Gloucester Township Public Schools
Science
Grades 6-8
Benchmark and Cross Curricular Key
__Red: ELA
__ Blue: Math
__ Green: Science
__ Orange: Social Studies
__ Purple: Related Arts
__ Yellow: Benchmark Assessment
Science-Grade: 6
Unit:Physical Science
Unit Enduring Understandings:
• All substances have physical and chemical properties.
• All components in the natural world are composed of matter.
Concepts/
NJCCS/Book
Essential
Questions
Matter
5.2.6.A.3
(K: 1-1,2)
How do the
properties of
materials determine
their use?
Volume
5.2.6.A.1
(K: 1-1,2)
Density
5.2.6.A.2
(K: 1-1,2)
Melt/Boil. Pt
5.2.6.A.3
(K: 1-2)
Phys/Chem Prop.
5.2.6.B.1
(K: 1-1)
How does the
absorption of
energy affect
melt/boil points?
How can you
predict the way an
object would act
given its physical
properties?
Unit Length: Approx. 30 days (revised 6.13.12)
• Force is needed to change the motion of an object.
• Friction change the speed of an object.
• All energy travels in waves
• Electricity is a form of energy transfer
Skills & Knowledge
Matter has properties:
(Basic equations/ concepts
and measuring)
Mass,
Volume (L x W x H),
Density (mass/vol),
sinking/floating
Melting/Boiling Points:
Energy is needed to
convert
Activities/Resources
DEMO: Using the graduated cylinder w/different liquids
(regular/diet soda) AND salt water egg suspension
ACTIVITY: Foldable or flip book for properties of matter
ACTIVITY: Design & Engineering “How many bears (or M&Ms) can
your aluminum foil boat float?
LAB: Finding the mass of various objects
LAB: Volume/Density of regularly shaped objects
LAB: Measuring the boiling point of fresh/salt water OR of ice using
hotplates
LAB: Get 6 different bags of snack chips & classify by characteristics
Sink/Float
5.2.6.E.4
(K: 1-1,2)
LAB: How do fluids of different densities behave?
LAB: Can eggs float?
Key Terms
Assessments
Physical properties, chemical properties, melting point,
boiling point, volume, density, mass, matter, chemistry, substance,
weight
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes,
Tests, Projects, Current Events, Journal Entries, Graphic Organizers,
Foldables
Science-Grade:
6
Unit:
Physical Science
Unit Enduring Understandings:
• All substances have physical and chemical properties.
• All components in the natural world are composed of matter.
Concepts/
NJCCS/Book
Motion/
Forces
5.2.6.E.1
(M: 1-1)
Gravity
5.2.6.A.3
(M: 2-2)
Friction
5.2.6.E.3
(M: 2-2)
Essential Questions
How do we know that objects in
motion have energy?
How will the motion of an object
change when forces become
unbalanced?
Unit Length: Approx. 30 days
• Force is needed to change the motion of an object.
• Friction change the speed of an object.
• All energy travels in waves
• Electricity is a form of energy transfer
Skills & Knowledge
Activities/Resources
Motion:
Basic definitions of motion, relative motion, and
reference point
DEMOS: Who is moving? Scenarios such
as riding in a car, elevator
Planets rotate and revolve; this measures time
Measure movement related to reference pt
How is a reference point used to
determine if an object is in
motion?
How does friction affect the
motion of an object?
ACTIVITY: Moving a soda can without
touching it (static with a balloon)
ACTIVITY: Static Kits---using a variety of
materials to make static
Measure motion of objects w/diff types of
friction
Force:
Calculating net force using Newton as the SI unit
LAB: Using a friction board (smooth,
sandpaper, carpet); pulling cars across
using a spring scale to measure force
LAB: Air Awareness Lab (parachute lab)
How does the motion of the
earth, moon, & sun define time?
4 types of Friction:
Static, Sliding, Rolling, Fluid
WEBSITE: Google websites that tell you
age on each planet based on rotation.
What would happen to the
planets if gravity did not exist?
Key Terms
Motion, balanced forces, unbalanced forces, rotation, revolution, friction,
static friction, sliding friction, rolling friction, fluid friction, reference point,
force, net force, Newton (as a unit only), astronomy, axis, orbit, calendar,
solstice, equinox, force, gravity,, maps weight, inertia
Assessments
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests,
Projects, Current Events, Journal Entries, Graphic Organizers, Foldables
Science-Grade:
6
Unit:
Physical Science
Unit Enduring Understandings:
• All substances have physical and chemical properties.
• All components in the natural world are composed of matter.
Concepts/
NJCCS/Book
Essential
Questions
Skills & Knowledge
Light Energy
5.2.6.C.1
(O: 4-1; O: 3-3;
0 4-2)
What are the
behaviors of light as it
travels?
Characteristics of light:
Travel in waves: refraction, reflection,
opaque, translucent, transparent
Electricity
5.2.6.D.1
(N: 2-2; N: 2-4)
Activities/Resources
What are the
characteristics of
visible and invisible
light?
Visible vs. Invisible Light:
(from least harmful to most harmful)
Radio, Micro, Infrared, X-Ray, Ultraviolet,
Gamma
How does electricity
flow through a
series/parallel circuit?
Light travels through a medium (any solid,
liquid, or gas)
Electromagnetic Spectrum:
ROY G BIV
Flow of electricity: Series/Parallel Circuits;
Insulators/Conductors
Key Terms
Reflection, refraction, waves, visible light, invisible light, electromagnetic
spectrum, medium, series circuit, parallel circuit, insulator, conductor,
opaque, translucent, transparent, refraction, reflection, radiowaves, radar,
infrared rays, thermogram, visible light, ultraviolet rays, x rays, gamma
rays
Unit Length: Approx. 30 days
• Force is needed to change the motion of an object.
• Friction change the speed of an object.
• All energy travels in waves
• Electricity is a form of energy transfer
ACTIVITY: Creating a color wheel
ACTIVITY: Writing---how does each type of light relate to
own life
ACTIVITY: Jigsaw activity to study the 6 major types of light
ACTIVITY: Learning Center Stations with activities on circuits,
prisms, & light sources.
LAB: Circuit Lab: practicing with series/parallel with 6 volt
light bulbs.
LAB: Circuit Lab: Putting together a circuit using materials
provided w/o a picture or directions.
