STEM Education at Montague School

STEM: Science, Technology , Engineering and Mathematics, penetrates every aspect of our daily lives. The implementation
of a course which integrates content areas through an exploratory, investigative manner allows people to understand and address real
life issues and solve problems and challenges. Students begin, through a hands on manner to not only explore, but to apply the roles
and responsibilities of STEM career professions. Students will understand how problems, issues, and challenges are identified,
problem solved and solutions implemented, revised and tried again. The STEM classroom is a place in which the word “FAIL” stands
for the “First Attempt In Learning”.

During STEM at Montague School, K - 8 students will apply, assimilate and master schemas which include but are not limited to:
● Principles of Engineering ● Energy
● Engineering Design Process ● Renewable Sources, Wind, Solar, Hydro
● Grand Challenges in Engineering, ● Electricity
● Observation, Testing, Evaluation, Recording Data, ● Hydraulics
Drawing Conclusions from Data, Ethics ● Gears and Gear Ratios
● Constraints, Criteria ● Friction & Speed
● Coding ● Distance & Work
● Exploring natural world ● Making Predictions
● Exploring man-made world ● Innovations
● Biomimicry ● Virtual Reality
● Properties of materials ● Z-Space
● Properties of design ● Green Screen and Media Technology
● Forces ● Electronic Building Blocks
● Friction ● Electric Circuits
● Gravity
 Table of Contents
STEM Education at Montague School 1

Table of Contents 2

Formative, Summative and Benchmark Assessment Philosophy 3

Month September 5

Month October 8

Month November 13

Month December 16

Month January 19

Month February 23

Month March 25

Month April 28

Month May 31

Month June 34

Appendix A Modifications and Accommodations for IEP & 504 Students, LEP Students and G & T Students 36

Advocacy and Service 41

Holocaust Education 42

Amistad Commission Mandate 43

 Formative, Summative and Benchmark Assessment Philosophy
for STEM at Montague School

It is essential that STEM education provides students with the most authentic, real world learning experiences. Assessments for these authentic
experiences take place in a variety of formats including observations, discussion and solution based in the form of problem- or project based
learning and assessment.

Considerations for assessment include the following as supported by Anne Jolly in a March 2016 Education Week article
(https://www.edweek.org/tm/articles/2016/03/14/designing-useful-stem-classroom-assessments.html)

Observations and discussions around authentic experiences in which students:

● Focus attention on identifying and solving real problems.
● Apply specific grade-level science and math concepts.
● Observe whether students understand how to apply science and mathematics to solve a problem.
● Do students actually understand how math and science work together to create solutions for problems.
● Use an engineering-design process to guide their thinking and problem-solving.
● Create and test prototypes (technologies) as solutions.

Another essential 21st Century workplace skill for assessment purposes in a STEM classroom is teamwork progress. One element assessment
is the consideration of students’ progress in working as productive team members.
● Come up with several different possible solutions for a problem.
● Combine materials and ideas in clever and imaginative ways to create a solution.
● Design a prototype and test it to see if this device solves the problem.
● Successfully evaluate their testing results, and analyze and interpret their data.
● Recognize things they can do to change and improve the design of the prototype.
● Communicate ideas in new and innovative ways.
● Feel “safe” in expressing out-of-the-box imaginative ideas.
● Believe that it’s safe to fail, and then use failure as an opportunity to improve
● Suggest increasingly creative ideas for solving a problem.
● Show increased persistence in sticking with finding solutions for a problem.
● Take ownership of their projects and learning.
● Express increasing curiosity and ask more questions.
● Transfer STEM practices to other subject areas.
Assessment for STEM may include but are not limited to:
● Observations
● Discussions
● Benchmarks (What is Technology?)
● Gear Ratio Math
● Electrical Circuits
● Pascal’s Principle
● “Do Now” Science and Math
● Google Docs
● Google Slides
● Google Classroom
 Month September
Pacing 1 2 3 4 Materials Standards
Week https://www.nj.gov/educa
tion/cccs/

See Appendix for Modifications and Adaptations

1st Introduction to Tin Foil Boat Challenge Tin Foil Boat Make a Flinker Tin foil 1. Technology :
STEM http://sp.mdot.ms.gov/Pu Challenge Metal washer 8.2.2.A.5 8.2.2.A.1
blic%20Affairs/Documen http://sp.mdot.ms.gov/ Discovery Packing Peanuts 2. Engineering
ts/Sample%20Lesson%2 Public%20Affairs/Doc Education Paper clips Design: K-2-ETS1-3
Pre Assessment 0Plan%20(Design%20A uments/Sample%20Le Clear tank K-2 ETS1-2
%20Boat).pdf sson%20Plan%20(Des Rectangular pool 3. Mathematics:
Pre Assessment ign%20A%20Boat).pd Tubing 1.MD.A.2
A5 Bar Graph f Assessment 1.MD.A.1(1-PS4-4)
Assessment Word Processing 1.MD.C.4(1-ESS1-2)
A6 Powerpoint 21st Century:
CRP2 CRP4 CRP5 CRP6
CRP8

2nd Introduction to Tin Foil Boat Challenge Tin Foil Boat Make a Flinker Tin foil 1. Technology :
STEM http://sp.mdot.ms.gov/Pu Challenge Metal washer 8.2.2.A.5 8.2.2.A.1
blic%20Affairs/Documen http://sp.mdot.ms.gov/ Discovery Packing Peanuts 2. Engineering
Pre Assessment ts/Sample%20Lesson%2 Public%20Affairs/Doc Education Paper clips Design: K-2-ETS1-3
0Plan%20(Design%20A uments/Sample%20Le Clear tank K-2 ETS1-2
%20Boat).pdf sson%20Plan%20(Des Rectangular pool 3. Mathematics:
Pre Assessment ign%20A%20Boat).pd Tubing 2.MD.D.10
A5 Bar Graph f Assessment 2.MD.A.1
Assessment Word Processing 21st Century:
A6 Powerpoint CRP2 CRP4 CRP5 CRP6
CRP8

3rd Introduction to Cleaning Oil Spill Cleaning Oil Spill Cleaning Oil Spill Boston Museum Technology
STEM kit (double)
 EiE Boston Museum Science Unit 6 (Pre ordered) 8.1.5.D.1
Pre Assessment Report 3-LS2-1 /curriculum 8.1.5.D.2
8.1.5.D.1- 3-LS4-3 clear plastic tanks 8.1.5.D.2
8.1.5.D.2 (3-4) storage container 8.1.E.1
8.1,5,E.1 (3-5)
8.1.5.E.1
8.1.5.F.1 (3-5)
8.2.5.A.1
8.2.5.1.2
8.2.5.A.5
Engineering Design
8.2.5.C.4

4th Introduction to Cleaning Oil Spill Cleaning Oil Spill Cleaning Oil Spill Boston Museum 8.2.5.A.2
STEM kit (double)
(Pre ordered) Social Studies
Pre Assessment /curriculum 6.1.4.C.12
clear plastic tanks
6.1.4.C.13
storage container
6.1.4.C.16

5th Introduction to Little Bits Little Bits Little Bits Little bits kits 8.2.5.A.5
STEM Report - Technologies (Pre-ordered) Social Studies
Change 6.1.4.C.12
Pre Assessment 8.2.5.A.1 - Storage with 6.1.4.C.13
8.2.5.A.5 drawers
6.1.4.C.16

6th Introduction to Solar Cars Solar Cars Solar Cars AA Batteries Science: MS-PS3-3
STEM Report- Cars Change Solar panels Engineering:
Why? VR inside car systems Wheels MS-ETS1-1
Pre Assessment Scale that weighs Mathematics: 6.SP.B.5
Powerpoint in grams Technology :
8.2.8.A.1 Digital 8.1.8.A.1
8.2.2.A.2 multimeter(10) 8.2.8.A.2
8.2.2.A.3 9 volt batteries 8.2.8.A.3
8.2.2.A.4 Social Studies
 8.2.8.A.5 (6-8) 6.1.4.C.12
8.1.8.A.1 6.1.4.C.13
8.1.8.A.2 6.1.4.C.16
8.1.8.A.3
8.1.8.A.4

