter. (2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
Compare and contrast how chemical
changes are different from physical
changes.
energy, temperature, thermal
energy, endothermic change,
exothermic change, texture,
flexibility, flammability, tarnish,
rust,
Holt Science and Technology. Introduction to Matter. (2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
2.
3.
4.
Physical Science (6-8) #8:
Differentiate between mixtures
and pure substances.
1.
Physical Science (6-8) #10:
Differentiate between physical
changes and chemical changes.
1.
2.
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Term 2
Motion of Objects
Unit 3
In what Ways can we Describe Motion?
State Standard
Student Learning objective(s)
Physical Science (6-8) #11:
Explain and give examples
of how the motion of an
object can be described by
its position, direction of
motion, and speed.
1.
Physical Science (6-8) #12:
Graph and interpret
distance vs. time graphs for
constant speed.
1.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Diagram the location of an object in
the x, y, and z axis.
Create a simple vector that shows an
object’s direction and speed.
Deduce an object’s speed from time
and distance data.
Motion, position, reference point,
distance, displacement, speed,
average speed, velocity
Delta Science. Newton’s Toy Box. (2006)
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
Create and evaluate time-distance
graphs.
variables
Delta Science. Newton’s Toy Box. (2006)
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
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Term 2
Forms of Energy
Unit 4A
How does Energy Change Forms?
State Standard
Physical Science (6-8) #13:
Differentiate between
potential and kinetic energy.
Identify situations where
kinetic energy is
transformed into potential
energy and vice versa.
Student Learning objective(s)
3.
4.
Analyze the differences between
potential and kinetic energy.
Design transforming situations
between potential and kinetic
energy.
Required vocabulary
Inertia, momentum, force, drag,
friction, air resistance
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Learning Plan:
Activities, Resources & Experiences
Delta Science. Newton’s Toy Box. (2006)
Holt Science and Technology. Introduction to Matter.
(2007).
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
Term 2
Nunnery Orthotic and Prosthetic Technology
Unit 4B
How can we learn by experiencing many different facets of Science?
State Standard
Science (3-5): Inquiry
Skills
Student Learning objective(s)
1. Ask questions and make
predictions that can be
tested.
2. Recognize simple patterns in
data and use data to create a
reasonable explanation for
the results of an investigation
or experiment.
Required vocabulary
Scientific Method Steps
Question
Hypothesis
Procedure
Conclusion/Results
Analysis
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Learning Plan:
Activities, Resources & Experiences
•
Experiential learning in many different venues in
research/development and technology
Term 3
Heat Energy
Unit 5
What are the Characteristics of Heat?
State Standard
Student Learning objective(s)
Physical Science (6-8) #14:
Recognize that heat is a
form of energy and that
temperature change results
from adding or taking away
heat from a system.
1.
Physical Science (6-8) #15:
Explain the effect of heat on
particle motion through a
description of what happens
to particles during a change
in phase.
1.
Physical Science (6-8) #16:
Give examples of how heat
moves in predictable ways,
moving from warmer
objects to cooler ones until
they reach equilibrium.
1.
2.
2.
2.
3.
Required vocabulary
Learning Plan:
Activities, Resources & Experiences
Relate thermal energy to
temperature and heat.
Characterize what it means to have
high specific heat.
Temperature
Fahrenheit scale
Celsius scale
Kelvin scale
Absolute Zero
Heat
Specific Heat
www.SciLinks.org
(scn-1361)
Analyzing Data, text p. 476
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
Propose the causes for matter to
change state.
Evaluate a substance’s changes as its
thermal energy increases.
State
Change of State
Melting
Freezing
Evaporation
Boiling
Condensation
Thermal Expansion
Conduction
Convection
Radiation
Conductor
Insulator
http://faculty.washington.edu/crowther/KidsZone/lessons.html
Appraise the three forms of heat
transfer.
Predict the direction that heat
moves in real world situations.
Compare and contrast conductors
and insulators.
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Discover Activity, text p. 479
Houghton Mifflin Science. Discovery Works. (2003).
Fisher. Just the Facts: Physical Science. (2009).