LAB: Working with prisms
(http://spaceplace.nasa.gov/en/kids/chandra_magic.shtml)
ACTIVITY: Blobz guide- website for electricity
Assessments
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests,
Projects, Current Events, Journal Entries, Graphic Organizers, Foldables
Science-Grade:
6
Unit:
Earth Science
Unit Enduring Understandings:
• The Earth’s surface, atmosphere, and life have changed immensely
Unit Length: Approx. 30 days
• Properties of the Earth depend on the interactions of its cycles.
throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential
Questions
Tectonics
Earthquakes
Volcanoes
5.4.6.B.2
5.4.6.C.3
5.4.6.D.1
(F: 1-3,5; F: 2-1,2;
F: 3-1,3)
Using the theory of
plate tectonics, how
has the surface and
geological structures
changed throughout
Earth’s history?
Earth Layers
Rock Types
Time Eras
Fossils
5.4.6.B.1, 5.4.6.B. 3
5.4.6.C.2
5.4.6.C.3
(F: 1-1,3,5; F: 5-1)
How does rock and
fossil evidence
support the theory
of plate tectonics?
How does the fossil
record support
Pangaea?
Skills & Knowledge
Layers of the Earth:
Crust, Core (inner, outer), Mantle,
PANGEA
Activities/Resources
ACTIVITY: Paper Pangaea (cut and paste in stages/before &
after)
ACTIVITY: Foldable for layer of the Earth (using circle shape)
Plate Movement:
Faults
Boundaries
(converge/diverge/transform)
Results of movement
(weathering & erosion):
(definition and formation…see
key terms below)
Volcanoes
Earthquakes (also measurement
of)
Transform fault lines
ACTIVITY: Clay modeling for earth’s layers
ACTIVITY: Foldable for the types of rocks
VIDEO: United Streaming: Pangaea
VIDEO: Forces of Nature (National Geographic)
DEMO: Volcano demos
LAB: Diet Coke and Mentos (Google video on teachertube)
LAB: Slinky Lab (P/S-waves)
Different types of rocks:
Igneous, Metamorphic,
Sedimentary; weathering &
erosion of rocks (basic)
LAB: Snickers Lab (for the 3 different boundaries)
WEBSITE: Cosmeo
Key Terms
Assessments
Seismic waves, pressure, crust, basalt, granite, mantle, lithosphere, asthenosphere,
outer core, inner core, Pangaea, continental drift, fossil, mid-ocean ridge,
seafloor spreading, deep ocean trench, subduction, plate, plate tectonics, fault,
divergent boundary, convergent boundary, transform boundary, rift valley, volcano,
magma chamber, pipe, vent, crater, lava flow, earthquake, epicenter, focus,
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
6
Unit:
Earth Science
Unit Enduring Understandings:
• The Earth’s surface, atmosphere, and life have changed immensely
Unit Length: Approx. 30 days
• Properties of the Earth depend on the interactions of its cycles.
throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Climate/Weather
5.4.6.F.1
5.4.6.F.2
(I: 1-1; I: 2-4;
I: 3-2; I: 4-1)
How does the transfer
of water and energy in
and out of the
atmosphere affect
weather and climate?
Water Cycle
5.4.6.G.1
5.4.8.E.1
(I: 1-2,4)
How do scientists use
humidity, temperature,
and air pressure to
forecast the weather?
Skills & Knowledge
Activities/Resources
Climate & Weather:
Difference between weather & climate; basic
definition of atmosphere; NO layers of atmosphere
(8th)
DEMO: demonstrate weather tools
Water Cycle
Types of Storms:
Hurricane
Tornado
Winter storm
Thunderstorm
How does the water
cycle work as a system?
LAB: Stations on different types of
weather
ACTIVITY: Foldable on types of
storms; brochure for storms
ACTIVITY: Water cycle diagram
WEBSITES: www.edheads.org
Weather Tools:
How does the water
cycle impact the
climate globally?
(basics definition, what they measure, how to use them)
Psychomotor
Barometer
Key Terms
Weather, climate, atmosphere, water cycle, precipitation, evaporation, condensation, psychomotor,
humidity, relative humidity, storm, thunderstorm, tornado, hurricane, air pressure, barometer
Assessments
Benchmark Pre & Post Test, Labs,
Classwork, Homework, Quizzes,
Tests, Projects, Current Events,
Journal Entries, Graphic
Organizers, Foldables
Science-Grade:
6
Unit:
Life Science
Unit Length: Approx. 30 days
• Cells are the basic unit of structure and function in all living things.
Unit Enduring Understandings:
• All living things interact with each other and the environment.
• Inherited traits are passed from parents to offspring.
Concepts/
NJCCS/Book
Ecosystems
Populations
5.3.6.C.1-3
5.3.6.G.2
(E: 1-1; E: 2-1)
Food
Chain/Web
5.3.6.B.1
5.3.6.B.2
(E: 2-1)
Essential Questions
Skills & Knowledge
What are the components of an
ecosystem needed to support life?
What classifies something as
“living?”
In what ways do organisms interact
within an ecosystem?
Abiotic vs. Biotic Factors
What has impacted the different
populations in an ecosystem?
Levels of Ecosystem:
Ecosystem, Community,
Population, Species
How do biotic and abiotic factors
interact within an ecosystem?
Sun is the ultimate source of
energy
How is energy transferred through a
food web?
What are the different roles organisms
play in a food web?
How is the sun the original source of
energy on Earth?
Food Chain/Web:
Producers/Consumers
Basics of Food Webs/Chains/Energy
pyramids
Do NOT go into symbiotic
relationships
Activities/Resources
ACTIVITY: Picture prompt to determine the
abiotic/biotic factors observed.
ACTIVITY: Foldable for producers and different
types of consumers.
ACTIVITY: “What’s for Dinner?” List all of the food
eaten and where it came from…breaking it all
down.
ACTIVITY: Research/recreate a food chain/web.
ACTIVITY: “Ball of Yarn”---Book E: page 44
VIDEO: BrainPOP videos for Ecosystems &
Populations
LAB: Create a food chain mobile; food chain/web
scramble stations.
Key Terms
Assessments
Ecology, ecosystem, species, habitat, food web, food chain, energy pyramid, producer, consumer,
herbivore, carnivore, omnivore, populations, communities, biotic factors, abiotic factors
Benchmark Pre & Post Test, Labs, Classwork,
Homework, Quizzes, Tests, Projects, Current
Events, Journal Entries, Graphic Organizers,
Foldables
Science-Grade:
6
Unit:
Life Science
Unit Enduring Understandings:
• All living things interact with each other and the environment.
