Long Branch High School
long branch public schools
Science Curriculum Guide
6th Grade
2011-2012
LONG BRANCH PUBLIC SCHOOLS
Long Branch, New Jersey
BOARD OF EDUCATION
BILL DANGLER, PRESIDENT
TARA BEAMS, VICE PRESIDENT
MARY L. GEORGE
LUCILLE M. PEREZ
AVERY W. GRANT
MICHELE CRITELLI
ARMAND R. ZAMBRANO, JR
JAMES N. PARNELL
ALLAN MENKIN
ADMINISTRATION
Administration/Educational Center
540 Broadway
(732) 571-2868
MICHAEL SALVATORE
Superintendent of Schools
Alvin L. Freeman
Assistant Superintendent of Schools
Garry Penta
District Administrator
JanetLynn Dudick
District Manager for Personnel and Special Projects
Peter E. Genovese III
School Business Administrator/Board Secretary
Nancy L. Valenti
Assistant School Business Administrator/Assistant Board Secretary
CURRICULUM WRITING COMMITTEE
Administration
Roberta Freeman
Committee Leader
Nicholas Montesano
Teacher(s)
Conover White
Jenny Marques
Developed & Written:
July 2011 - August 2011
Board Approved:
September 21, 2011
Table of Contents
Page
Introduction 5
Units of Study
Science Practices
Standard 5.1 (A-D) 7
Physical Science
Standard 5.2 (A-E) 22
Life Science
Standard 5.3 (A-E) 45
Earth Systems Science
Standard 5.4 (A-E) 64
Course Introduction
The science curriculum is designed so that students can be actively engaged as they learn science. Students will learn to use tools of science and to perform scientific investigations. Many of the investigations are completed in small cooperative learning groups in which students plan and find solutions with their peers.
The investigations and activities in the science curriculum are coherently organized and carefully crafted. They promote an intuitive understanding of scientific concepts and theories. Only after students come to understand a concept through demonstration and active instruction are they given opportunities to perform laboratory experiments to test theories.
Investigations encourage students to inquire about relevant ideas and issues beyond the bounds of this course. Students have opportunities to experiment, hypothesize, analyze, test, talk, write, explain, and justify their ideas.
Assessments
Throughout the course students will demonstrate their knowledge on quizzes and chapter assessments. Students will also be required to keep a notebook containing vocabulary, new concepts, laboratory investigations, and solved problems. Students will create a portfolio of their exemplary work throughout this course. Student portfolios will be updated at the end of each chapter.
Class Structure
The order of events in a class period will vary with each lesson. The following outlines a typical class structure:
• Introduction – The teacher will pose the Do Now problem clearly to the class.
• Investigation– Students will work in groups to complete laboratory assignments, journal writing, and directed reading assignments.
• Closing– Check for understanding of the main scientific objective of the lesson, review vocabulary, reinforce concept.
Resources
• Holt series textbooks
• Holt Lab Generator
• Whiz-Bang Demonstrations
• Math Skills for Science
• Holt PuzzlePro
• Brain Food Video Quiz
• Standardized Test Preparation
• National Science Digital Library, Science Digital Literacy Maps
Science Practices
Standard 5.1 Strand A
|Unit Plan |
| |
|Grade: 6 -8 Subject Area: Science |
| |
|Unit: Understand Scientific Practices Anticipated time frame: Ongoing |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that |
|continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning |
|skills that students must acquire to be proficient in science. |
|Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and |
|observation tools to assist in categorizing, representing, and interpreting the natural and designed world. |
|Standards 5.2.6 A-E, 5.3.6 A-E, 5.4.6 A-G |
|Standards 5.2.8 A-E, 5.3.8 A-E, 5.4.8 A-G |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Measurement and observation tools are used to categorize, |How do we build and refine models that describe and explain the |
|represent and interpret the natural world. |natural and designed world? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Core scientific concepts and principles represent the conceptual |Demonstrate understanding and use interrelationships among |
|basis for model-building and facilitate the generation of new and|central scientific concepts to revise explanations and to |
|productive questions. |consider alternative explanations. |
|Results of observation and measurement can be used to build |Use mathematical, physical, and computational tools to build |
|conceptual-based models and to search for core explanations |conceptual-based models and to pose theories |
|Predictions and explanations are revised based on systematic |Use scientific principles and models to frame and synthesize |
|observations, accurate measurements, and structured data/evidence|scientific arguments and pose theories. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Explore digital simulations to examine the cause and effect relationship between thermal energy from the sun and global ocean |
|circulation patterns. Construct a written or oral explanation for the phenomenon. |
| |
|You are an entomologist studying the relationship between nutritional needs and life cycle stages in insects. You are interested in|
|raising the healthiest insect colony possible. Choose a model species (darkling beetle, butterfly, fruit fly, etc.) to study its |
|life cycle course. Conduct a series of experiments that track the growth of the insect over time to determine which media or food |
|are the best choices for each life cycle stage. Grow the same type of insect in different nutritional media (oatmeal, fruits, |
|meats, dairy, etc.) and track the growth (length, weight) at several intervals within the life cycle. Why would growth patterns |
|differ over the course of an insect’s lifetime? Are there different nutritional needs for different life cycles? Justify your |