7th Introduction to Solar Cars Solar Cars Solar Cars AA Batteries Science: MS-PS3-3
STEM Solar panels Engineering:
Wheels MS-ETS1-1
Pre Assessment Scale that weighs Mathematics: 6.SP.B.5
in grams Technology : 8.1.8.A.1
Digital 8.2.8.A.2 8.2.8.A.3
multimeter(10)
9 volt batteries

8th Introduction to Solar Cars Solar Cars Solar Cars AA Batteries Science: MS-PS3-3
STEM Solar panels Engineering:
Wheels MS-ETS1-1
Pre Assessment Scale that weighs Mathematics: 6.SP.B.5
in grams Technology : 8.1.8.A.1
Digital 8.2.8.A.2 8.2.8.A.3
multimeter(10)
9 volt batteries
 Month October
Week 1 2 3 4 Materials NJ Standards

K Crystals Shapes-eggs Shapes-strength & Design a shelter using Index cards, tape, 8.2.2.A.5
http://www.playdough purpose a strong shape and clay, plastic,
Write name with toplato.com/kids-scien offers protection popsicle sticks
crystals ce-experiment-walkin Examine protection for (three little pigs
g-eggs/ seeds extension)
Enter name in
word processing Jack and the file:///C:/Users/User/D
document beanstalk/humpty ownloads/activity_Wh
8.1.2 A.1 dumpty extension y%20So%20Yummy_p
8.1.2 A.2 Curved and triangles df
protection
Make newspaper
strong enough to
shape

8.2.2A.1-8.2.2.A.5

1st Leaf Scavenger Leaf extension Build Rain Gutters Test Rain Gutters Sugar cubes Science:1-LS3-1
Hunt Engineering Design Popsicle sticks 1-LS1-1
Process Straight straws Technology :
Science 1 8.2.2.A.1 Bendy straws 8.2.2.A.1
Unit 3 8.2.2.A.2 Model magic 8.2.2.A.2
www.Siemensscie 8.2.2.A.3 Gallon zip lock 8.2.2.A.3
nce.com 8.2.2.A.4 bags 8.2.2.A.4
8.2.2.A.5 8.2.2.A.5
8.2.2.C.1 8.2.2.C.1
8.2.2.C.2 8.2.2.C.2
8.2.2.C.3 8.2.2.C.3
8.2.2.C.4 8.2.2.C.4
8.2.2.C.5 8.2.2.C.5
8.2.2.C.6 8.2.2.C.6
Engineering:
K-2-ETS1-1
K-2-ETS-2
21st Century:
CRP2 CRP4
 CRP5 CRP6 CRP8

2nd Leaf Scavenger Leaf extension Build Rain Gutters Test Rain Gutters Sugar cubes Science:1-LS3-1
Hunt Engineering Design Popsicle sticks 1-LS1-1
Process Straight straws Technology :
Science 1 8.2.2.A.1- Bendy straws 8.2.2.A.1-
Unit 3 8.2.2.A.5 Model magic 8.2.2.A.5
www.Siemensscie 8.2.2.C.1 Gallon zip lock 8.2.2.C.1
nce.com 8.2.2.C.2 bags 8.2.2.C.2
8.2.2.C.3 8.2.2.C.3
8.2.2.C.4 8.2.2.C.4
8.2.2.C.5 8.2.2.C.5
8.2.2.C.6 8.2.2.C.6
Engineering:
K-2-ETS1-1
K-2-ETS-2
21st Century:
CRP2 CRP4
CRP5 CRP6 CRP8

3rd Design Ramp Design Ramp Design Ramp Design Ramp Matchbox cars Science:
Stop watches 3-PS2-1, 3-PS-2,
Overcome gravity, Overcome gravity, Overcome gravity, Overcome gravity, meter/yard stick Engineering:
friction, safe - friction, safe - Student friction, safe - Student friction, safe - Student thin, stiff, 3-5-ETS1-1
Student design design experiment design experiment design experiment wooden or plastic 3-5-ETS1-2
experiment Build & Test Evaluate Graph results 3-5-ETS1-3
board, 8-12
Engineering /Improve Technology :
Design Process inches wide and 8.2.5.A.4,
Problem/Brain- 12-16 inches 8.1.5.A.1
Storm solutions long 8.1.5.A.3

http://sciencenetlin ping-pong balls,

ks.com/lessons/ra marbles, ball
mps-1-let-it-roll/ bearings,
baseballs
http://sciencenetlin
ks.com/lessons/ra carpet samples
 mps-2-ramp-build pink foam
er/ foam wrap
wood
plywood
rubber treads
PVC-white
PVC-black
brick
masking tape
gutter

4th Design Ramp Design Ramp Design Ramp Design Ramp Matchbox cars Science:
Stop watches 3-PS2-1, 3-PS-2,
Overcome gravity, Overcome gravity, Overcome gravity, Overcome gravity, meter/yard stick Engineering:
friction, safe - friction, safe - Student friction, safe - Student friction, safe - Student thin, stiff, 3-5-ETS1-1
Student design design experiment design experiment design experiment wooden or plastic 3-5-ETS1-2
experiment Build & Test Evaluate Graph results 3-5-ETS1-3
board, 8-12
Engineering /Improve Technology :
Design Process inches wide and 8.2.5.A.4,
Problem/Brain- 12-16 inches 8.1.5.A.1
Storm solutions long 8.1.5.A.3
4-PS3-1
4-PS 3-3 ping-pong balls,
8.2.5.1 marbles, ball
8.2.5.2 bearings,
baseballs
http://sciencenetlin
ks.com/lessons/ra carpet samples
mps-1-let-it-roll/ pink foam
foam wrap
http://sciencenetlin
ks.com/lessons/ra wood
mps-2-ramp-build plywood
er/ rubber treads
PVC-white
 PVC-black
brick
masking tape
gutter

5th Little Bits Little Bits Little Bits Little Bits Little bits Engineering
Identifying and Engineering Design Identify problem and Building Prototype kits(Pre-ordered) 8.2.5.A.1
using Electronic Process begin planning solution 8.2.5.A.2.
Components Storage with 8.2.5.A.4.
8.2.5.C.1 drawers 8.2.5.A.5
8.2.5.C.2 Social Studies
8.2.5.C.3 6.1.4.C.12
8.2.5.C.4 6.1.4.C.13
8.2.5.C.5 6.1.4.C.16
8.2.5.C.6
8.2.5.C.7

6th Solar Cars Solar Cars Solar Cars Solar Cars AA Batteries Science:
8.2.8.A.1- Solar panels MS-PS3-3
8.2.8/A.5 Wheels Engineering:
8.1.8.A.2 Scale that weighs MS-ETS1-1
8.1.8.A.4 in grams Mathematics:
6.SP.B.5
Technology :
8.1.8.A.1
8.2.8.A.2
8.2.8.A.3
Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Solar Cars Solar Cars Solar Cars Solar Cars AA Batteries Science:
Solar panels MS-PS3-3
Wheels Engineering:
Scale that weighs MS-ETS1-1
in grams Mathematics:
 6.SP.B.5
Technology :
8.1.8.A.1
8.2.8.A.2
8.2.8.A.3

8th Solar Cars Solar Cars Solar Cars Solar Cars AA Batteries Science:
Solar panels MS-PS3-3
Wheels Engineering:
Scale that weighs MS-ETS1-1
in grams Mathematics:
6.SP.B.5
Technology :
8.1.8.A.1
8.2.8.A.2
8.2.8.A.3
 Month November
Week 1 2 3 4 Materials NJ Standards