Unit Length: Approx. 30 days
• Cells are the basic unit of structure and function in all living things.
• Inherited traits are passed from parents to offspring.
Concepts/
NJCCS/Book
Cells
5.3.6.A.1
5.3.6.A.2
(C: 1-1,2)
Traits
5.3.6.D.3
(C: 3-1)
Reproduction
Variation
5.3.6.D.1
5.3.6.D.2
5.3.6.E.1
(C: 5-1)
Essential Questions
Skills & Knowledge
How do organelles work
as a system within a cell?
Advantages/Disadvantages of
unicellular and multicellular
How do specialized cells
work together to form a
system?
Plant vs. Animal Cells:
(these parts only)
Cell wall, cell membrane,
cytoplasm, nucleus, mitochondria,
chloroplast, vacuole
What are the differences
between acquired and
inherited traits?
How does genetic
variation influence an
organism’s ability to
survive and reproduce?
Inherited vs. Acquired Traits
(very basic)
Genetic Variation:
Survival of the fittest
Activities/Resources
ACTIVITY: Foldable for cell parts
ACTIVITY: Venn-Diagram for Plant and Animal Cells/unicellular
and multicellular organisms
ACTIVITY: Illustrate the types of cells with all their parts
ACTIVITY: Create a cell analogy to match organelles to their
functions (city, government, school, etc)
LAB: Plant vs. Animal Lab (using microscope, prepared slides,
or make slides)
ACTIVITY: Identify personal inherited traits using mirrors and
compare with a partner
Key Terms
Assessments
acquired traits, inherited traits, genetic variation, vacuole, cell, cell wall, cell
membrane, chloroplast, mitochondria, nucleus, cytoplasm, unicellular, multicellular
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
7
Unit:
Physical Science
Unit Enduring Understandings:
• All components of the natural world are composed of matter.
• Substances will undergo physical and chemical changes.
• Energy can not be created nor destroyed.
Concepts/
NJCCS/Book
Solids, Liquids,
& Gases
5.2.8.A.3
(K: 2-1,2)
Physical/
Chemical
Properties &
Change
5.2.8.A.5
5.2.8.A.7
5.2.8.B.1
5.2.8.B.2
(K: 1-1,3; 2-2)
Acids/Bases
5.2.8.A.7
(L: 3-3,4)
Essential
Questions
Unit Length: Approx. 30 days
• Predictions can be made by knowing the characteristics of potential and
kinetic energy.
• Motion is caused by forces acting on an object.
Skills & Knowledge
Brief review of matter
What are the
physical
properties of
solids, liquids, and
gases?
Why do all
chemical changes
coexist with
physical changes?
How does energy
affect the phase
changes of solids,
liquids, and
gases?
What properties
make a substance
more acidic and
basic?
Physical/Chemical Changes:
Endothermic vs. exothermic reactions
Law of Conservation of Energy
Solids, Liquids, & Gases:
Particle formation & Phase Changes
(Melting, boiling, freezing, evaporation, condensation, & sublimation)
Properties of chemical/physical changes in relation to solids, liquids, &
gases
Activities/Resources
ACTIVITY: Foldable: solids, liquids, & gases
ACTIVITY: Sketch the pH scale
(pictures/examples)
LAB: Determine/observe
melting/freezing/boiling pt.
LAB: Making slime/GAK
LAB: “Fast and Fizzy” Lab (using Alka-Seltzer
tablets)
LAB: Boiling point lab for fresh/salt water
(bunson/hot plate)
LAB: Liver Lab (measure temperature change
when you put liver in a test tube of peroxide)
LAB: Ice Cream Lab (rock salt, milk, sugar, etc)
LAB: Popcorn Lab (finding change in mass,
volume, etc)
Conservation of matter in relation to the phase changes.
LAB: Acids/Bases with Litmus paper
Acids/Bases:
Basic definitions, differences, properties (pH, scale, strength,
reactivity), real life applications
Key Terms
Matter, atom, molecule, atomic theory, proton, neutron, electron, evaporation, condensation, sublimation, solid,
liquid, gas, physical change, chemical change, acids, bases, pH scale, indicator, corrosive
VIDEO: www.BrainPOP.com
WEBSITES: cosmeo & teacher’s domain
(Google)
Assessments
Benchmark Pre & Post Test, Labs, Classwork,
Homework, Quizzes, Tests, Projects, Current
Events, Journal Entries, Graphic Organizers,
Foldables
Science-Grade:
7
Unit:
Physical Science
Unit Enduring Understandings:
• All components of the natural world are composed of matter.
• Substances will undergo physical and chemical changes.
• Energy can not be created nor destroyed.
Concepts/
NJCCS/Book
Essential
Questions
Kinetic/
Potential
Energy
5.2.8.D.1
5.2.8.D.2
(M: 5-1,3)
How is potential
energy related to
kinetic energy?
Thermal Energy
5.2.8.D.1
5.2.8.D.2
(M: 5-1,2)
Conduction,
Convection,
Radiation
5.2.8.C.2
(M: 1-1,3)
Explain why
energy is neither
created nor
destroyed?
How can energy
change forms?
How does
thermal energy
change through
conduction,
convection, and
radiation?
Unit Length: Approx. 30 days
• Predictions can be made by knowing the characteristics of potential and kinetic
energy.
• Motion is caused by forces acting on an object.
Skills & Knowledge
Activities/Resources
Properties of Kinetic/Potential energy
ACTIVITY: Foldable or jigsaw activity for
the 6 types of energy
Law of Conservation of Energy:
(Very basic/definition)
ACTIVITY: Tri-fold for conduction,
convection, & radiation
Gravitational potential energy: explanation only; no formula
6 types of energy:
Thermal, chemical, nuclear, electrical, electromagnetic,
mechanical
Thermal Energy:
Heat energy (definition); nuclear energy from sun
(photosynthesis)
LAB: Bouncing Ball Lab (Forces & Motion
textbook)
LAB: Building roller coasters with ball
bearing and tubing
WEBSITE: Jason Project: designing a
roller coaster (Google)
Conduction, Convection, & Radiation:
These are the 3 types of thermal energy transfers
(definitions); Law of Conservation of energy; relate to current
technologies (solar panels to electrical energy)
Key Terms
Assessments
conduction, convection, radiation, law of conservation of energy, law of conservation of matter, nuclear
energy, chemical energy, thermal energy, mechanical energy, electromagnetic energy, electrical energy
Benchmark Pre & Post Test, Labs,
Classwork, Homework, Quizzes, Tests,
Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
7
Unit:
Earth Science
Unit Enduring Understandings:
• The Earth’s surface, atmosphere, and life have changed immensely
Unit Length: Approx. 30 days
• Properties of the Earth depend on the interactions of its cycles.
throughout time and will continue to change.