Prentice Hall. Physical Science. 2009.
www.SciLinks.org
(scn-1363)
www.emints.org/ethemes/resources/500001582.shtml
Discover Activity, text p. 486
Prentice Hall. Physical Science. 2009.
Appendix A:
Assessing Student Learning
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Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t
want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.
This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they
should attain and the means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning
goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of
measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate
to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check
for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.
Developing formative and other classroom assessments:
 Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding.
You don’t need to give nearly as many questions and students are required to really show what they know.
 Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
 Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what
DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards
and objectives
 Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
 Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
 “Skill definition” is the action verb for a given objective. It’s what the student should be able to do
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
“Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understanding

Analytical & Evaluative Skills
Skills Definition
Analyze: Given or collect information or data to support a
conclusion.
Categorize / Rank: Students are given or collect a set of
examples or specimens and must sort them into appropriate
groups or classes based on their characteristics.
Compare & Contrast: Identify and explain the similarities and
differences of two or more concepts
Differentiate Between: Students describe the differences
between two or more concepts, specimen, examples or items.
Simplify: Summarize
Evaluate: Determine the significance
Assessment format expectations and suggestions
Expectations for analysis are some form of explanation based on given or collected data.
Written assessments are usually in the form of a lab report (i.e.: conclusions section)
Students usually test the examples or specimen to determine their characteristics.
Students organize their categorization in a table and support with data and written or oral
explanation.
Expectations for this skill focuses on writing about science concepts: essay or graphic
organizer form (i.e.: Venn Diagram)
This can be done using a ‘T-chart’ or other graphic organizer. This can also be
incorporated into a written response
Written or oral explanation of a concept in students’ own words
Usually assessed in written form. Students support their evaluation with data or
background knowledge
Synthesis & Application Skills
Skills Definition
Determine: Decide upon or identify
Diagram / Illustrate: Students create a drawing that includes
labels and written explanation.
Solve / Calculate: find the answer or solution (usually
mathematically)
Design / Create / Develop / Construct: Make or build
Assessment format expectations and suggestions
Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Expectations are that students can generate scientific diagrams or illustrations. Labels and
explanation should be included.
Given some data set, students find the answer or solution. Include work and units.
Formulas are provided by instructor
This is very broad, but the expectation is that a performance assessment of some kind is
given
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Demonstrate: show
The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.
Comprehension Skills
Skills Definition
Classify: Arrange and assign to a category
Describe: Students’ written or oral description
Explain: Written explanation, usually with a diagram
Predict: Forecast or hypothesize an outcome based on
supporting data or background knowledge
Summarize: Paraphrase content into simpler terms
Distinguish Between: Determine differences between
Assessment format expectations and suggestions
The assessment expectation is that students can arrange examples into appropriate categories.
This may be matching or listing and may or may not include a brief explanation
Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that
students support hypotheses with ‘why’.
Summaries are usually written and often act as follow up assessments to a passage that is read.
The expectation is that students can accomplish ½ of the compare-contrast essay by identifying
key differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skills Definition
Define: Provide a definition.
Label / Name: Provide or choose a name for an item,
object or concept.
Recognize: pick out from a variety of possible choices
Sequence: Place the concepts or items in a specific,
relevant order
Identify Select or list (usually characteristics) label, list
or identify
Assessment format expectations and suggestions
Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
The expectation is either to match or write in a label for a given diagram or fill in the blank
Multiple choice is the most common recognition skill assessment
Expectations are that students can either select or write a series of concepts in an appropriate
and accurate sequence
Students should be able to select or write in the appropriate concept or vocabulary word
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Organize / List: Put associated concepts in order
Students create an order that may or may not be based on a standard criterion. This can be
written, oral or physically done
Appendix B:
FRCS Unit Plan Template
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FRCS Unit Plan
Teacher
__________________________
Unit Title
___________
Essential Question(s): _________________________________________________________________
Student Learning Outcomes/Objectives (SWBAT):
Assessments:
Learning Experiences:
Reflection:
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Grade Level
Length of Unit
_______________
______________
Appendix C:
Content Specific Terminology Glossary
22
Grade 6 Glossary
Evaluate
Contrast
Construct
Rate
Appraise
Characterize
Rank
Produce
Assess
Create
Predict
Interpret
Organize
Classify
Develop
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Prove
Analyze
24