1st Pre assessment Part 2 Use tails and roots Use animal tails Use animal tails design Popsicle sticks, Science:
Biomimicry principle in design to make a to make a connection pipe cleaners, 1-LS1-1
Tails and Roots engineering for connection to invent to invent playground model magic Engineering
Used in Nature stability - explore playground equipment equipment Design:
1-LS1-1 nature K-2-ETS1-3
K-2-ETS1-2 K-2 ETS1-2
8.2.2.C.1 Build table, coat rack, 21st Century:
8.2.2.C.2 picture frame, etc. CRP2 CRP4
8.2.2.C.3 CRP5 CRP6 CRP8
8.2.2.C.4
8.2.2.C.5

2nd Pre assessment part 2 Use tails and roots Use animal tails to Use animal tails to Popsicle sticks, Science:
Biomimicry principle in make a connection to make a connection to pipe cleaners, 1-LS1-1
Tails and Roots engineering for invent playground invent playground model magic Engineering
Used in Nature stability - explore equipment equipment Design:
nature K-2-ETS1-3
Balancing video K-2 ETS1-2
PBS kids Design Squad Build table, coat rack, 21st Century:
picture frame, etc. CRP2 CRP4
CRP5 CRP6 CRP8

3rd Designing Knee Brace Designing Knee Brace Designing Knee Brace Designing Knee Brace Knee Brace kit Technology :
from Boston 8.2.5.C.1
Boston Museum Museum (1) 8.2.5.C.2
8.2.5.C.3
8.2.5.C.1 8.2.5.C.4
8.2.5.C.2 8.2.5.C.5
8.2.5.C.3 8.2.5.C.6
8.2.5.C.4 8.2.5.C.7
8.2.5.C.5
8.2.5.C.6
8.2.5.C.7

4th Designing Knee Brace Designing Knee Brace Designing Knee Brace Designing Knee Brace Knee Brace kit Technology :
 from Boston 8.2.5.C.1
Museum (2) 8.2.5.C.2
8.2.5.C.3
8.2.5.C.4
8.2.5.C.5
8.2.5.C.6
8.2.5.C.7

5th Globe Globe Globe Globe IRT Engineering

Protocol Safety & Practice Spreadsheet Setting the field thermometers 5-ESS2-2
5-ESS2-2 Graphs Globe protocol Clipboards 5-ESS3-1
5-ESS#-1 Powerpoint Flags Watches Technology
8.1.5.A.1- 9 Volt Batteries 8.1.5.A.1
8.1.5.A.6 8.1.5.A.2
8.1.5.A.3
8.1.5.A.4
8.1.5.A.5
8.1.5.A.6
Math
5.NBT.B.5*
5.NBT.B.7*
5.NF.B.7*

Social Studies:
6.3.4.A.4
6.3.4.B.1
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

6th Globe Globe GSpreadsheet Globe Setting the field IRT 5-ESS2-2
MS-ESS3-5. Ask Safety & Practice Graphs thermometers 5-ESS3-1
questions to clarify Powerpoint Globe Protocol Clipboards 8.1.5.A.1-
evidence of the factors lobe Tape Measure Watches 8.1.5.A.6
that have caused the Flags 9 Volt Batteries Math
rise in global 5.MD.B2
temperatures over the .5.NBT.B.5*
past century. 5.NBT.B.7*
[Clarification 5.NF.B.7*
 Statement: Examples 6.NS.C.8.
of factors include 6.SP.A.2
human activities (such 6.SP.A.3
as fossil fuel com 6.SP.B.4
Social Studies:
6.3.4.A.4
6.3.4.B.1
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Hydraulic Arm Hydraulic Arm Hydraulic Arm Hydraulic Arm Kit from Pitsco Technology :
8.2.8.A.2 8.2.8.A.2 8.2.8.A.2 8.2.8.A.2 (pre ordered 8.2.8.A.2
8.2.8.A.3 8.2.8.A.3 8.2.8.A.3 8.2.8.A.3 10--need 20) 8.2.8.A.3
8.2.8.C.3 8.2.8.C.3 8.2.8.C.3 8.2.8.C.3 Glue 8.2.8..C.3
8.2.8.C.5 8.2.8.C.5 8.2.8.C.5 8.2.8.C.5 Food Coloring 8.2.8.C.5

8th Hydraulic Arm Hydraulic Arm Hydraulic Arm Hydraulic Arm Kit from Technology :
8.2.8.A.2 8.2.8.A.2 8.2.8.A.2 8.2.8.A.2 Pitsco(pre 8.2.8.A.2
8.2.8.A.3 8.2.8.A.3 8.2.8.A.3 8.2.8.A.3 ordered 10--need 8.2.8.A.3
8.2.8.C.3 8.2.8.C.3 8.2.8.C.3 8.2.8.C.3 20) 8.2.8.C.3
8.2.8.C.5 8.2.8.C.5 8.2.8.C.5 8.2.8.C.5 Glue 8.2.8.C.5
Food Coloring
 Month December
Week 1 2 3 4 Materials NJ Standards

Alternate Shape Design - Research birds in Design and make No School Plastic spoons, K-2-ETS1-1.
plan for Purpose - Bird Beaks Montague a bird feeder for plastic salad K-2-ETS1-2..
biomimicry a Montague bird. tongs, thin K-2-ETS1-3.
Siemens - Birds of a Graph bird species and straws. Graph
Feather beaks. paper, crayons,
https://www.uen.org/les bird books
file://C:/Users/User/D sonplan/view/11402
ownloads/activity_Bir
ds%20of%20a%20Fe
ather.pdf

1st Code.org Shape Design - Research birds in No School Plastic spoons, SCIENCE:
Hour of Code Purpose - Bird Beaks Montague Tongs, ladle, 1-LS3-1
ELA: W.1.8
8.2.2.E.1 Siemens - Birds of a Graph bird MATH:
8.2.2.E.2 Feather species and 1.MD.A.1
8.2.2.E.3 beaks. 21st Century:
8.2.2.E.4 file:///C:/Users/User/D https://www.uen. CRP2 CRP4
8.2.2.E.5 ownloads/activity_Bird org/lessonplan/vi CRP5 CRP6 CRP8
s%20of%20a%20Feath ew/11402
(K-2) er.pdf

2nd Code.org Coding Coding No School www.code.org Technology

Hour of Code 8.1.2.A.4
8.1.2.A.1
21st Century:
CRP2 CRP4
CRP5 CRP6 CRP8

3rd Code.org Designing Knee Designing Knee No School Purchased kit Technology
Hour of Code Brace Brace from Boston 8.2.5.A.1-
8.2.5.E.1 8.2.5.A.1- Museum 8.2.5.A.5
 8.2.5.E.2 8.2.5.A.5 8.2.5.C.1
8.2.5.E.3 8.2.5.C.1 8.2.5.C.2
8.2.5.E.4 8.2.5.C.2 8.2.5.C.3
(3-5) 8.2.5.C.3 8.2.5.C.4
8.2.5.C.4 8.2.5.C.5
8.2.5.C.5 8.2.5.C.6
8.2.5.C.6 8.2.5.C.7 (3-5)
8.2.5.C.7 (3-5)

4th Globe Globe Globe No School IRT 5-ESS2-2

Gather Data MS-ESS2-2. Construct thermometers 5-ESS3-1
5-ESS2-2 an explanation based Gather Data Clipboards 8.1.5.A.1
5-ESS#-1 on evidence for how Watches 8.1.5.A.6
8.1.5.A.1- geoscience processes 9 Volt Batteries
8.1.5.A.6 have changed Earth’s Social Studies:
surface at varying time 6.3.4.A.4
zSpace clouds and spatial scales 6.3.4.B.1
MS-ESS3-5. Ask 6.1.4.C.12
questions to clarify 6.1.4.C.13
evidence of the factors 6.1.4.C.16
that have caused the
rise in global
temperatures over the
past century.
8.1.5.F.1 Apply digital
tools to collect,
organize, and analyze
data that support a
scientific finding.
[

5th Globe Globe Globe No School IRT Engineering

 thermometers 5-ESS2-2
zSpace clouds Gather data Gather data Clipboards 5-ESS3-1
Watches Technology
9 Volt Batteries 8.1.5.A.1-
8.1.5.A.6