Concepts/
NJCCS/Book
Seasons
Earth’s Tilt
5.4.8.A.2
(J: 1-1)
Tide Cycles
5.4.8.A.1
(J: 1-2,3)
Moon Phases
5.4.8.A.1
(J: 1-3)
Weather/Climate
/Atomosphere
5.4.8.F.1
5.4.8.F.2
5.4.8.C.3
5.4.8.C.4
(I: 1-3; 3-1,2,3;
E-4)
Essential
Questions
Skills & Knowledge
How does the Earth’s
axis and tilt affect the
seasons?
Relative positions of Earth, Sun, & Moon
What is the
relationship between
the Earth and the
moon’s forces?
Eclipses: very basic and tie into seasons/tides
Moon Phases: touch on all of them
Gravity & Tides:
How gravity affects tides & relation to high/low
tides
How do the
characteristics of air
masses affect
global/local climates as
well as weather
patterns?
Activities/Resources
ACTIVITIY: Foldable on moon phases/seasons
ACTIVITY: Create a weather map on poster board
VIDEOS: www.BrainPOP.com
WEBITES: www.edheads.org & Glencoe Online
Interactive Weather Map.
Earth’s Tilt:
rotation, and revolution around the Sun combine
to form seasons/tides
(no Newton/Kepler’s Laws)
Weather/Climate/Atomosphere:
Fronts, reading weather maps & how to predict
weather, air and land masses interact to produce
specific climates; layers of the atmosphere
Key Terms
Astronomy, axis, rotation, revolution, orbit, calendar, solstice, equinox, force, gravity, mass,
weight, inertia, phases, eclipse, solar eclipse, lunar eclipse, tide, air mass, tropical, polar, maritime,
continental, front, occluded, cyclone, anticyclone, meteorologist, isobar, isotherm, atmosphere,
altitude, troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere
Assessments
Benchmark Pre & Post Test, Labs, Classwork,
Homework, Quizzes, Tests, Projects, Current
Events, Journal Entries, Graphic Organizers,
Foldables
Science-Grade:
7
Unit:
Earth Science
Unit Enduring Understandings:
• The Earth’s surface, atmosphere, and life have changed immensely
Unit Length: Approx. 30 days
• Properties of the Earth depend on the interactions of its cycles.
throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Weathering
Erosion
5.4.8.C.2
(G: 2-1; F: 5-6)
How is weathering
(physical/chemical changes)
responsible for creating a
variety of landforms?
Weathering:
Mechanical and chemical; how it
affects landforms
Rock Cycle
5.4.8.C.1
(F: 5-6)
How does weathering and
erosion affect the
composition of soil and the
rock cycle?
Uniformitarianism
5.4.8.B.2
(G: 2-1)
How can you prove that the
same Earth’s processes that
occurred in the past occur
today?
Activities/Resources
ACTIVITY: “Journey Through the Rock Cycle” (stations
about the rock cycle)
ACTIVITY: Illustrate the rock cycle.
Rock Cycle:
Cycle, soil composition, weathering,
erosion
WEBSITES: www.BrainPOP.com
Uniformitarianism:
Discuss that this means there are
predicable patterns
Key Terms
weathering, erosion, uniformitarianism, acid rain, mechanical weathering, abrasion, ice
wedging, chemical weathering, oxidation, rock cycle, sedimentary rock, metamorphic rock,
igneous rock, magma, lava
Assessments
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
7
Unit:
Life Science
Unit Enduring Understandings:
• All living things are composed of cells, require energy, and reproduce.
Concepts/
NJCCS/Book
Essential
Questions
Photosynthesis
Respiration
5.3.8.B.1
(C: 2-1,2)
In what ways do
living things depend
on photosynthesis
and cellular
respiration for life
on Earth?
Cell Cycle
5.3.8.A.2
(D: 1-2,4,5;
B: 1-1; C: 3-3)
Asexual/sexual
Reproduction
5.3.8.D.1
5.3.8.D.2
(C: 2-1,2)
DNA
5.3.8.D.2
(C: 3-4)
Skills & Knowledge
What is the
importance of DNA
in cell division?
What are the
benefits and
limitations of singlecelled organisms vs.
multi-cellular
organisms?
Unit Length: Approx. 30 days
• DNA is the blueprint of life.
Activities/Resources
Brief review of cell organelles
(chloroplast & mitochondria)
DEMO: Using a live plant and foil/construction paper to prevent
sunlight absorption on random leaves (observe changes)
Photosynthesis/Cellular
Respiration:
Raw materials, products,
equations, interdependency,
transfer of energy
DEMO: Elodea leaves in water (20 min) vs. plain beaker of water
Cell Cycle: basic
Interphase (what happens)
Mitosis (brief overview)
Cytokinesis
Asexual vs. Sexual Reproduction:
Differences/benefits/limitations
ACTIVITY: Create a cycle diagram to connect photosynthesis to
cellular respiration.
ACTIVITY: Use large equation cards & ask students to arrange
themselves into the proper equations.
ACTIVITY: Construct model of DNA
LAB: Stomata Lab: observe microscopic stomata using thin layers of
a lettuce leaf.
LAB: Respiration Lab:--”Exercise Lab” (in text)
DNA:
Discovery & basic structure only
LAB: Live Microscopic Specimens (ameba, paramecium, etc)
LAB: DNA extraction lab (using split peas or onions)
Key Terms
Chloroplast, mitochondria, chlorophyll, stomata, pigments, photosynthesis,
respiration, cell, sexual reproduction, asexual reproduction, mitosis,
cytokinesis, interphase, heterotroph, autotroph, DNA, organelle,
Assessments
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes,
Tests, Projects, Current Events, Journal Entries, Graphic Organizers,
Foldables
Science-Grade:
7
Unit:
Life Science
Unit Length: Approx. 30 days
Unit Enduring Understandings:
• All living things are composed of cells, require energy, and reproduce.
• DNA is the blueprint of life.
Concepts/
NJCCS/Book
Cellular
Organization
5.3.8.A.1
5.3.8.A.2
(B: 1-1)
Body Systems
5.3.8.A.1
5.3.8.A.2
(D: 1-2,4,5)
Essential
Questions
Skills & Knowledge
What are the levels of
cellular organization?