|conclusions using the growth data (length, weight) that you collect. Share and discuss your findings in a class entomology poster |
|session. |
| |
|Create an orrery model of the Solar System that illustrates the relative motions and positions of bodies in the Solar System. Works|
|together as a class to create a human-powered orrery to model the movements of the four inner planets. Assist in setting up this |
|moving model of the Solar System and take turns playing the roles of Mercury, Venus, Earth, and Mars. |
|Observe the orrery in motion and then, form conclusions about the orbital periods of the inner planets. Afterwards, predict as a |
|class, the orbital periods of the outer planets using the mapped scale model. |
| |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Learn fundamental concepts, principles, theories, and models. |
|Then, build organized and meaningful conceptual structures that incorporate these concepts, principles and theories. |
|Then, use these relationships to revise claims and to discuss alternative explanations. |
|Use mathematical, physical, and computational tools to observe, measure, and explain natural phenomena. |
|Develop evidence-based models to explain the relationships between fundamental concepts and principles. |
|Construct and refine models and propose revised theories as new evidence becomes available |
|Evaluate the strengths of arguments based on the evidence presented. |
|Critique scientific arguments by considering the quality of the experimental design and data. |
|Learning Resources |
|All Holt Textbooks |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
| |
Science Practices
Standard 5.1 Strand B
|Unit Plan |
| |
|Grade: 6-8 Subject Area: Science |
| |
|Unit: Generate Scientific Evidence Through Active Investigations |
|Anticipated time frame: Ongoing |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that |
|continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning |
|skills that students must acquire to be proficient in science. |
|Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and |
|computational tools that need to be applied when constructing and evaluating claims. |
|Standards 5.2.6 A-E, 5.3.6 A-E, 5.4.6 A-G |
|Standards 5.2.8 A-E, 5.3.8 A-E, 5.4.8 A-G |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Evidence is used for building, refining, and/or critiquing |What constitutes useful scientific evidence? |
|scientific explanations. | |
| | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Evidence is generated and evaluated as part of building and |Design investigations and use scientific instrumentation to |
|refining models and explanations. |collect, analyze, and evaluate evidence as part of building and |
|Mathematics and technology are used to gather, analyze, and |revising models and explanations. |
|communicate results. |Gather, evaluate, and represent evidence using scientific tools, |
|Carefully collected evidence is used to construct and defend |technologies, and computational strategies. |
|arguments. |Use qualitative and quantitative evidence to develop |
|Scientific reasoning is used to support scientific conclusions. |evidence-based arguments. |
| |Use quality controls to examine data sets and to examine evidence|
| |as a means of generating and reviewing explanations. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Work in groups to conduct experimental crosses using fruit flies. Record the specific traits that appear in each generation (eye |
|color, body color, wing type, etc) to determine the patterns of inheritance between generations. |
|After conducting the experimental crosses, document patterns of inheritance, and draw conclusions about the patterns, citing |
|evidence. |
| |
|Conduct an experiment, collecting and graphing data that shows the temperature change of water over time when heated from ice to |
|water vapor. |
| |
|Design investigations and use scientific instruments to collect, analyze and evaluate evidence as part of building an explanation |
|for classifying samples as a pure substance or a compound. Use partner talk and whole-group discussions in order to learn from |
|other’s ideas. |
| |
|Analyze climatographs (graph of the average monthly temperature and rainfall quantities for a location) for coastal and inland |
|locations to identify and generalize patterns. |
|Analyze diurnal temperature patterns for coastal and inland locations to identify and generalize patterns. |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Ask scientific questions and determine what data to collect or measure in order to answer the questions. |
|Develop strategies for accurately measuring and collecting data. |
|Organize the data logically so that it may be used to answer questions or validate predictions. |
|Use scientific tools with accuracy and confidence. |
|Use mathematics in the collection, organization and analysis of data. |
|Use tools of data analysis to organize and represent data. |
|Make claims based on the available qualitative and quantitative evidence. |
|Cite evidence and explain the reasoning for a claim. |
|Use data representations to communicate findings. |
|Evaluate the quality of the available data. |
|Justify claims with connections to other fundamental concepts and principles. |
|Use evidence and data to support both a claim and the reasoning behind a scientific argument |
|Learning Resources |
|All Holt Textbooks |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
| |
Science Practices
Standard 5.1 Strand C
|Unit Plan |
| |
|Grade: 6-8 Subject Area: Science |
| |
|Unit: Reflect on Scientific Knowledge Anticipated time frame: Ongoing |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that |
|continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning |
|skills that students must acquire to be proficient in science. |
|Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. |
|Standards 5.2.6 A-E, 5.3.6 A-E, 5.4.6 A-G |