Social Studies:
6.3.4.A.4
6.3.4.B.1
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

6th Globe Globe Globe No School IRT Engineering

thermometers 5-ESS2-2
zSpace clouds Gather data Gather data Clipboards 5-ESS3-1
Watches Technology
9 Volt Batteries 8.1.5.A.1-
8.1.5.A.6

Social Studies:
6.3.4.A.4
6.3.4.B.1
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Hydraulic Arm Hydraulic Arm Hydraulic Arm No School Kit from Pitsco Technology :
8.2.8.A.2 8.2.8.A.2 8.2.8.A.2 (pre ordered 8.2.8.A.2
8.2.8.A.3 8.2.8.A.3 8.2.8.A.3 10--need 20) 8.2.8.A.3
8.2.8.C.3 8.2.8.C.3 8.2.8.C.3 Glue 8.2.8.C.3
8.2.8.C.5 8.2.8.C.5 8.2.8.C.5 Food Coloring 8.2.8.C.5
Math
7.G.B.4
7.G.B.5

8th Hydraulic Arm Hydraulic Arm Hydraulic Arm No School Kit from Pitsco Technology :
8.2.8.A.2 8.2.8.A.2 8.2.8.A.2 (pre ordered 8.2.8.A.2
 8.2.8.A.3 8.2.8.A.3 8.2.8.A.3 10--need 20) 8.2.8.A.3
8.2.8.C.3 8.2.8.C.3 8.2.8.C.3 Glue 8.2.8.C.3
8.2.8.C.5 8.2.8.C.5 8.2.8.C.5 Food Coloring 8.2.8.C.5

Month January
Week 1 2 3 4 Materials NJ Standards

K Coding Spheros Assessment Coding Spheros Coding Spheros Ipad/kindle/or samsung 8.2.2.E.1
tablet (24 tablets) 8.2.2.E.2
8.2.2.E.1 8.2.2.E.1 8.2.2.E.1 8.2.2.E.3
8.2.2.E.2 8.2.2.E.2 8.2.2.E.2 For control 8.2.2.E.4
8.2.2.E.3 8.2.2.E.3 8.2.2.E.3 8.2.2.E.5 (K-2)
8.2.2.E.4 8.2.2.E.4 8.2.2.E.4
8.2.2.E.5 (K-2) 8.2.2.E.5 (K-2) 8.2.2.E.5 (K-2)

1st Coding Spheros Assessment Coding Spheros Coding Spheros Ipad/kindle/or samsung 8.2.2.E.1
tablet (24 tablets) 8.2.2.E.2
8.2.2.E.1 8.2.2.E.1 8.2.2.E.1 8.2.2.E.3
8.2.2.E.2 8.2.2.E.2 8.2.2.E.2 For control 8.2.2.E.4
8.2.2.E.3 8.2.2.E.3 8.2.2.E.3 8.2.2.E.5 (K-2)
8.2.2.E.4 8.2.2.E.4 8.2.2.E.4 21st Century:
8.2.2.E.5(K-2) 8.2.2.E.5 (K-2) 8.2.2.E.5 (K-2) CRP2 CRP4 CRP5
CRP6 CRP8
2nd Coding Spheros Assessment Coding Spheros Coding Spheros Ipad/kindle/or samsung 8.2.2.E.1
tablet (24 tablets) 8.2.2.E.2
8.2.2.E.1 8.2.2.E.1 8.2.2.E.1 8.2.2.E.3
8.2.2.E.2 8.2.2.E.2 8.2.2.E.2 For control 8.2.2.E.4
8.2.2.E.3 8.2.2.E.3 8.2.2.E.3 8.2.2.E.5(K-2)
8.2.2.E.4 8.2.2.E.4 8.2.2.E.4 21st Century:
8.2.2.E.5 (K-2) 8.2.2.E.5 (K-2) 8.2.2.E.5(K-2) CRP2 CRP4 CRP5
CRP6 CRP8

3rd Designing Model Assessment Designing Model Designing Model Boston Museum 3-5-ETS1-1.
Knee Brace Knee Brace Knee Brace Teacher’s Guide, 3-5-ETS1-2.
EiE Boston Museum Consumable Kit 3-5-ETS1-3.
8.2.5.A.1-
8.2.5.A.4

4th Globe Assessment Globe Globe Globe website data, 8.1.5.A.4-

Surface Temp. Surface Temp. Surface Temp. student data sheets, 8.1.5.A.6
Globe.gov Globe.gov Globe.gov Google sheets 8.1.5.C.1
8.1.5.A.4- 8.1.5.A.4- 8.1.5.A.4- 8.1.8E.1
8.1.5.A.6 8.1.5.A.6 8.1.5.A.6
8.1.5.C.1 8.1.5.C.1 8.1.5.C.1 Social Studies:
8.1.8.E.1 8.1.8E.1 8.1.8E.1 6.3.4.A.4
Asking questions about 6.3.4.B.1
data Designing Model Designing Model
Forming hypothesis Membranes Membranes

EiE Boston Museum

5th Globe Assessment Globe Globe Globe website data, 8.1.5.A.4-

Surface Temp. Present data and student data sheets, 8.1.5.A.6
Globe.gov Visualizing data hypothesis support Google sheets 8.1.5.C.1
8.1.5.A.4- 8.1.8.E.1
8.1.5.A.6
8.1.5.C.1 Social Studies:
8.1.8E.1 6.3.4.A.4
Asking questions about 6.3.4.B.1
data 6.1.4.C.12
 Forming hypothesis 6.1.4.C.13
6.1.4.C.16

6th Globe Globe Globe Globe IRT thermometers 5-ESS2-2

Clipboards 5-ESS3-1
Asking questions about Evaluating data Visualizing data Present data and Watches 8.1.5.A.1-
data and analyzing hypothesis support 9 Volt Batteries 8.1.5.A.6
Forming hypothesis data worldwide
Social Studies:
6.3.4.A.4
6.3.4.B.1
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Catapults Catapults Catapults Catapults Cardboard, cardstock, Science

Ball Launcher Challenge Research history and popsicle sticks, wooden MS-PS2-2
Test Research history and problems/ethics of ruler, printer paper, MS-ETS1-1
sciencebuddies.org Graph Data problems/ethics of weaponry wooden pencils, rubber Technology
Engineering Design 8.1.8.A.4 weaponry bands, paper clips(large) 8.1.2.C.1
Process, Criteria, 8.1.2.C.1- Clear tape, tin foil 8.1.8.C.1
Constraints 8.1.2.C.1- 8.1.8.C.1 8.1.8.D.3
Build 8.1.8.C.1 8.1.8.D.3
8.1.8.D.3

8th Catapults Catapults Catapults Catapults Cardboard, cardstock, MS-PS2-2

Ball Launcher Challenge popsicle sticks, wooden MS-ETS1-1
Test Research history and Research history and ruler, printer paper,
sciencebuddies.org Graph Data problems/ethics of problems/ethics of wooden pencils, rubber 8.1.2.C.1-
Engineering Design 8.1.8.A.4 weaponry weaponry bands, paper clips(large) 8.1.8.C.1
Process, Criteria, Clear tape, tin foil 8.1.8.D.3
Constraints 8.1.2.C.1- 8.1.2.C.1-
Build 8.1.8.C.1 8.1.8.C.1
8th Grade choice - 8th Grade choice 8.1.8.D.3 8.1.8.D.3
Design own T-Shirts - Design shirts online at
Design own 8th Grade choice - 8th Grade choice - website.
T-Shirts Design own T-Shirts Design own T-Shirts
 Month February
Week 1 2 3 4 Materials Standards

K Engineering Week 8.2.2.B.1

Discovery Ed 8.2.2.B.4

1st Rapunzel’s Tower Rapunzel’s Tower - Engineering Week Rapunzel’s Tower - act Index cards, tape, 8.2.2.D.1
Design #2 Discovery Ed out with their tower and toothpicks, paper, 8.2.2.D.2
Compare designs present why the design is Rapunzel story, 8.2.2.D.3
improved puppet template, 8.2.2.D.4
popsicle sticks 21st Century:
CRP2 CRP4 CRP5
CRP6 CRP8

2nd Jack and the Beanstalk Plant Beans Engineering Week Egg Drop Beans, recyclables, 8.2.2.D.1
Discovery Ed Cotton, paper, cups, 8.2.2.D.2
Structure of Eggs soil, ziplock bags. 8.2.2.D.3
8.2.2.D.4
21st Century:
CRP2 CRP4 CRP5
CRP6 CRP8

3rd Designing Model Designing Model Engineering Week Designing Model Pre ordered kits 3-5-ETS1-1
Membranes Membranes Discovery Ed Membranes 3-5-ETS1-2.
3-5-ETS1-3.