Cellular organization:
cell, tissue, organ, organ system
How do specialized
cells work together in a
multicellular organism?
Body Systems:
Brief discussion on different human
body systems & interdependency
How are the systems of
the human body
interdependent?
Comparative anatomy with live
microscopic/dissection specimens
Activities/Resources
LAB: Owl Pellet Investigation
LAB: Live Dissections Lab (earthworm, perch, frog, etc)
PROJECT: Students develop and teach mini-lesson on a body
system.
PROJECT: Trace human body and fill in the body systems.
VIDEO: Osmosis Jones
No environmental issues
Key Terms
Cell, tissue, organ, organ system, various body system terminology
Assessments
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
8
Unit:
Physical Science
Unit Enduring Understandings:
• Atoms are the basic building blocks of all matter.
• There can not be a chemical change without a physical change.
• The organization of the periodic table is useful for predicting the
Concepts/
NJCCS/Book
Essential
Questions
Atomic Theory
5.2.8.A.1
(K: 1-1; K: 3-1;
L: 1-2)
Why is the atom the
basic building block of all
matter?
Atoms &
Molecules
5.2.8.A.1
(K: 1-1; K: 2-1,3; K:
3-1)
Periodic Table
Elements
5.2.8.A.2
5.2.8.A.4
5.2.8.A.5
(K: 3-2)
What are the atomic
components of an
atom?
What useful information
does the periodic table
display about a given
element and its
properties?
What are the properties
of compounds and
mixtures; how do they
differ?
Compounds
Mixtures
5.2.8.A.5
5.2.8.A.6
(K: 1-1)
Unit Length: Approx. 30 days
properties of elements.
• Newton’s laws explain motion.
• Energy can not be created nor destroyed---only transferred.
• Energy is transferred back and forth between potential and kinetic.
Skills & Knowledge
Atomic Theory:
Review of protons, electrons,
neutrons; stability, & valence;
atomic mass, isotopes
Atoms:
Neutron, proton, electron,
electron configuration
(location and charge within the
atom; stability/valence, atomic
mass or isotopes)
Molecules (basics)
Atoms build molecules
Activities/Resources
ACTIVITY: Foldable on periodic table families/properties
ACTIVITY: Drawing electron configurations/calculating neutrons
ACTIVITY/LAB: Build models of atoms/molecules (various
materials)
ACTIVITY: Element BINGO
LAB/DEMO: Working with dry ice (sublimation)
ACTIVITY: Stations for learning the Periodic Table, calculations,
etc.
LAB: Separating a Mixture Lab (sand, salt, iron filings)
Periodic Table:
History/evolution; predicting
properties based on
groups/periods; uses of elements
Compounds/Mixtures:
Homogeneous vs. Heterogeneous
Mixtures; separating both
LAB: Chex Mix Lab (mixtures…make their own/compare with
each others)/Make lemonade or ice tea for homogeneous
mixtures.
WEBSITE: www.cosmeo.org (periodic table)
PROJECT: Element research/brochure/poster
Key Terms
Assessments
Atom, molecule, neutron, proton, electron, isotope, valence, atomic number, atomic
mass, atomic weight, electron cloud, mass number, periodic, groups, periods, rows,
element, chemical symbol, chemical formula, metal, nonmetal, metalloid, families,
compound, mixture, heterogeneous, homogeneous
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
8
Unit:
Physical Science
Unit Enduring Understandings:
• Atoms are the basic building blocks of all matter.
• There can not be a chemical change without a physical change.
• The organization of the periodic table is useful for predicting the
Concepts/
NJCCS/Book
Law of Conservation of
Energy
5.2.8.D.1
(M: 5-3)
Potential/
Kinetic Energy
5.2.8.D.1
(M: 5-1)
Speed, Velocity,
Acceleration
5.2.8.E.1
5.2.8.E.2
(M: 1-1,3)
Newton’s Law
5.2.8.E.1
5.2.8.E.2
(M: 2-3)
Essential Questions
Why can’t energy be
created or destroyed?
How does the motion of
an object demonstrate
the transfer of potential
to kinetic energy and
back?
How can analyzing the
motion of an object
demonstrate Newton’s
Laws?
How can you describe the
motion of an object using
speed and velocity?
Unit Length: Approx. 30 days
properties of elements.
• Newton’s laws explain motion.
• Energy can not be created nor destroyed---only transferred.
• Energy is transferred back and forth between potential and kinetic.
Skills & Knowledge
Activities/Resources
Potential/Kinetic Energy:
Review potential & kinetic
energy for introduction to
Newton’s Laws
ACTIVITY: Paper Towel Towers (cardstock to create tower of
certain dimensions with something heavier on top to see which
towers survive)
Review topic of speed and
reference point
ACTIVITY: Racing activities between students to calculate
speed, acceleration, etc
LAB: Paper Airplane Lab (calculating speed)
Calculations:
Speed/velocity, average
speed, acceleration
LAB: Balloon Rocket Lab (incline, decline, straight)
LAB: Toy Cars/Ramp Lab (can also implement graphing)
Acceleration:
positive/negative
Newton’s 3 Laws
LAB: Water Rockets (fill soda bottles with various levels of
water & use bike pump to launch the rockets to calculate
speed)
ACTIVITY: Circle foldable for Newton’s Laws
How does acceleration
affect the speed of an
object?
PROJECT: Seatbelt Safety Project (researching seatbelt safety
relating to Newton’s Law)
DEMO: Newton’s Cradle
Key Terms
Assessments
Momentum, inertia, potential energy, kinetic energy, Law of Conservation of Energy,
Newton, speed, average speed, constant speed, velocity, acceleration, positive
acceleration, negative acceleration, centripetal motion, free fall, air resistance,
terminal velocity, projectile motion
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
8
Unit:
Earth Science
Unit Enduring Understandings:
• The Earth, moon, and sun system work together in predicable patterns.
• Earth’s plates are constantly moving and changing boundaries.
Unit Length: Approx. 30 days
• Earth’s atmosphere is constantly changing due to living and non-living factors.
• Earth’s climate changes in direct correlation with land masses and bodies of
water.
• Every action results in a change in the environment.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Earth, Moon,
Sun System
5.4.8.A.1
5.4.8.A.2
(J: 1-3)
What predictable,
observable patterns occur
as a result of the
interaction between the
Earth, moon, and sun?
