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Earth and Space Sciences Bryan City School District Curriculum Map Science
Rocks and Minerals
Earth and Space Sciences Students demonstrate an understanding of how Earth systems and processes interact to sustain the habitability of Earth. This includes students
demonstrating an understanding of the composition and formation of the universe, the solar system and Earth; properties and the interconnected nature of Earth’s systems; energy transfer in Earth systems;
processes that shape Earth and Earth’s history; and how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe.
Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS What the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
The Universe
A: Describe how the positions and motions of the objects in NO INDICATOR
the universe cause predictable and cyclic events. (6-8)
B: Explain that the universe is composed of vast amounts of NO INDICATOR
matter, most of which is at incomprehensible distances and
held together by gravitational force. Describe how the
universe is studied by the use of equipment such as
telescopes, probes, satellites and spacecraft. (6-8)
C: Describe interactions of matter and energy throughout NO INDICATOR
the lithosphere, hydrosphere and atmosphere (e.g., water
cycle, weather and pollution). (6-8)
D: Identify that the lithosphere contains rocks and minerals 1. Describe the rock cycle and explain that there are sedimentary, igneous Draw and identify parts of a diagram Labs Models
and that minerals make up rocks. Describe how rocks and and metamorphic rocks which have distinct properties (e.g., color, texture)
minerals are formed and/or classified.(6-8) and are formed in different ways.
D: Identify that the lithosphere contains rocks…. 2. Explain that rocks are made of one or more minerals. Discussion Charateristic Chart Labs
D: Identify that the lithosphere contains rocks…. 3. Identify minerals by their characteristic properties. Rock lab activity
E: Describe the processes that contribute to the continuous NO INDICATOR
changing of Earth’s surface (e.g., earthquakes, volcanic
eruptions, erosion, mountain building and lithospheric plate
movements). (6-8)
Life Sciences Bryan City School District Curriculum Map Science
Biotic Ecosystem; Cells
Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes students demonstrating an
understanding of the flow of matter and energy in living systems; the characteristics, structure, and function of cells and organisms; principles of heredity; and biological evolution
and the diversity and interdependence of life.
Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS What the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
Characteristics and Structure of Life
A: Explain that the basic functions of organisms are carried 1. Explain that, many of the basic functions of organisms are carried out by or Diagram of cells, discussion, worksheets
out in cells and groups of specialized cells form tissues and within cells are similar in all organisms.
organs; the combination of these cells make up multicellular
organisms that have a variety of body plans and internal
structures. (6-8)
A: Explain that the basic functions of organisms…. 2. Explain that multicellular organisms have a variety of specialized cells, Discussion, worksheets, tests
tissues, organs, and organ systems that perform specialized functions.
A: Explain that the basic functions of organisms…. 3. Identify how that plant cells differ from animal cells (e.g., cell wall, Cell Model Project
chloroplast).
Heredity
B: Describe the characteristics of an organism in terms of a 4. Recognize that an individual organism does not live forever; therefore Discussion, Virtual Lab, Lab p.12
combination of inherited traits and recognize reproduction reproduction is necessary for the continuation of every species and traits are
as a characteristic of living organisms essential to the passed on to the next generation through reproduction.
continuation of the species. (6-8)
B: Describe the characteristics of an organism in ….. 5. Describe that in asexual reproduction all the inherited traits come from a Cell Division Labs
single parent.
B: Describe the characteristics of an organism in ….. 6. Describe that in sexual reproduction an egg and sperm unite and some traits Diagrams, Virtual Lab
come from each parent, so the offspring is never identical to either of its parents.
B: Describe the characteristics of an organism in ….. 7. Recognize that likenesses between parents and offspring (e.g., eye color, Chart & discussion
flower color) are inherited. Other likenesses, such as table manners are learned.
Diversity and Interdependence of life
C: Explain how energy entering the ecosystems as sunlight 8. Describe how organisms may interact with one another. Discussion, Drawings, Models, food chains, food webs
supports the life of organisms through photosynthesis and
the transfer of energy through the interactions of organisms
and the environment. (6-8)
D: Explain how extinction of a species occurs when the NO INDICATOR
environment changes and its adaptive characteristics are
insufficient to allow survival (as seen in evidence of the
fossil record). (6-8)
Physical Sciences Bryan City School District Curriculum Map Science
Chemical and Physical Changes Chemical and Physical Changes
Students demonstrate an understanding of how physical systems are put together and the concepts and principles that describe and predict physical interactions and events in the
natural world. This includes students demonstrating an understanding of the structure and properties of matter and the properties of materials and objects; chemical reactions
and the conservation of matter; nature, transfer and conservation of energy; motions and the forces causing motions; nature of waves and interactions of matter and energy.
Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS What the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
Nature of Matter
A: Relate uses, properties and chemical processes to the 1. Explain that equal volumes of different substances usually have different Group Activity, Lab,
behavior and/or arrangement of the small particles that masses.
compose matter. (6-8)
A: Relate uses, properties and chemical processes…. 2. Describe that in a chemical change new substances are formed with Video, Group activity, Discussion
different properties than the original substance (e.g., rusting, burning ).
A: Relate uses, properties and chemical processes…. 3. Describe that in a physical change (e.g., state, shape and size) the chemical Video, Group activity, Discussion
properties of a substance remain unchanged.
A: Relate uses, properties and chemical processes…. 4. Describe that chemical and physical changes occur all around us (e.g., in Discussion, observation, lab
the human body, cooking and industry).
Forces and Motion
B: In simple cases, describe the motion of objects and NO INDICATOR
conceptually describe the effects of forces on an object. (6-
8)
Nature of Energy
C: Describe renewable and nonrenewable sources of energy NO INDICATOR
(e.g., solar, wind, fossil fuels, biomass, hydroelectricity,
geothermal and nuclear energy) and the management of
these sources. (6-8)
C: Describe renewable and nonrenewable sources …. 5. Explain that the energy found in nonrenewable resources such as fossil fuels Discussion, activity - Compare stages of compost (recycling center)
(e.g., oil, coal and natural gas) originally came from the sun and may renew
slowly over millions of years.
C: Describe renewable and nonrenewable sources …. 6. Explain that energy derived from renewable resources such as wind and water Discussion
is assumed to be available indefinitely.
C: Describe renewable and nonrenewable sources …. 7. Describe how electric energy can be produced from a variety of sources (e.g., Discussion - overhead?
sun, wind and coal).
C: Describe renewable and nonrenewable sources …. 8. Describe how renewable and nonrenewable energy resources can be managed Discussion
(e.g., fossil fuels, trees and water).
D: Describe that energy takes many forms, some forms NO INDICATOR
represent kinetic energy and some forms represent potential
energy; and during energy transformations the total
amount of energy remains constant. (6-8)
Science and Technology Bryan City School District Curriculum Map Science
Technology Influences the Quality of Life
Students demonstrate an understanding of how scientific knowledge is used to create needed technologies to solve everyday problems and how technologies are used to expand
scientific knowledge. This includes students demonstrating an understanding of the differences between natural and human-made objects; how scientific knowledge is used to create
and improve design; technology design and implementing technological problem-solving procedures using appropriate tools and methods; analyzing risks and benefits; and tradeoffs of using technology.
Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS What the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
Understanding Technology
A: Give examples of how technological advances, influenced 1. Explain how technology influences the quality of life. Discussion, Inventor Reports,
by scientific knowledge, affect the quality of life. (6-8)
A: Give examples of how technological advances,…. 2. Explain how decisions about the use of products and systems can result in Discussion
desirable or undesirable consequences (e.g., social and environmental).
A: Give examples of how technological advances,…. 3. Describe how automation (e.g. robots) has changed manufacturing including Inventor Reports
manual labor being replaced by highly-skilled jobs.
A: Give examples of how technological advances,…. 4. Explain how the usefulness of manufactured parts of an object depend on how Discussion
well their properties allow them to fit and interact with other materials.
Abilities To Do Technological Design
B: Design a solution or product taking into account needs 5. Design and build a product or create a solution to a problem given one Cell Model Project, and other projects
and constraints (e.g., cost, time, trade-offs, properties of constraint (e.g., limits of cost and time for design and production, supply of
materials, safety and aesthetics). (6-8) materials and environmental effects).
Scientific Inquiry Bryan City School District Curriculum Map Science
Conducting Investigations, Applying Mathematics Skills, Evaluating and Analyzing Variables of Data, Drawing Valid Conclusions Based on Evidence
Students demonstrate an understanding of the use of the processes of scientific inquiry to ask questions, gather and analyze information, make inferences and predictions, and
create, modify, and possibly discard some explanations. This includes students demonstrating an understanding of how to ask valid questions that can be investigated scientifically
about the natural world and develop an action plan to discover the answers.
Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS What the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
Doing Scientific Inquiry
A: Explain that there are differing sets of procedures for 1. Explain that there are no fixed procedure for guiding scientific Discussion, labs
guiding scientific investigations and procedures are investigations; however, the nature of an investigation determines the
determined by the nature of the investigation, safety procedures needed.
considerations and appropriate tools. (6-8)
A: Explain that there are differing sets of procedures…. 2. Choose the appropriate tools or instruments and use relevant safety Demonstration
procedures to complete scientific investigations.
B: Analyze and interpret data from scientific investigations 3. Distinguish between observation and inference. Labs, discussion, group activities,
using appropriate mathematical skills in order to draw valid
conclusions. (6-8)
B: Analyze and interpret data from scientific….. 4. Explain that a single example can never prove that something is always Discussion
correct, but sometimes a single example can disprove something.
Scientific Ways of Knowing Bryan City School District Curriculum Map Science
Skills of Scientific Inquiry; Science is helpful; Scientific understandings may change
Students demonstrate an understanding of how social and historical perspectives relate to the contributions that many people make to the development of more reliable and
comprehensive understandings of the natural world. This includes demonstrating an understanding that there are different ways to carry out scientific investigation; valid
investigations can be repeated by many people with similar results; and scientific discovery is an ongoing process that will change ideas with new discoveries.
Benchmark Grade Level Indicator / Topic / Content Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS What the student shall know and be able to do? What I teach? How do I measure what the student knows and/or can do?
Nature of Science
A: Use skills of scientific inquiry processes (e.g., hypothesis, 1. Identify that hypothesis are valuable even when they are not supported. Labs, discussion, readings
record keeping, description and explanation).(6-8)
Ethical Practices
A: Use skills of scientific inquiry processes…. 2. Describe why it is important to keep clear, honest, and accurate records. Virtual Lab,
B: Explain the importance of reproducibility and reduction NO INDICATOR
of bias in scientific methods. (6-8)
Science and Society
C: Give examples of how thinking scientifically is helpful in 3. Identify ways scientific thinking is helpful in a variety of everyday settings. Discussion, labs
daily life. (6-8)
C: Give examples of how thinking …. 4. Describe that the pursuit of scientific knowledge is beneficial for any career Discussion, Inventor Reports,
and for daily life.
C: Give examples of how thinking …. 5. Research how men and women of all countries and cultures have contributed Discussion, Inventor Reports,
to the development of science.
Grade
6
Diagnostic Test 2006-2007
in Earth systems;
Resource Qrtr
Text Book Chapter 1-4
Labs
Labs
grade 8 - # 11, 12
Grade
6
Diagnostic Test 2006-2007
Resource Qrtr
Life Science Chapter 2 United
Streaming Videos,
Life Science Chapter 2 United
Streaming Videos,
Film from NWOET, United
Streaming, Brain Pop, Life Science
Chapter 2
Life Science Chapter 4 United
Streaming Video, Thread of Life
Video
Life Science Chaper 4 United
Streaming
Health
Health, Genes and Cells Video
Ecology Text Book Chapter 1,
Current Health
Grade
6
Diagnostic Test 2006-2007
Resource Qrtr
Matter Chapter 1&2
Matter Chapter 3, United Streaming
Matter Chapter 3, United Streaming
Matter Chapter 3, United Streaming
yes indicator 1,2,3,5 - 8th grade
grade 7 -# 4
Earth Materials Chapter 3, United
Streaming
Earth Materials Chapter 3, United
Streaming, Ecology Chapter 3
Earth Materials Chapter 3, United
Streaming
Earth Materials Chapter 3, United
Streaming, Ecology Chapter 2
Grade
6
Diagnostic Test 2006-2007
technology.
Resource
Earth Materials CH. 3
Ecology Ch. 2
no
Ecology Ch. 1-2, video
Life Structure Chapter 2
Grade
6
Diagnostic Test 2006-2007
Life Science Chapter 1
Life Science Chapter 1, Virtual Lab
Life Science Chapter 1, United
Streaming, Matte Chapter 1
Life Science Chapter 1, United Streaming, Matte Chapter 1
Grade
6
Diagnostic Test 2006-2007
Resource Qrtr
Life Science Chapter 1, United
streaming
Life Science Chapter 1
Life Science Chapter 1
Earth Materials & Processes
no
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