4th Designing Model Designing Model Engineering Week Designing Model Pre ordered kits 3-5-ETS1-1
Membranes Membranes Discovery Ed Membranes 3-5-ETS1-2.
3-5-ETS1-3.

5th Leaking Greenhouse Leaking Greenhouse Leaking Leaking Greenhouse Popsicle sticks, 3-5-ETS1-1
Greenhouse straws, plastic, wire, 3-5-ETS1-2.
Real World Problem Real World Problem Real World Problem poster board, 3-5-ETS1-3.
Solving Solving Real World Solving shingle, recyclables, Social Studies
Problem Solving soil, - sugar cubes 6.1.4.C.12
http://tryengineering. 6.1.4.C.13
org/sites/default/files/ 6.1.4.C.16
 lessons/irrigationidea
s.pdf

6th Spheros Spheros Engineering Week Spheros Ipad/kindle/or 8.2.5.E.3

8.2.8.E.1 Discovery Ed samsung tablet (24 8.2.5.E.4
8.2.8.E.2 tablets) 8.2.8.E.3
8.2.8.E.3 8.2.8.E.4
8.2.8.E.4 (6-8) Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16.

7th Spheros Spheros Engineering Week Spheros Ipad/kindle/or 8.2.5.E.3

Discovery Ed samsung tablet (24 8.2.5.E.4
tablets) 8.2.8.E.3
8.2.8.E.4

8th Spheros Spheros Engineering Week Spheros Ipad/kindle/or 8.2.5.E.3

Discovery Ed samsung tablet (24 8.2.5.E.4
tablets) 8.2.8.E.3
8.2.8.E.4
 Month March
Week 1 2 3 4 Materials Standards

K Wind Identify problems Design solutions to a How can wind help Construction K-ESS2-1
Create windsock with wind - wind problem. Ex. us - Make sail boats paper, streamers, K-ESS3-2
Record Data picnic table items & race crayons, glue, K-2ETS1-1
K-ESS2-1 Stapler, stickers, 8.2.2.C.1
K-ESS3-2 fan 8.2.2.C.2
K-2ETS1-1 Wind sailboats 8.2.2.C.3
8.2.2.C.1 purchased from 8.2.2.C.4
8.2.2.C.2 Pitsco 8.2.2.C.5
8.2.2.C.3
8.2.2.C.4
8.2.2.C.5

1st Wind Identify problems Design solutions to a How can wind help Construction K-ESS2-1
Create Windsock with wind - wind problem. Ex. us - Make sail boats paper, streamers, K-ESS3-2
Record Data https://web.wpi.edu/I picnic table items & race crayons, glue, K-2ETS1-1
K-ESS2-1 mages/CMS/PIEE/1b Stapler, stickers, Technology
K-ESS3-2 1.pdf fan 8.2.2.C.1
K-2ETS1-1 Wind sailboats 8.2.2.C.2
8.2.2.C.1 purchased from 8.2.2.C.3
8.2.2.C.2 Pitsco 8.2.2.C.4
8.2.2.C.3 8.2.2.C.5
8.2.2.C.4 21st Century:
8.2.2.C.5 CRP2 CRP4
CRP5 CRP6 CRP8

2nd Wind as an energy Challenge: Challenge: Challenge: https://nj.pbslearn K-2ETS1-1

source Students design and Students design and Students design and ingmedia.org/reso Technology
build, and test a build, and test a build, and test a urce/phy03.sci.en 8.2.2.C.1
PBS lesson windmill windmill windmill gin.design.lp_win 8.2.2.C.2
dmill/windmills-p 8.2.2.C.3
utting-wind-energ 8.2.2.C.4
y-to-work/ 8.2.2.C.5
 21st Century:
Template, cup, CRP2 CRP4
straw, paper, CRP5 CRP6 CRP8
rubber bands,
string, hole punch

Windmill kits for

demo

3rd Disaster relief Disaster relief Disaster relief Disaster relief Current event 3-5-ETS1-1
buildings buildings buildings buildings resources, 3-5-ETS1-2.
Engineering 3-5-ETS1-3.
Design Process
worksheets,
recyclables, craft
resources

4th TREP$ TREP$ TREP$ TREP$ Teacher manual & 21st Century
Create your own Create your own Create your own Create your own student manual Skills - creativity
invention invention invention invention Materials for and
creation of entrepreneurship
student products

5th Leaking Greenhouse Leaking Greenhouse Leaking Greenhouse Leaking Recyclables, soil 3-5-ETS1-1
problem solving problem solving problem solving Greenhouse samples, hose, 3-5-ETS1-2.
Presentation Presentation Presentation problem solving craft supplies, 3-5-ETS1-3.
development development development presentation glue guns Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

6th Solar Cars Solar Cars Solar Cars Solar Cars Solar car kits, Science:
slides, solar MS-PS3-3
panels, simple Engineering:
tools, MS-ETS1-1
multimeters. Mathematics:
Electrical tape 6.SP.B.5
recyclables Technology :
 8.1.8.A.1
8.2.8.A.2
8.2.8.A.3
Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Solar Cars Solar Cars Solar Cars Solar Cars Solar car kits, Science:
slides, solar MS-PS3-3
panels, simple Engineering:
tools, MS-ETS1-1
multimeters. Mathematics:
Electrical tape 6.SP.B.5
recyclables Technology :
8.1.8.A.1
8.2.8.A.2
8.2.8.A.3

8th Solar Cars Solar Cars Solar Cars Solar Cars Solar car kits, Science:
slides, solar MS-PS3-3
panels, simple Engineering:
tools, MS-ETS1-1
multimeters. Mathematics:
Electrical tape 6.SP.B.5
recyclables Technology :
8.1.8.A.1
8.2.8.A.2
8.2.8.A.3

Link
Wind Energy
https://nj.pbslearningmedia.org/resource/phy03.sci.engin.design.lp_windmill/windmills-putting-wind-energy-to-work/?#.W3HiJNJKi00
 Month April
Week 1 2 3 4 Materials Standards

K Weather - Data Identify problems - No School Test solutions Various craft supplies K-ESS2-1
Rain Observation roads, shelters, Evaluate solutions K-ESS3-2
Collect and pictograph outside activities K-2ETS1-1
K-ESS2-1 Engineer solutions 8.2.2.C.1
K-ESS3-2 8.2.2.C.2
K-2ETS1-1 8.2.2.C.3
8.2.2.C.1 8.2.2.C.4
8.2.2.C.2 8.2.2.C.5
8.2.2.C.3
8.2.2.C.4
8.2.2.C.5

1st Assessment Experimenting with No School Experimenting with Recyclables, string, Science
sound, making sound, making musical rubber bands, straws, 1PS4-1
musical instruments instruments paper 1PS4-4

Assessment Experimenting with No School Experimenting with Recyclables, string, Science

2nd sound, making sound, making musical rubber bands, straws, 1PS4-1
musical instruments instruments paper 1PS4-4