Review of earth, moon, & sun system
VIDEO: Bill Nye video clips/Tides CSI Video Clip
Universal Gravitation:
all objects are attracted to each other.
ACTIVITY: Eclipse cut and paste/Moon phases cut
and paste
Law of Universal
Gravitation
5.4.8.A.3
(M: 2)
What causes the patterns
between the Earth, moon,
and sun?
Activities/Resources
Newton’s Laws:
describing motion of tides
Kepler’s Law:
elliptical motion/space travel
Newton’s Laws
5.4.8.A.1
(M: 2-3)
Kepler’s Law
5.4.8.A.4
(J: 3)
Key Terms
Tides, spring tide, neap tide, inertia, Newton’s first law of motion, phases, eclipse, solar eclipse,
umbra, lunar eclipse, rotation, revolution, orbit, ellipse, Kepler
Assessments
Benchmark Pre & Post Test, Labs, Classwork,
Homework, Quizzes, Tests, Projects, Current
Events, Journal Entries, Graphic Organizers,
Foldables
Science-Grade:
8
Unit:
Earth Science
Unit Enduring Understandings:
• The Earth’s surface, atmosphere, and life have changed immensely
Unit Length: Approx. 30 days
• Properties of the Earth depend on the interactions of its cycles.
throughout time and will continue to change.
Concepts/
NJCCS/Book
Plate Tectonics
5.4.8.D.1
5.4.8.D.2
(F: 1-5)
Atmosphere
5.4.8.C.4
5.4.8.C.3
(I: 1-3; E: 4)
Climate Change
5.4.8.F.1
5.4.8.F.2
(E: 4-5)
Essential Questions
What are the dynamic
processes within and on
the Earth?
What are the physical and
chemical characteristics of
Earth’s atmosphere and
how do they affect life?
Skills & Knowledge
Plate Tectonics:
Motion of the earth’s plates causing
volcanoes & earthquakes
(the characteristics of
volcanoes/earthquakes are done in 6th)
Physical/Chemical Changes of
Atmosphere:
(Review of layers, if necessary)
acid rain, pollution, ozone, smog, etc
What influences affect
climate change?
Activities/Resources
ACTIVITY: Fortune cookie foldable for earth’s plates
ACTIVITY: Calculating epicenters
LAB: Mapping Volcanoes and Boundaries
LAB: Building Earthquake Safe Houses
Climate Change:
Determine the difference in temperatures
in varying regions
Key Terms
Assessments
Stress, tension, compression, shearing, normal fault, hanging wall, foot wall, reverse fault,
strike slip fault, syncline, anticline, plateau, earthquake, seismic wave, epicenter, focus,
volcano, boundary, divergent, convergent, transform, atmosphere, altitude, troposphere,
stratosphere, mesosphere, thermosphere, ionosphere, exosphere
Benchmark Pre & Post Test, Labs, Classwork,
Homework, Quizzes, Tests, Projects, Current Events,
Journal Entries, Graphic Organizers, Foldables
Science-Grade:
8
Unit:
Unit Enduring Understandings:
• All living things have basic needs for survival.
• Genetic similarities are passed from parent to offspring.
• There is a difference between inherited and acquired traits.
Concepts/
NJCCS/Book
Essential
Questions
Genetic Variation/
Survival
5.3.8.D.1-3
(C: 3-3; C: 4-2)
How is the survival
of living things
affected by
heredity?
Life Science
Unit Length: Approx. 30 days
• Species depend upon each other for survival.
• Geological changes throughout time have contributed to a species ability
to evolve.
Skills & Knowledge
Genetics:
Mendel & pea plants, probability;
inherited/acquired, Punnett squares,
chromosomes, inherited disease &
causes
Punnett Squares
5.3.8.D.1-3
(C: 3-2)
Activities/Resources
ACTIVITY: Sponge Bob Punnett squares/word problem
ACTIVITY: Paper Pet (in textbook)
ACTIVITY: Coin Toss activity for probability
LAB: Class Survey Lab (in textbook)
Key Terms
Assessments
DNA, genes, traits, probability, Punnett square, heredity, genetics, allele, dominant
allele, recessive allele, chromosome, heterozygous, homozygous, genotype,
phenotype, codominance, inherited traits, acquired traits, genetic disorder, smog,
ozone, pollution, global warming, greenhouse affect
Benchmark Pre & Post Test, Labs, Classwork, Homework,
Quizzes, Tests, Projects, Current Events, Journal Entries,
Graphic Organizers, Foldables
Science-Grade:
8
Unit:
Life Science
Unit Enduring Understandings:
• All living things have basic needs for survival.
• Genetic similarities are passed from parent to offspring.
• There is a difference between inherited and acquired traits.
Concepts/
NJCCS/Book
Ecosystems
5.3.6.C.2
(E: 2-1)
Symbiotic
Relationships
5.3.8.C.1
(E: 1-3)
Evolution
5.3.8.E.1-2
5.4.8.B.1
(C: 5-1)
Environmental
Factors
5.3.8.E.1
5.3.8.D.3
5.4.8.G.2
(E: 3-1)
Essential
Questions
How does
symbiotic
pairing affect
populations?
How have
species evolved
throughout
geological time?
What
environmental
factors affect
living things?
Unit Length: Approx. 30 days
• Species depend upon each other for survival.
• Geological changes throughout time have contributed to a species ability
to evolve.
Skills & Knowledge
Ecosystems:
Changes in population sizes, immigration/emigration ,
limiting factors, carrying capacity, endangered/extinct
Symbiotic Relationships:
Adaptations, niche, natural selection,
competition/predation, commensalism, mutualism,
parasitism
Evolution/Geologic Time:
Plant/animal adaptation throughout time, common
ancestors, extinction, endangered
Environmental Factors:
Human impact, global warming, pollution, air currents
relating to pollution, natural influences, climate change,
smog
Activities/Resources
ACTIVITY: Predator/prey graphing
LAB: Predator Prey Lab-Hawk and Mice (using
hawk and mice cards)
PROJECT: Endangered Species Research Paper
VIDEO: Over the Hedge/Ferngully
LAB: Bird Beak Adaptation Lab
WEBSITES: edheads.com
VIDEO: Arctic Tale (global warming); The Day After
Tomorrow
ACTIVITY: Read The Lorax
LAB: Oil Spill Lab
Key Terms
Assessments
Adaptation, niche, natural selection, symbiosis, birth rate, death rate, emigration, immigration,
ecosystem, mutualism, producer, omnivore, carnivore, herbivore, competition, predation, biotic
factors, abiotic factors, endangered, extinct, habitat, carrying capacity, limiting factors,
commensalism, scavenger, decomposer, predator, prey, community, population, parasitism, host,
parasite, food web, food chain, fossil, evolution
Benchmark Pre & Post Test, Labs, Classwork,
Homework, Quizzes, Tests, Projects, Current
Events, Journal Entries, Graphic Organizers,
Foldables
Appendix A
Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or
removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS
Required when on an IEP or 504 plan, but can be
implemented for any student to support their
learning.