|Standards 5.2.8 A-E, 5.3.8 A-E, 5.4.8 A-G |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Scientific knowledge builds upon itself over time. |How is scientific knowledge constructed? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Scientific models and understandings of fundamental concepts and |Monitor one’s own thinking as understandings of scientific |
|principles are refined as new evidence is considered. |concepts are refined. |
|Predictions and explanations are revised to account more |Revise predictions or explanations on the basis of discovering |
|completely for available evidence. |new evidence, learning new information, or using models |
|Science is a practice in which an established body of knowledge |Generate new and productive questions to evaluate and refine core|
|is continually revised, refined, and extended. |explanations |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Describe in written text or as part of classroom discussion what happens to kinetic and gravitational potential energy as a ball is|
|thrown up in the air and lands on the ground. Explain their thinking about what happens to kinetic and potential energy. |
| |
|Design an experiment that determines if the precipitation in their area is acidic. Graph amounts of precipitation, pH levels, and |
|general weather conditions for the course of the experiment. On the basis of their findings, provide an analysis of the problem. If|
|they can identify the sources of acid rain, they may name them, but they must be able to substantiate their allegation. |
| |
|Your class has been invited to compete in a school science-fiction film festival. The theme of this year’s festival is “A World |
|Without Light.” Using concepts related to photosynthesis and food webs, create a short film (2-8 minutes) depicting the |
|consequences of a world without solar energy. Focus first on the effects on the plant and non-human animal world, and then explore|
|how humans might respond. Present your film at the school’s festival for review. |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Monitor and reflect on their ideas as those ideas change over time. |
|Extend investigations beyond inquiry and practice modeling, organizing observations, and historical reconstructions. |
|Search for core explanations and connections between fundamental concepts and principles as they develop their understandings. |
|Engage in evidence-based arguments as they explore and refine predictions or explanations. |
|Explore the reasoning for multiple interpretations for the same phenomenon. |
|Justify, citing evidence and reasoning, the revision of explanations or predictions. |
|Collaborate with peers to generate new questions and investigations to explore cause-and-effect relationships. |
|Create multiple representations of the results of an investigation. |
|Move confidently between multiple forms of representations (e.g., graph, chart, data table). |
|Learning Resources |
|All Holt Textbooks |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
| |
| |
| |
| |
Science Practices
Standard 5.1 Strand D
|Unit Plan |
| |
|Grade: 6-8 Subject Area: Science |
| |
|Unit: Participate Productively in Science Anticipated time frame: Ongoing |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that |
|continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning |
|skills that students must acquire to be proficient in science. |
|Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are |
|social practices that are governed by a core set of values and norms. |
|Standards 5.2.6 A-E, 5.3.6 A-E, 5.4.6 A-G |
|Standards 5.2.8 A-E, 5.3.8 A-E, 5.4.8 A-G |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|The growth of scientific knowledge involves critique and |How does scientific knowledge benefit, deepen, and broaden from |
|communication - social practices that are governed by a core set |scientists sharing and debating ideas and information with peers?|
|of values and norms. | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Science involves practicing productive social interactions with |Engage in multiple forms of discussion in order to process, make |
|peers, such as partner talk, whole-group discussions, and |sense of, and learn from others’ ideas, observations, and |
|small-group work. |experiences. |
|In order to determine which arguments and explanations are most |Engage in productive scientific discussion practices during |
|persuasive, communities of learners work collaboratively to pose,|conversations with peers, both face-to-face and virtually, in the|
|refine, and evaluate questions, investigations, models, and |context of scientific investigations and model-building. |
|theories (e.g., argumentation, representation, visualization, |Demonstrate how to safely use tools, instruments, and supplies |
|etc.). |Handle and treat organisms humanely, responsibly, and ethically |
|Instruments of measurement can be used to safely gather accurate | |
|information for making scientific comparisons of objects and | |
|events. | |
|Organisms are treated humanely, responsibly, and ethically. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|You are a cargo inspection agent working in Guam to prevent the introduction of non-native species to your island. People coming |
|into your territory often do not understand why you must spend so much time checking their cargo. Working in small groups, develop |
|a public service announcement and media campaign to explain to the public how devastating the introduction of non-native species |
|can be to an island ecosystem. Research how the region has been affected by invasive species. Connect with experts in the field to |
|further your understandings, especially those living in the target country. Use video clips, podcasts, and other authentic media to|
|help explain the impact. Focus your message on how non-native species can become invasive and affect the biodiversity of the |
|island. |
| |
