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1 | - | Visit our website for more. https://sites.google.com/ousd.k12.ca.us/science |
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30 | Rotation | |
31 | Kits that are dropped off before school begins: Weather & Water, Chemical Interactions, Heredity & Adaptation, and Electromagnetic Force Kits picked up in Fall: Weather & Water, Chemical Interactions, Heredity & Adaptation - 8th grade holds on to Electromagnetic Force Kits dropped off in the Fall: Diversity of Life, Earth History, Gravity & Kinetic Energy, and Waves Kits picked up in the Spring: Diversity of Life, Earth History, Electromagnetic Force, Gravity & Kinetic Energy - 8th grade holds on to Waves Kits dropped off in the Spring: Human Systems & Interactions, Populations & Ecosystems, Planetary Science. Kits picked up after school year ends: Human Systems & Interactions, Populations & Ecosystems, Waves, and Planetary Science. | |
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33 | Critical Standard Based Learning in FOSS | |
34 | In collaboration with FOSS, OUSD Science, and Science Teacher feedback, we updated the Middle School Science Scope & Sequence. We are working to identify the critical standards based learning in FOSS and cut out redundancies or lessons that are nice but not necessary or lessons that are just not working. This update will provide better guidance on what teaching and learning needs to happen over the course of the year. Lessons that have been pulled could be used for an advisory class or STEM Fair. We will continue to refine this as we collect more data on teaching and learning. There are 38 weeks of instruction in OUSD. Teachers should focus on teaching the identified steps within the tabs in this document for each unit. There are 133 days or 27 weeks of identified instruction for 6th grade. There are 157 days or 32 weeks of identified instruction for 7th grade. There are 162 days or 33 weeks of identified instruction for 8th grade. | |
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36 | Phenomenon | |
37 | Learning for each unit is guided by a drivng question. These driving questions should be connected to a local scientific phenomenon. A scientific phenomena are occurrences in the natural and human-made world that can be observed and which cause one to wonder and ask questions. A unit phenomenon/anchor phenomenon focuses the unit and connects student learning across multiple weeks of instruction. Investigative phenomena are used in instructional sequences to provide students personal experience with observable events. By explaining investigative phenomena, students begin to explain the anchor phenomenon. Resources for using phenomenon here. | |
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39 | Reference 2023-24 Scope & Sequence | |
40 | Reference 2022-23 Scope & Sequence | |
41 | Reference 2021-22 Scope & Sequence | |
42 | Reference 2020-22 MS Planning Calendar | |