MODIFICATIONS
Only when written in an IEP.
Special Education Instructional Accommodations
 Teachers shall implement any instructional adaptations written in student IEPs.
 Teachers will implement strategies for all Learning Styles (Appendix B)
 Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
 Teacher will implement Adaptations for Learning Styles (Appendix B)
 Teacher will implement appropriate UDL instructional adaptations (Appendix C)
English Language Learner Instructional Accommodations
 Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning Styles
Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom:
All learners have a unique blend of sequential, precise, technical, and confluent learning
styles. Additionally, all learners have a preferred mode of processing information- visual,
audio, or kinesthetic.
It is important to consider these differences when lesson planning, providing instruction,
and when differentiating learning activities. The following recommendations are
accommodations for learning styles that can be utilized for all students in your class.
Since all learning styles may be represented in your class, it is effective to use multiple
means of presenting information, allow students to interact with information in multiple ways,
and allow multiple ways for students to show what they have learned when applicable.
Visual
Audio
Utilize Charts, graphs, concept maps/webs, pictures, and cartoons in Power point
presentations
Highlight key tems /references materials in power point to refocus students on
what is important
Watch videos to learn information and concepts - BrainPop
Encourage students to visulaize events as they read
Study key terms from a word wall, flash cards
Model by demonstrating tasks or showing a finished product - Labs
Have written directions available for student
Visual aides of symbols and meanings
Visual References (bold words, new words, unfamiliar, etc)
Use more document camera to model.
Puzzles to help students match key terms with concepts
Allow students to give oral presentations or explain concepts verbally
Present information and directions verbally or encourage students to read
directions aloud to themselves.
Study Jams
Utilize read alouds
Utilize songs, rhymes, chants and choral response,
Example – King Henry Died Monday Drinking Chocalate Milk – use for memorizing
metric units
Pearsonsuccessnet.com – audio textbook of our science series.
Kinesthetic
Act out concepts and dramatize events – sing alongs of concepts
Hands on lab activities
Study Jam
Foldables
Stations activities – each station should have a different type of activity(math,
reading, mini lab, poster/diagram/artistic station, Demo station – Get students
moving around the classroom.
Real life experiences checklist
Reinforcement packets as a chapter review to prepare for tests. Assign first day
you start chapter and collect the day of the test.
Reflection questions from Essential questions of chapter.
Interactive websites
Brain Breaks – mini excersises to do in class to keep attention and re-energize.
Trace words/sounds on paper, sand, or water
Use manipulatives
Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan
work carefully, and complete the assignment from beginning to end without interruptions.
Accommodations:
Give a handout of an outline of the chapter concepts
Repeat/rephrase directions on a daily basis
Provide a checklist or step by step written directions
Break assignments in to chunks – provide deadlines for each section or chunk when certain parts of project are to be
completed by to keep student focused and moving on the assignment.
Provide samples of desired products of both acceptable and not acceptable projects
Provide a rubric of expectations and point value
Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing
and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed
notes, asks questions to find out more information, seeks and responds with exact answers, and reads and
writes in a highly specific manner.
Accommodations:
Provide detailed directions for assignments
Provide checklists and rubrics of desired results and point values
Model expectations and examples of desired possible answers
Provide frequent feedback and encouragement
Proofread rough copies and provide feedback
Have students provide peer review and feedback
Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on
details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The
learner uses technical reasoning to figure out how to do things, works alone without interference, displays
knowledge by physically demonstrating skills, and learns from real-world experiences
Accommodations:
Allow to work independently or as a leader of a group
Give opportunities to solve problems and not memorize information
Plan hands-on tasks
Explain relevance and real world application of the learning
Relate all material to real life situations –“What would you do if?”
Ask students about their personal point of view and how they relate to a situation.
Complete Webquest.com activities. These are individual tasks performed on the computer.
Review games
Give alternative assignments to dive deeper into the concepts
Individual Research
Will be likely to respond to intrinsic motivators, and may not be motivated by grades
Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while
seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The
learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas
and unusual approaches; and improvises.
Accommodations:
Allow choice in assignments
Encourage creative solutions to problems
Allow students to experiment or use trial and error approach
Will likely be motivated by autonomy within a task and creative assignments
Stations activities – Timing them at each station to keep them focused and moving on the task
Scavenger Hunts - make a sheet with 20 blank squared numbered 1-20. Have an index card with a question posted on it
that is assigned a specific number. Answer the question in the blank. If correct pick another card. Extra credit to teams
that come in 1st 2nd, 3rd.
Learning menu – Student picks their won activity to complete a task – Learning Tic-tac-Toe.
Review Jeopardy
More video added to class notes and power point presentations to break up information.
Complete – students must answer questions from movie they are watching. Questions are usually in order of the
movie.
Design your own review game – Have students design a board game that goes with chapter concepts.
Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to
detail
APPENDIX C
Universal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose
To present information through different modalities
such as vision, hearing, or touch.
Examples
Use visual demonstrations, illustrations, and models
Present a power point presentation-make sure to use
graphics in presentation to keep students focused on
material.
Provide real world examples as you move through
information.
Do not put too much info on each powerpoint slide.
Hand on lab activities. Cut and paste
Foldables
Stations activities – moving around the room to perform
different tasks teaching the same type of information.
Closure Activities – Edhelper.com
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose
To make words, symbols, pictures, and mathematical
notation clear for all students.
Examples
Use larger font size
Highlight important parts of text. Have students also
highlight key words in their notes.
Annotate reference materials together.
Re-type materials on instructional cards
Acrostic method
Mnemonic Sentences
Venn Diagrams
Mapping focusing on keys, legends, scales
Creating collage. Example – food webs
Creating games
Strategy #3: Options for Comprehension
Purpose
To provide scaffolding so students can access and
understand information needed to construct useable
knowledge.
Examples
Use KWL strategies or charts.