|Engage in a globally collaborative project, such as The Noon Day Project, where students from around the world collect and share |
|data that will be used to measure the circumference of the earth using a method that was first used by Eratosthenes over 2000 years|
|ago. |
| |
|Design and carry out an investigation involving a chemical change. Compare the mass of the reactants with the mass of the |
|products. Use data derived from the investigation to confirm or reject the principle of conservation of mass. |
| |
|Work in groups to conduct experimental crosses using fruit flies. Vary one environmental factor (temperature, light, etc.), and |
|then collect and analyze data. Record the specific traits that appear in each generation (eye color, body color, wing type, etc) to|
|determine if the offsprings’ traits are altered in any way by the changed environmental factor as compared to a control situation. |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Engage in productive conversations with their peers. |
|Use partner talk, whole-group discussions, and small group work in order to learn from other other’s ideas. |
|Engage in multiple modes of communication such as speech, print, and electronic. |
|Pose, refine, and evaluate questions, investigations, models, and theories collaboratively (e.g., argumentation, representation, |
|visualization, etc.). |
|Engage in evidence-based scientific arguments. |
|Persuade peers of the validity of one’s own ideas and the ideas of others. |
|Demonstrate understanding of safe and accurate measurement in the context of an investigation. |
|Take proactive measures to insure their personal safety and the safety of their peers. |
|Demonstrate an individual sense of responsibility and good habits for safety. |
|Investigate potential health hazards such as E Coli, dander, or other allergens prior to bringing them into the classroom. |
|Demonstrate knowledge about the care of organisms so that both students and specimens stay safe and healthy during all activities. |
|Follow local, state, and national laws, policies, and regulations when live organisms are included in classroom activities. |
|Engage in research and discussions about the ethical questions regarding the use of organisms in instruction. |
|Learning Resources |
|All Holt Textbooks |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
| |
Physical Science
Standard 5.2 Strand A
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Properties of Matter Anticipated time frame: 10 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful |
|conceptual tools for making sense of phenomena in physical, living, and Earth systems science. |
|Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental |
|properties: matter takes up space, and matter has inertia. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|The structures of materials determine their properties. |How do the properties of materials determine their use? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|The volume of some objects can be determined using liquid (water)|Determine the volume of common objects using water displacement methods.|
|displacement. |Calculate the density of objects or substances after determining volume |
|The density of an object can be determined from its volume and |and mass. |
|mass. |Determine the identity of an unknown substance using data about |
|Pure substances have characteristic intrinsic properties, such as|intrinsic properties. |
|density, solubility, boiling point, and melting point, all of | |
|which are independent of the amount of the sample. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Rocks and other solid objects have many different shapes. Sometimes it is hard to tell which of two different-shaped objects takes up more|
|space. Explain how you can compare the volumes of small, irregularly-shaped solid objects. |
|As shown in the picture below, Christina has two identical cups that are filled to the same level with water. She also has two solid steel|
|balls. |
|[pic] |
|Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the most? Tell why you think so. |
| |
|Christina has another ball that is the same size as ball 2, but this ball is made of wood and is hollow. If she put this hollow ball in |
|one of the cups, do you think the water level would rise more or less than it would if ball 2 were put in the cup? |
| |
|Tell why you think so. |
|(NAEP) |
|The picture below shows three solid objects of the same size floating in water. |
| |
|[pic] |
|5. Which object weighs the most? |
|Object A |
|Object B |
|Object C |
|They all weigh the same. |
|(TIMSS) |
|6. You are a naval architect who has been asked to design, build, and test a new boat. Research and explain how and why two real-life |
|ships sank (the British Titanic and the Swedish Vasa) sank. Based on your findings about these two ships, explain how even good designs |
|can fail and that the solution to one problem often leads to another. Use these new understandings to design, build and test the |
|specifications (water displacement and load line) for your model boat. Once you have developed a successful model ship, write an original |
|song about your ship. See: What Floats Your Boat? at: |
| |
| |
|Use density to predict whether an object will sink or float in water. |
| |
|Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density. |
| |
|The same brick is placed on a scale in three different ways, as shown below. |
|[pic] |
|What will the scale show? |
|1 will show the greatest weight. |
|2 will show the greatest weight. |
|3 will show the greatest weight. |
|All will show the same weight. |
|(TIMSS) |
| |
|10. You are a forensic scientist who has just been presented with an unknown material. It is your job to identify the substance to the |
|best of your scientific ability. Begin by examining general properties, the presence or absence of which can eliminate whole classes of |
|substances. |
|A few of the basic starting questions are: |
|How does the substance respond to heat? |