3rd Assessment Designing a frog No School Designing a frog trap Recyclables, string, 3-5-ETS1-1
trap Boston Museum rubber bands, straws, 3-5-ETS1-2.
Boston Museum EiE Engineering paper 3-5-ETS1-3.
EiE Engineering Adventures
Adventures 3-LS2-1
3-LS2-1 3-LS4-3
3-LS4-3 8.2.5.C.1
8.2.5.C.1 8.2.5.C.2
8.2.5.C.2 8.2.5.C.3
8.2.5.C.3 8.2.5.C.4
8.2.5.C.4 8.2.5.C.5
8.2.5.C.5 8.2.5.C.6
8.2.5.C.6 8.2.5.C.7
8.2.5.C.7
4th Assessment Asteroid No School Asteroid Various sized balls, sand 3-5-ETS1-1
or flour, handouts, videos 3-5-ETS1-2.
https://www.teache https://www.teachengine from Teach Engininging 3-5-ETS1-3.
ngineering.org/acti ering.org/activities/view/ website
vities/view/csm_ast csm_asteroid_lesson1_ac
eroid_lesson1_activ tivity1_tg
ity1_tg

5th Assessment Asteroid No School Asteroid Various sized balls, sand 3-5-ETS1-1
or flour, handouts, videos 3-5-ETS1-2.
https://www.teache https://www.teachengine from Teach Engininging 3-5-ETS1-3.
ngineering.org/acti ering.org/activities/view/ website Social Studies
vities/view/csm_ast csm_asteroid_lesson1_ac 6.1.4.C.12
eroid_lesson1_activ tivity1_tg 6.1.4.C.13
ity1_tg 6.1.4.C.16

6th Assessment Solar Cars No School Solar Cars Solar car kits, slides, Science: MS-PS3-3
solar panels, simple Engineering:
tools, multimeters. MS-ETS1-1
Electrical tape Mathematics: 6.SP.B.5
recyclables Technology : 8.1.8.A.1
8.2.8.A.2 8.2.8.A.3
Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Assessment Solar Cars No School Solar Cars Solar car kits, slides, Science: MS-PS3-3
solar panels, simple Engineering:
tools, multimeters. MS-ETS1-1
Electrical tape Mathematics: 6.SP.B.5
recyclables Technology : 8.1.8.A.1
8.2.8.A.2 8.2.8.A.3

8th Assessment Solar Cars No School Solar Cars Little Bits, Edublog, Science: MS-PS3-3
Black Star, Bright Dawn Engineering:
MS-ETS1-1
Mathematics: 6.SP.B.5
Technology : 8.1.8.A.1
8.2.8.A.2 8.2.8.A.3
 Month May
Wee 1 2 3 4 Materials Standards
k

K Growing things Design a tool to help Record height of With pictures and words Rulers, bean seeds, K-LS1-1
What do plants need to in gardening bean plants create a digital story soil, cups, craft items K-ESS3-1
grow? about their bean plant for designing tool, K-ESS2-2
Jack & Beanstalk - Plant 8.2.2.C.1- Evaluate data 8.1.2.A.1 graph paper, Google 8.2.2.C.1-
Beans 8.2.2.C.3 what can we 8.1.2.A.2 Slides 8.2.2.C.
K-LS1-1 improve? 8.1.2.A.3 38.1.2.A.1
K-ESS3-1 8.1.2.A.7 8.1.2.A.2
K-ESS2-2 8.1.2.A.3
8.1.2.A.7

1st Growing things Design a tool to help Record height of With pictures and words Rulers, bean seeds, K-LS1-1
What do plants need to in gardening bean plants create a digital story soil, cups, craft items K-ESS3-1
grow? Jack & Beanstalk - about their bean plant for designing tool, K-ESS2-2
Plant Beans 8.2.2.C.1- Evaluate data 8.1.2.A.1 graph paper, Google 8.2.2.C.1-
K-LS1-1 8.2.2.C.3 what can we 8.1.2.A.2 Slides 8.2.2.C.
K-ESS3-1 improve? 8.1.2.A.3 38.1.2.A.1
K-ESS2-2 8.1.2.A.7 8.1.2.A.2
8.1.2.A.3
8.1.2.A.7

2nd Growing things Design a tool to help Record height of With pictures and words Rulers, bean seeds, K-LS1-1
What do plants need to in gardening bean plants create a digital story soil, cups, craft items K-ESS3-1
grow? Jack & Beanstalk - about their bean plant for designing tool, K-ESS2-2
Plant Beans 8.2.2.C.1- Evaluate data 8.1.2.A.1 graph paper, Google 8.2.2.C.1-
K-LS1-1 8.2.2.C.3 what can we 8.1.2.A.2 Slides 8.2.2.C.
K-ESS3-1 improve? 8.1.2.A.3 38.1.2.A.1
 K-ESS2-2 8.1.2.A.7 8.1.2.A.2
8.1.2.A.3
8.1.2.A.7

3rd Designing a frog trap Designing a frog trap Designing a frog Designing a frog trap Materials in Boston 3-5-ETS1-1
Boston Museum Boston Museum trap Boston Museum Museum EiE 3-5-ETS1-2.
EiE Engineering Adventures EiE Engineering Boston Museum EiE Engineering Engineering 3-5-ETS1-3.
3-LS2-1 Adventures EiE Engineering Adventures Adventures 3-LS2-1
3-LS4-3 3-LS2-1 Adventures 3-LS2-1 3-LS4-3
8.2.5.C.1 3-LS4-3 3-LS2-1 3-LS4-3 8.2.5.C.1
8.2.5.C.2 8.2.5.C.1 3-LS4-3 8.2.5.C.1 8.2.5.C.2
8.2.5.C.3 8.2.5.C.2 8.2.5.C.1 8.2.5.C.2 8.2.5.C.3
8.2.5.C.4 8.2.5.C.3 8.2.5.C.2 8.2.5.C.3 8.2.5.C.4
8.2.5.C.5 8.2.5.C.4 8.2.5.C.3 8.2.5.C.4 8.2.5.C.5
8.2.5.C.6 8.2.5.C.5 8.2.5.C.4 8.2.5.C.5 8.2.5.C.6
8.2.5.C.7 8.2.5.C.6 8.2.5.C.5 8.2.5.C.6 8.2.5.C.7
8.2.5.C.7 8.2.5.C.6 8.2.5.C.7
8.2.5.C.7

4th Designing a frog trap Designing a frog trap Designing a frog Designing a frog trap Materials in Boston 3-5-ETS1-1
Boston Museum Boston Museum trap Boston Museum Museum EiE 3-5-ETS1-2.
EiE Engineering Adventures EiE Engineering Boston Museum EiE Engineering Engineering 3-5-ETS1-3
3-LS2-1 Adventures EiE Engineering Adventures Adventures .3-LS2-1
3-LS4-3 3-LS2-1 Adventures 3-LS2-1 3-LS4-3
8.2.5.C.1 3-LS4-3 3-LS2-1 3-LS4-3 8.2.5.C.1
8.2.5.C.2 8.2.5.C.1 3-LS4-3 8.2.5.C.1 8.2.5.C.2
8.2.5.C.3 8.2.5.C.2 8.2.5.C.1 8.2.5.C.2 8.2.5.C.3
8.2.5.C.4 8.2.5.C.3 8.2.5.C.2 8.2.5.C.3 8.2.5.C.4
8.2.5.C.5 8.2.5.C.4 8.2.5.C.3 8.2.5.C.4 8.2.5.C.5
8.2.5.C.6 8.2.5.C.5 8.2.5.C.4 8.2.5.C.5 8.2.5.C.6
8.2.5.C.7 8.2.5.C.6 8.2.5.C.5 8.2.5.C.6 8.2.5.C.7
8.2.5.C.7 8.2.5.C.6 8.2.5.C.7
 8.2.5.C.7

5th Design a lunchbox Design a lunchbox Design a lunchbox Design a lunchbox Styrofoam, cups, 3-5-ETS1-1
https://betterlesson.com/less https://betterlesson.c https://betterlesson. https://betterlesson.com/ frozen water bottle, 3-5-ETS1-2.
on/638440/lunch-box-desig om/lesson/638440/lu com/lesson/638440 lesson/638440/lunch-bo warm water, metal 3-5-ETS1-3.
n-challenge nch-box-design-chall /lunch-box-design- x-design-challenge cups, glass cups, Social Studies
enge challenge thermometers, mylar 6.1.4.C.12
insulation, plastic 6.1.4.C.13
cups, cotton balls, zip 6.1.4.C.16
lock bags, recyclable,
newspapers