Provide written notes
Make predictions
Word Walls with key terms. Could have students
come up with the words for the wall.
Make sure Essential Questions are posted and visible
for all students to see.
Make sure Daily objective of students goals are also
posted so students know what is expected as their
outcome for class that day.
Graphic organizers and concept maps
Creating Brochures, foldables, concept maps.
Construct News Reports
Have students create and teach powerpoint.
Design a story in first person(from the perspective of
the object being taught)
Trading cards – come up with 3 facts about topic
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose
To provide materials that all learners can physically
utilize
Examples
Use of computers to type when available
Provide help with cutting, pasting, or other physical
tasks
Preferential or alternate seating
Provide assistance with organization
Provide Study Guides
Review and practice packets.(crosswords, word
search, etc.)
Change in Font size
Foldables
Provide copy of notes
Access to teacher website to download class
materials and videos.
Create Mobiles
Display posters/student work related to topics.
Learning stations with examples of topics
Provide Review packet at the beginning of each
chapter. Should be turned in the day of the test. To
be used as a study guide/reference.
Make fortune teller for reviewing concepts.
Strategy #5: Options for expression and communication
Purpose
To allow the learner to express their knowledge in
different ways
Examples
Allow oral responses or presentations
Students show their knowledge with webs, charts,
graphs, or non-linguistic representations, posters,
brochures, etc.
Hands on lab activities
Strategy #6: Options for executive function
Purpose
To scaffold student ability to set goals, plan, and
monitor progress
Examples
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product(Both good
and bad projects so students can see what is
acceptable and not.)
Chunk longer assignments into manageable parts
Teach and practice organizational skills
Flip Books
Design a Cartoon / Comic Strip
Provide Timeline and deadlines.
Provide library/computer research and use time
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose
To make learning relevant, authentic, interesting, and
engaging to the student.
Examples
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and
graphics on written documents
Use games, challenges, or other motivating
activities(competition between groups for extra
credit)
Field trips
Provide positive reinforcement for effort
Bring in guest speakers.
Relate topics to students lives.
Have students bring in examples from home to share
with the class.
Have students pick their own partners.
Strategy #8: Options for sustaining effort and persistence
Purpose
To create extrinsic motivation for learners to stay
focused and work hard on tasks.
Examples
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plans
Offer extra credit rewards.
Homework coupons
Monthly drawings for prizes.
School wide recognition program (Renaissance)
Strategy #9: Options for self-regulation
Purpose
To develop intrinsic motivation to control behaviors
and to develop self-control.
Examples
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records,
journals, or checklists
Ask students to reflect on behavior and effort
Behavior contract.
Model good behavior and manners
Talk to students with respect and as an adult.
Be specific in what you likes about their behavior. ( I
really liked…..)
Visual cues such as colored cards, popsicle sticks.
Reminder cards on why they are here.
Incentive days. Students must earn a certain
amount of points to participate in a certain activity.
Appendix D
Gifted and Talented Instructional Accommodations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the
local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and
talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process,
products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program
Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge
Learning Rate
Motivation
Cognitive Level
Learning Style
Strength or Interest
And various curriculum components:
Nature of the Objective
Teaching Activities
Learning Activities
Resources
Products
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom
management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted
learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy
High Level
Questions
Tiered
assignments
Flexible Skills
Grouping
Independent
Projects
Description
Discussions and tests, ensure the
highly able learner is presented with
questions that draw on advanced level
of information, deeper understanding,
and challenging thinking.
In a heterogeneous class, teacher uses
varied levels of activities to build on
prior knowledge and prompt
continued growth. Students use varied
approaches to exploration of essential
ideas.
Students are matched to skills work by
virtue of readiness, not with
assumption that all need same spelling
task, computation drill, writing
assignment, etc. Movement among
groups is common, based on readiness
on a given skill and growth in that skill.
Student and teacher identify problems
or topics of interest to student. Both
plan method of investigating
topic/problem and identifying type of
product student will develop. This
product should address the problem
and demonstrate the student’s ability
to apply skills and knowledge to the
problem or topic
Suggestions for Accommodation
 Require students to defend answers
 Use open ended questions
 Use divergent thinking questions
 Ask student to extrapolate answers when given
incomplete information
 Use advanced materials
 Complex activities
 Transform ideas, not merely reproduce them
 Open ended activity






Exempt gifted learners from basic skills work in
areas in which they demonstrate a high level of
performance
Gifted learners develop advanced knowledge and
skills in areas of talent
Primary Interest Inventory
Allow student maximum freedom to plan, based
on student readiness for freedom
Use preset timelines to zap procrastination
Use process logs to document the process
involved throughout the study
Learning
Centers
Interest
Centers or
Interest
Groups
Contracts and
Management
Plans
Compacting
Centers are “Stations” or collections of
materials students can use to explore,
extend, or practice skills and content.
For gifted students, centers should
move beyond basic exploration of
topics and practice of basic skills.
Instead it should provide greater
breadth and depth on interesting and
important topics.
Interest Centers provide enrichment
for students who can demonstrate
mastery/competence with required
work/content. Interest Centers can be
used to provide students with
meaningful learning when basic
assignments are completed.
Contracts are an agreement between
the student and teacher where the
teacher grants specific freedoms and
choices about how a student will
complete tasks. The student agrees to
use the freedoms appropriately in
designing and completing work
according to specifications.

Develop above level centers as part of classroom
instruction

Plan interest based centers for use after students
have mastered content

Allow gifted students to work independently
using a contract for goal setting and
accountability
A 3-step process that (1) assesses what
a student knows about material “to
be” studied and what the student still
needs to master, (2) plans for learning
what is not known and excuses student
from what is known, and (3) plans for
freed-up time to be spent in enriched
or accelerated study.


Use pretesting and formative assessments
Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E
English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers
of Other Languages guidelines, State of NJ Department of Education Bilingual
Science
Instruction:
 Assign a buddy (who might speak same language)
 Pre-teach difficult vocabulary
 Simplify language, clarify or explain directions.
 Provide translated test items. Translated test items can be read by the student and/or another bilingual
individual.
 Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment
to make the text meaningful.
 Highlight key words or phrases.
 Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.
 Allow ELL students to hear the text twice and have a second opportunity to check their answers.
 Allow ELL students extended time.
 Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:
 Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).
 Allow for oral response instead of written response (Provide bilingual directions).
 Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)
 Allow the use of word walls and vocabulary banks.