|Does it dissolve in water? |
|Does it dissolve in any other solvent? |
|If it dissolves in water, how does the solution behave? |
|Compare your findings with those known substances that you worked with in your classroom investigations to determine the identity of the |
|substance. |
| |
|The Properties of Unknown Substances, an Interview with Sherlock Holmes offers a vignette for use as a guide related to the sample |
|assessment. |
| |
|The picture shows a way you could hook up a battery, three wires, and a light bulb. |
| [pic] |
|Explain how you could use these things to test an item to see if it is a conductor of electricity. |
|How could you tell? |
|(NAEP) |
| |
| |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Make predictions about the volume of a variety of objects, and support their predictions using scientific reasoning. |
|In small groups, plan and conduct an experiment to determine the volume of several small rocks. Using data from their experiments, engage |
|in a guided discussion regarding what volume is and how it can be determined. |
|Conduct simple explorations of floating and sinking. They first classify a group of common objects by a characteristic of their own |
|choosing. |
|After developing a system of classification, reclassify the same group of objects by their predictions about whether each item will float |
|or sink in water. |
|After making their predictions as a group, break into small groups to design an experiment to test their predictions. |
|Calculate the densities of regular and irregular shaped objects, including water, by taking mass and volume measurements. |
|Investigate why a heavy object like a log can float, yet a small grain of sand sinks. Engage in an investigation entitled Float or Sink – |
|What Do You Think? located at: |
| |
|characteristicsofmaterials/density/CSTA_014924 |
|Investigate why one can of soda will float in ice water while another can that is identical in size, shape, and volume cannot. Engage in |
|an investigation entitled: How Sweet It Is! located at: |
| yourbody/nutrition/CSTA_015104 |
| |
|Conduct laboratory investigations to investigate and identify properties of pure substances including density, solubility, boiling point |
|and melting point. |
|Identify constituents of various pure materials or objects using a number of standard laboratory techniques (heating, cooling, dissolving,|
|etc.). |
|Learning Resources |
|Holt “Introduction to Matter” textbook. Chapter 1 sec 1-3 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|Inquiry in Action: Investigating Matter through Inquiry, 3rd edition. Permission is granted in advance for reproduction for classroom use.|
|Please include “Reprinted with permission from Inquiry in Action, Third Edition, Copyright © 2007, American Chemical Society.” |
| |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Conservation of Matter |
| |
|National Science Digital Library, Science Refreshers |
| |
|The Physical Setting: Chemical Reactions, note the conceptual strand Changing Properties |
| |
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Physical Science
Standard 5.2 Strand B
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Changes in Matter Anticipated time frame: 10 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are |
|powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. |
|Strand B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves |
|energy. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|When materials interact within a closed system, the total mass of|How does conservation of mass apply to the interaction of |
|the system remains the same. |materials in a closed system? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|When a new substance is made by combining two or more substances,|Compare the properties of reactants with the properties of the |
|it has properties that are different from the original |products when two or more substances are combined and react |
|substances. |chemically. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
| |
|You work for a consumer magazine that publishes reviews and comparisons of consumer products. You have been asked to review several|
|rust removal products. Plan and conduct an investigation to compare the effectiveness of several rust-prevention treatments you |
|have been given. When your investigation is complete, write a short article for the magazine, explaining how you determined which |
|product was most effective. Use data and evidence from your investigation to make your argument. |
| |
| |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Engage in a challenge to determine if they can make a solution change from clear…to yellow…to blue, then back to clear. Resource |
|can be found at: |
| |
|Investigate Rust – the Crust that Makes Stuff Bust. Resource can be found at: |
| |
|scienceforkids/chemicalphysicalchange/chemicalreactions/CSTA_014889 |
|Investigate Heat Up to Some Cool Reactions, Resource can be found at: |
| |
|scienceforkids/chemicalphysicalchange/chemicalreactions/CSTA_014882 |
|Investigate why some of the world’s great statues are disappearing. Resource can be found at: |
| scienceforkids/planetearth/land/CSTA_015062 |
|Learning Resources |
|Holt “Introduction to Matter” textbook. Chapter 1 sec 1-3 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|Inquiry in Action: Investigating Matter through Inquiry, 3rd edition. Permission is granted in advance for reproduction for |
|classroom use. Please include “Reprinted with permission from Inquiry in Action, Third Edition, Copyright © 2007, American Chemical|
|Society.” |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Conservation of Matter |
| |
|The Physical Setting: Chemical Reactions |
|National Science Digital Library, Science Refreshers |
| |
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Physical Science
Standard 5.2 Strand C
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Forms of Energy Anticipated time frame: 11 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are |
|powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. |
|Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is |
|useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Energy takes many forms. |How do we know that things have energy? |
|These forms can be grouped into types of energy that are | |
|associated with the motion of mass (kinetic energy), and types of | |
|energy associated with the position of mass and with energy fields| |
|(potential energy). | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Light travels in a straight line until it interacts with an object|Predict the path of reflected or refracted light using reflecting|
|or material. Light can be absorbed, redirected, bounced back, or |and refracting telescopes as examples. |
|allowed to pass through. The path of reflected or refracted light | |
|can be predicted. |Describe how to prisms can be used to demonstrate that visible |
| |light from the Sun is made up of different colors. |
|Visible light from the Sun is made up of a mixture of all colors | |
|of light. |Relate the transfer of heat from oceans and land masses to the |
| |evolution of a hurricane. |
|To see an object, light emitted or reflected by that object must | |
|enter the eye. | |
| | |
|The transfer of thermal energy by conduction, convection, and | |
|radiation can produce large-scale events such as those seen in | |
|weather. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|New iPods often have a shiny smooth side that you can use as a mirror. After a couple of months, the smooth shiny surface becomes |
|scratched and dented. The used iPod no longer works well as a mirror. Explain why a person can see an image so clearly on the smooth|
|mirrored surface but not on the scratched surface. |
| |
|Students bump into each other when they turn the corner in the hallway shown. They plan to place a mirror in the hall so that they |
|can see one another before reaching the corner. |
| |
|[pic] |
|Where should they place the mirror? |
|position A |
|position B |
|position C |
|position D |
|(OH) |
|When you are riding a bicycle at night, your bicycle's reflectors help people in cars see your bicycle. How do bicycle reflectors |
|work? |
|They are made of a special material that gives off its own light. |
|They are hooked up to batteries that allow them to produce light. |
|They bounce light back from other sources. |
|They are covered with paint that glows in the dark. |
|(NAEP) |
|The picture shows a pencil that is lying on a shelf in front of a mirror. Draw a picture of the pencil as you would see it in the |
|mirror. Use the patterns of lines on the shelf to help you. |
|[pic](TIMMS) |
| |
|You are headed to the shore on a sunny afternoon in July. You are trying to choose between your black t-shirt and white t-shirt. In |
|which shirt will you most likely remain cooler, explain your reasoning citing scientific principles. |
| |
|While at the shore, your pesky little cousin looks at you and asks “why is the sky blue?” How would you explain the color of the sky|
|to your little cousin? |
| |
|Which pair together could cause a rainbow? |
|Fog and clouds |
|Rain and snow |
|Clouds and ice |
|Sunshine and rain |
| |
|Design and carry out unique real-world demonstrations that model and the principles of conduction, convection and radiation. Create |
|a multimedia presentation, based on the demonstrations that can be shared virtually with other students. |
| |
|Explain, through modeling, how the oceans play a major role in regulating the weather and climate of the planet in a short digital |
|presentation. Access authentic data obtained through the use of sensitive instruments to get a better view of the functioning of |
|the oceans and the atmosphere. |
| |
|Jim put four thermometers into four glasses of water and left the glasses of water outside in different locations. After an hour, |
|which glass of water will MOST LIKELY have the highest temperature? |
|The glass in the highest location |
|The glass in the wettest location |
|The glass in the location with the most wind |
|The glass in the location with the most sunlight |
|(MS) |
|The source of energy for the Earth’s water cycle is the |
|wind |
|Sun’s radiation |
|Earth’s radiation |
|Sun’s gravity |
|(TIMSS) |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Use a microcomputer connected to a light sensor and temperature probe to explore the reflection and absorption of radiation for |
|different surfaces. Resource can be found at: |
| |
| |
|Engage in a variety of activities designed to help students investigate light, optics, and color. |
|Investigating Special Properties of Light found at: |
|Exploring Lenses found at: |
|Mirror, Mirror on the Wall: Angles of Reflections found at: |
| |
|Exploring Microscopes found at: |
|How Can I Learn More about Telescopes? Found at |
| |
|Design a structure that prevents heat movement and protects the Genesis Spacecraft. This activity focuses on the relationship |
|between basic physical science concepts about heat and the challenges faced by the engineers designing the Genesis spacecraft. |
|Controlling the movement of heat to prevent unwanted changes in materials requires basic understandings about thermodynamics. |
|GENESIS SEARCH FOR ORIGINS can be found at: |
| |
|Interact with online simulations such as Gizmo’s Heat Transfer and Conduction. Examine the transfer of heat energy through a |
|material and explore how the temperature difference affects the rate of heat transfer. |
| |
|Collect real-time observations and data to relate conduction, convection and radiation phenomena to the evolution of a hurricane. |
|Share and discuss with the rest of class. |
|Learning Resources |
|Holt “Sound and Light” textbook. Chapter 3 sec 1-4 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Waves |
| |
|National Science Digital Library, Science Refreshers |