6th Solar Cars Solar Cars Solar Cars Solar Cars Solar car kits, slides, Science: MS-PS3-3
solar panels, simple Engineering:
tools, multimeters. MS-ETS1-1
Electrical tape Mathematics:
recyclables 6.SP.B.5
Technology :
8.1.8.A.1 8.2.8.A.2
8.2.8.A.3
Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

7th Solar Cars Solar Cars Solar Cars Solar Cars Solar car kits, slides, Science: MS-PS3-3
solar panels, simple Engineering:
tools, multimeters. MS-ETS1-1
Electrical tape Mathematics:
recyclables 6.SP.B.5
Technology :
8.1.8.A.1 8.2.8.A.2
8.2.8.A.3

8th Solar Cars Solar Cars Solar Cars Solar Cars Solar car kits, slides, Science: MS-PS3-3
solar panels, simple Engineering:
tools, multimeters. MS-ETS1-1
Electrical tape Mathematics:
recyclables 6.SP.B.5
 Technology :
8.1.8.A.1 8.2.8.A.2
8.2.8.A.3

Month June
Week 1 2 3 4 Materials Standards

K Needs of Humans

https://www.state.nj.
us/education/modelc
urriculum/sci/ku5.p
df

Explore Water

1st Dot and Dash Dot and Dash Dot and Dash Dot and Dash Dot and Dash robots 8.2.2.E.1
Coding Coding Coding Coding Wonder Curriculum 8.2.2.E.2
8.2.2.E.3
8.2.2.E.4
8.2.2.E.5 (K-2)

2nd Dot and Dash Dot and Dash Dot and Dash Dot and Dash Dot and Dash robots 8.2.2.E.1
Coding Coding Coding Coding Wonder Curriculum 8.2.2.E.2
8.2.2.E.3
8.2.2.E.4
8.2.2.E.5(K-2)

3rd Stomp Rockets Stomp Rockets Stomp Rockets Stomp Rockets Kit from Boston
VR Museum

4th Stomp Rockets Stomp Rockets Stomp Rockets Stomp Rockets Kit From Boston Social Studies
VR Museum 6.1.4.C.12
6.1.4.C.13
6.1.4.C.16
5th Gamestar Mechanic Gamestar Mechanic Gamestar Mechanic Gamestar Mechanic Gamestar Mechanic Social Studies
6.1.4.C.12
6.1.4.C.13
6.1.4.C.16

6th Stock Market Stock Market Stock Market Stock Market Research materials, 8.1.8.A.1
websites, google 8.8.1.A.4
VR Field Trip VR Field Trip VR Field Trip VR Field Trip sheets, publishing 8.1.8.F
application Social Studies
https://www.state.nj. https://www.state.nj. https://www.state.nj. https://www.state.nj. 6.1.4.C.12
us/education/aps/ccc us/education/aps/ccc us/education/aps/ccc us/education/aps/ccc 6.1.4.C.13
s/tech/assessment/N s/tech/assessment/N s/tech/assessment/N s/tech/assessment/N 6.1.4.C.16
ewark.pdf ewark.pdf ewark.pdf ewark.pdf

8.1.8.A.1
8.8.1.A.4
8.1.8.F

7th Dream Car Dream Car compare Total cost with Brochure Research materials, MS-ETS1-1.
Research models with insurance, interest, websites, google
graphing gas, etc. sheets, publishing
8.1.8.A.1 application
8.8.1.A.4
8.1.8.F.1

8th Dream Car Dream Car compare Total cost with Brochure Research materials, MS-ETS1-1.
Research models with insurance, interest, websites, google
graphing gas, etc. sheets, publishing
8.1.8.A.1 application
8.8.1.A.4
8.1.8.F.1
Appendix A Modifications and Accommodations for IEP & 504 Students, LEP Students and G & T Students

Note** Modifications and accommodations listed in curriculum guides are suggested for all types of learners. Specific student accommodations and modifications
listed in an IEP will take priority for each individual student instruction.

Table of Contents
1. Modifications and Accommodations for IEP & 504 Students
2. Modifications and Accommodations for LEP Students
3. Modifications and Accommodations for G & T Students

Modifications and Accommodations for IEP & 504 Students

Textbooks and Curriculum
● Books: Accommodations
● Provide audio books or text to speech alternatives
● Provide summaries of chapters
● Use peer readers
● Use marker to highlight important textbook sections
● Provide the student with a list of discussion questions before reading the material

Books: Modifications
● Provide alternative books with similar concepts but at an independent reading level
● Give page numbers to help the student find answers

Curriculum: Accommodations
● Provide a vocabulary list
● Provide alternatives to reading aloud in front of the class

Curriculum: Modifications
● Shorten assignments to focus on mastery of key concepts
● Shorten spelling tests to focus on mastering the most functional words

Instructions and Assignments

Directions: Accommodations
● Use both oral and printed directions
 ● Highlight keywords in directions
● directions in small steps using as few words as possible, number and sequence steps in a task
● Provide visual aides
● Show a model of the end product

Time/Transitions: Accommodations
● Alert student several minutes before a transition from one activity to another
● Provide additional time to complete a task
● Increase wait time for responses
● Provide a visual timer

Handwriting: Accommodations
● Use fill-in questions with space for a brief response rather than a short essay
● Provide a "designated note taker" or photocopy of another student's or teacher's notes
● Provide outlines for video
● Provide a print copy of any assignments or directions written on the blackboard or smartboard/Activboard
● Provide photocopy materials rather than requiring students to copy from the board or textbook
● Provide access to a word processor, alpha smart, or similar device
● Allow use of voice-activated software for long written assignments
● Allow students to dictate a writing assignment for a teacher or teacher's aide to scribe

Grading: Accommodations
● Mark the correct answers rather than incorrect ones

Grading: Modifications
● Provide partial grade based on individual progress or effort
● Permit a student to rework assignments for a grade to reflect mastery

Tests: Accommodations
● Go over directions orally
● Permit extended time to complete tests
● Have materials read to the student and allow oral responses (for tests that don't measure reading or writing
● Divide tests into small sections of similar questions and problems
● Allow the student to complete an independent project as an alternative test
● Provide study guides and study questions that directly relate to tests
● Provide a sample or practice test
Tests: Modifications
● Grade spelling separately from the content
● Allow take-home or open-book tests Provide a vocabulary list with definitions
● Provide possible answers for fill-in-the-blank sections

Math: Accommodations
● Allow the student to use a calculator without penalty
● Provide fewer problems on a worksheet (such as 4 to 6 problems on a page)
● Use enlarged graph paper to help the student keep numbers in columns
● Provide a table of math facts for reference (unless testing math facts)
● Tape a number line to student's desk
● Read and explain story problems or break problems into smaller steps
● Use pictures or graphics

Other Accommodations
● Check progress and provide feedback often in the first few minutes of each assignment
● Provide structured assignments with lists for the student to cross off when finished
● Break long-term assignments into small, sequential steps with daily monitoring and frequent grading
● Allow use of sensory tools for those with sensory needs
● Use color-coded materials for each class

Motivation
● Activity choice
● Hands-on, multimodal activities
● Doable tasks
● Foster independence
● Student involvement in goal setting and assessment activities
● Choice to work with others or alone

Instructional Presentation
● Relate to personal experiences
● Establish purpose or goals of lesson
● Activate prior knowledge
● Advanced organizers
● Build background knowledge of content or strategy
● Preteach vocabulary and review strategy
 ● Visual demonstrations, illustrations, models