| |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Energy Transformations |
| |
|The Physical Setting: Weather and Climate |
| |
| |
| |
Physical Science
Standard 5.2 Strand D
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Energy Transfer and Conservation Anticipated time frame: 9 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools |
|for making sense of phenomena in physical, living, and Earth systems science. |
|Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are |
|transferred from one object to another. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Changes take place because of the transfer of energy. |How can energy be transferred from one material to another? |
| | |
|Energy is transferred to matter through the action of forces. |What happens to a material when energy is transferred to it? |
| | |
|Different forces are responsible for the transfer of the different forms of energy.| |
| | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|The flow of current in an electric circuit depends upon the components of the |Use simple circuits involving batteries and motors to compare and |
|circuit and their arrangement, such as in series or parallel. Electricity flowing |predict the current flow with different circuit arrangements. |
|through an electrical circuit produces magnetic effects in the wires. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|A wire between the battery and the light bulb was removed. What will happen to the light bulb after the change? |
|It will go out. |
|It will stay on. |
|It will get brighter. |
|It will start flashing. |
| |
|The pictures below show a light bulb connected to a battery. Which bulb will light? |
|[pic] |
|A. |
|B. |
|C. |
|D. |
| |
| |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Systematically compare circuits that can be used to power bulbs, bells/buzzers, and small motors with dry cells. |
|Relate circuits and components to symbolic representations. |
|Identify and select tools and techniques for comparing the amount of current flowing in different parts of a circuit. |
|Given a diagram showing a circuit that includes bulbs or small motors, construct a functioning circuit matching the diagram, compare the current flow in |
|two parts of the circuit, and relate the observed currents to the series/parallel configurations in the circuit. |
|Engage in Changing Circuits and develop explanations for the outcomes of the online simulations. Resource can be found at: |
| |
|Learning Resources |
|Holt “Electricity and Magnetism” textbook. Chapter 1, sec 2 and 4 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Electricity and Magnetism |
| |
|National Science Digital Library, Science Refreshers |
| |
Physical Science
Standard 5.2 Strand E
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Forces and Motion Anticipated time frame: 12 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools |
|for making sense of phenomena in physical, living, and Earth systems science. |
|Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Changes take place because of the transfer of energy. |How can energy be transferred from one material to another? |
|Energy is transferred to matter through the action of forces. |What happens to a material when energy is transferred to it? |
|Different forces are responsible for the transfer of the different forms of | |
|energy. | |
| | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|An object’s position can be described by locating the object relative to other|Model and explain how the description of an object’s motion from one |
|objects or a background. The description of an object’s motion from one |observer’s view may be different from a different observer’s view. |
|observer’s view may be different from that reported from a different |Describe the force between two magnets as the distance between them is |
|observer’s view. |changed. |
|Magnetic, electrical, and gravitational forces can act at a distance. |Demonstrate and explain the frictional force acting on an object with the |
|Friction is a force that acts to slow or stop the motion of objects. |use of a physical model. |
|Sinking and floating can be predicted using forces that depend on the relative|Predict if an object will sink or float using evidence and reasoning. |
|densities of objects and materials. | |
| | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Tell how the truck can look as if it is standing still when it is really moving forward. |
|(NAEP) |
| |
|Explain why astronauts on the International Space Station look down at NJ and observe that we are rotating at a speed of almost 795 mph. Explain why you |
|do not feel as though you are moving at all? |
| |
|[pic] |
|The picture above shows the positions of two runners at one-second intervals as they move from left to right. |
| |
|For each runner, indicate whether the runner's speed seems to be constant, increasing, or decreasing. |
|Explain how you can tell this from the pictures. |
|(NAEP) |
| |
|[pic] |
|The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table. |
| |
|What will happen to magnet 2? |
| |
|Why will this happen? |
|(NAEP) |
|Magnets can be toys or tools to do work. Explain how two magnets react when placed near each other. In your explanation, be sure to include the properties|
|of magnets |
|(MD) |
|Two students played on a slide. Student 1 wore shorts, and Student 2 wore long pants. Which of these explanations best identifies why Student 2 moved down|
|the slide more smoothly than Student 1? |
|less gravity |
|less friction |
|more weight |
|more acceleration |
|(MD) |
| |
|To keep a heavy box sliding across a carpeted floor at constant speed, a person must continually exert a force on the box. This force is used primarily to|
|overcome which of the following forces? |
|Air resistance |
|The weight of the box |
|The frictional force exerted by the floor on the box |
|The gravitational force exerted by the Earth on the box |
|(NAEP) |