Modifications and Accommodations for LEP Students

● provide many visual cues, such as pictures, videos, field trips, picture books, and demonstration lessons, to aid understanding.
● Learn the backgrounds of LEP students and plan a lesson that is both culturally and linguistically appropriate.
● Group students flexibly, in small groups based on individual or group interests as well as instructional need or ability.
● Give clear, simple directions to LEP students. Ask them to retell, in their own words, what you are asking them to do before they attempt a task.
● Provide background information and examples that support the content for each lesson..\
● Paraphrase information and main ideas.
● Reorganize and reinforce information.
● Build background information through brainstorming; semantic webbing; use of maps, photos, and illustrations; and use of the KWL strategy.
● Simplify language for presentation. Teachers can use “sheltered English,” in which they make content-specific language more comprehensible for LEP
students by using short, simple syntactic structures; introducing one concept persentence; limiting structures to one tense; using the active
● Develop content area vocabulary. Vocabulary specific to the content area may be developed through various activities, including the following:
o starting a picture dictionary or word bank;
o teaching the vocabulary appropriate to a given subject before introducing the content;
o reviewing and reinforcing the vocabulary during the content activities;
o labeling objects in the classroom;
o taping vocabulary words in context so that students learn to recognize the words;
o using realia (actual objects, such as a variety of foods or textures) as tools for teaching so that vocabulary becomes real and tangible; and
o encouraging students to use a dictionary to learn or confirm word meanings.
● Close-captioned video or TV
● Computer programs
● Teacher-made adaptations, outlines, and study guides
● High interest/low-reading-level content materials
● Books with audio tapes

Modifications and Accommodations for G & T Students

Adaptive strategies for the exceptionally able student. These include:
● Interdisciplinary and problem-based assignments
● Advanced, accelerated, or compacted content
● Abstract and advanced higher level thinking
● Allowance for individual student interests
● Assignments geared to development in areas of affect, creativity, cognition, and research skills
● Complex, in-depth assignments
 ● Diverse enrichment that broadens learning
● Variety in types of resources
● Community involvement
● Internship, mentorship, and apprenticeship

3 types of program modifications:

● Accelerated movement through the instructional program

○ Flexible pacing may allow students to participate based on their ability to be challenged as well as their ability to handle the work assignments
○ Content acceleration allows a student to participate at a higher grade level
○ via compacting (also known as telescoping) which allows a student to cover the curriculum in a shorter period of time. Previously mastered
content is pre evaluated and eliminated from coursework
○ Multi-age classrooms allow a student to accelerate through self-pacing.
● Enrichment
○ Well articulated assignments that require cognitive processing, in-depth content, well-defined skills, and alternate modes of communication can be
effective and stimulating.
○ Can include alternate learning activities. Alternate assignments provide students with opportunities to engage in new learning and avoid the
boredom of repetitive practice.
○ Students can be encouraged to pursue independent study, self-directed research projects carefully monitored by the teacher. Research can be
conducted using materials from a more advanced level or from college libraries, businesses, laboratories, and community agencies. Every student
should be challenged to think intuitively, using higher order thinking skills such as analysis, synthesis, and evaluation.
● Grouping students of like-ability together in homogeneous arrangements (e.g., special classes, clustering in the same classroom) allows for more
appropriate, rapid, and advanced instruction without isolating the exceptionally able student.
○ Flexible grouping in the regular classroom enables the exceptionally able student to develop advanced skills and provides the student with time for
advanced work and independent study.
○ Students may be grouped in self-contained classes with other exceptionally able students
 Advocacy and Service

Physical Education Standard 2.2 Advocacy and Service

Social Studies Standard 6.3 Active citizens in the 21st century
Advocacy and Service projects provide an opportunity for the students of Montague School District to have a positive impact on the lives of self
and others. The Social Studies and Physical Education curriculums include standards to address advocacy and service and active citizenship.
School service projects are completed throughout the school year through interdisciplinary activities such as food drives, nursing home visits, coat
drives, veteran activities, etc.…

Homeroom Activities
The following standards from Physical Education and Health Curriculum
By the end of Grade 2 2.2.2.D.1: Determine the benefit for oneself and others of participating in a class or school service activity
By the end of Grade 4 2.2.4.D.1: Explain the impact of participation in different kinds of service projects on community wellness.
By the end of Grade 6 2.2.6.D Advocacy and Service: Participation in social and health or service organization initiatives have a positive social
impact.
By the end of Grade 6 2.2.6.D.1: Appraise the goals of various community or service organization initiatives to determine opportunities for
volunteer service
By the end of Grade 6 2.2.6.D.2: Develop a position about a health issue in order to inform their peers
2.2.D.8 Advocacy and Service: Effective Advocacy for a health or social issue is based on communicating accurate and
reliable research about the issue and developing and implementing strategies to motivate others to address the issue.
2.2.8.D.1: Plan and implement volunteer activities to benefit a local, state, national, or world health initiative.
2.2.8.D.2: Defend a position on a health or service issue to activate community awareness and responsiveness.
Interdisciplinary Content Standards for Advocacy
The following standards from the Social Studies Curriculum are addressed through various activities.
Social Studies
6.3.4.B.1 Active citizens in the 21st century:
o Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.
o Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.
o Are aware of their relationships to people, places, and resources in the local community and beyond.
6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible
solutions.
 Holocaust Education
The Montague Township School District addresses the act regarding genocide education in the public schools, supplementing chapter
35 of Title 18A of the New Jersey Statutes. Utilizing resources provided by the New Jersey Commission on Holocaust Education,
Character Education Curriculum, Anti-Bullying Programs, Health and Physical Education Curriculum, School Guidance programs,
English Language Arts, Social Studies Curriculum, as well as through the daily modeling and discussion of good character, ethics, and
moral behavior.
2a. Every Board of Education shall include instruction of all elementary and secondary school pupils on the Holocaust and genocides
in an appropriate place in the curriculum.

2b. The instruction shall enable pupils to identify and analyze applicable theories concerning human nature and behavior; to
understand that genocide is a consequence of prejudice and discrimination; and, to understand that issues of moral dilemma and
conscience have a profound impact on life. The instruction shall further emphasize the personal responsibility that each citizen bears
to fight racism and hatred whenever and wherever it happens.

Resources are provided to all educators through open source resources, purchased programs and materials, assemblies for students, and professional
development for educators. The New Jersey Commission on Holocaust Education, to promote Holocaust education in the State of New Jersey, can be
accessed through the following links: http://www.state.nj.us/education/holocaust/

● K-4 Curriculum Guide:

○ Caring Makes a Difference

● 5-8 Curriculum Guide:

○ To Honor All Children, part one
(1.81 MB, PDF)
○ To Honor All Children, part two
(5.82 MB, PDF)
○ To Honor All Children, part three
(2.34 MB, PDF)
○ To Honor All Children, part four
(6.15 MB, PDF)
 Amistad Commission Mandate
Goals of the Commission are supported by Montague Township School District through the infusion of the history of Africans and
African-Americans into the social studies curriculum to provide an accurate, complete and inclusive history.
“In presenting the sweeping narrative of American history, African Americans have for too long, been cast in minor roles far from events,
personalities and themes that become engrained in every student’s memory.
In New Jersey, that is all changing ... ” (Stephanie James Wilson, 2008).
Background:
Under legislation sponsored by Assemblymen William D. Payne and Craig A. Stanley, Schools in the Garden State are moving to recognize the
integral part African-Americans have played at every turn in this nation’s history. The Amistad Bill (A1301), which became law in 2002, calls on
New Jersey schools to incorporate African-American history into their social studies curriculum. This legislation also created the Amistad
Commission, a 23-member body charged with ensuring that African-American history, contributions and experiences are adequately taught in the
state’s classrooms.

Purpose:
The Amistad Commission ensures that the Department of Education and public schools of New Jersey implement materials and texts which
integrate the history and contributions of African-Americans and the descendants of the African Diaspora.

To ensure that Frankford Township School District teachers are equipped to effectively teach the revised social studies core curriculum content
standards. The following resources, but not limited to are available through the Amistad Commission:
https://www.nj.gov/education/amistad/resources/literacy.pdf
http://www.njamistadcurriculum.net/