|10. A child at a playground slides down a slide on a windless day. Describe two forces that affect the motion of the child as she moves down the slide. |
| |
|[pic] |
| |
|Students have two blocks the same size. They drop each block into a beaker of water. |
| |
|[pic] |
|11. Why does block 1 float and block 2 sink? |
|Block 1 is a different material than block 2. |
|Block 1 absorbs more light than block 2. |
|Block 2 repels more water than block 1. |
|Block 2 weighs less than block 1. |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Engage in Marble Roll Day to collect and record data to share with other students doing the challenge. Analysis of their data and data collected by others|
|allows participants to formulate explanations and to check these explanations against scientific knowledge and the explanations and experiences of others.|
|Resource can be found at: |
| |
|Try their hand at designing a roller coaster. Build a conceptual coaster applying the physics concepts used to design real coasters. Resource can be |
|found at: |
| |
|Make qualitative observations of the electrostatic force between two small objects as the distance between them is changed. |
|Make measurements of the force between magnets as a function of distance (for example, use small circular magnets with a hole that are slid over a |
|vertical dowel or pencil). |
|From online or multimedia resources, find information that is used with presentation software to prepare a description of how the force of gravity between|
|two objects varies with distance. |
|Plan and carry out an investigation to measure the force between two magnets as the distance between them is changed. |
|Formulate a prediction and design an experiment to examine the relationship between block weight and the number of washers required to pull a block across|
|various surfaces. After performing the experiment, graph results from a described experiment and apply findings to a practical situation. See PALS: |
|Friction located at: |
| |
|Test the force necessary to start each of two blocks in motion on an asphalt strip. Repeat the tests with weight on the blocks, and with three different |
|asphalt strips: one dry, one wet, and one oily. Individually, graph the group's data, and apply the data to several different applications. See PALS: |
|Where the Rubber Meets the Road located at: |
| |
|Use probeware or mechanical devices to measure the net force produced by a set of forces acting in one dimension and compare the net and individual |
|forces. |
|Observe and record the speed and path of an object moving in very low friction conditions. |
|Use probeware to measure the effect of different forces on the linear motion of an object and use this to infer an unknown force, such as the force of |
|friction. |
|Find the density of liquids and of irregularly shaped objects. |
|Collect information to associate relative density with sinking and floating. |
|Use the density of materials or objects to predict sinking and floating. |
|Learning Resources |
|Holt “Forces Motion and Energy” textbook. Chapter 1, sec 1, 3 and 4. Chapter 3, sec 2. |
|Holt “Electricity and Magnetism” textbook. Chapter 2, sec 1. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Laws of Motion |
| |
|National Science Digital Library, Science Refreshers |
| |
|National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Electricity and Electromagnetism |
| |
| |
Life Science
Standard 5.3 Strand A
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Organization and Development Anticipated time frame: 9 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, |
|and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, |
|and the order of natural systems can be modeled and predicted through the use of mathematics. |
|Strand A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions |
|required for life. Cellular units are composed of molecules, which also carry out biological functions. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Living organisms have a variety of observable features that |What do all living things have in common? |
|enable them to obtain food and reproduce. | |
| | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Systems of the human body are interrelated and regulate the |Model the interdependence of the human body’s major systems in |
|body’s internal environment. |regulating its internal environment. |
|Essential functions of plant and animal cells are carried out by |Model and explain ways in which organelles work together to meet |
|organelles. |the cell’s needs. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Students imagine themselves as their favorite food, a red blood cell, a virus, air, etc. and write a short story about what happens|
|when the food, etc. enters the human body. They trace the object throughout the human body, explaining where the object stops and |
|for what purpose and present their short story at a reading in the school’s library. |
| |
|The diagram below shows a major system of the human body. |
| |
|[pic] |
|Which of the following best describes the function of this system? |
|absorbing nutrients from food |
|protecting the body from infection |
|exchanging gases with the environment |
|responding to stimuli in the environment |
| |
|You are the leader (mayor, principal, manager, etc.) of a human-created system (a city, a school, a restaurant, etc.). Compare, |
|using an original metaphor, the functions and interdependence of cell organelles to the elements of your human-created system. |
|Create a commercial to advertise your city, school, restaurant, etc. using the details of the organelles’ functions to draw people |
|in, highlighting how efficiently the elements work together, just like within a cell. |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Construct conceptual models to clarify the levels of organization for structure and function in living things (cells, tissues, |
|organs, organ systems). |
|Create simulations and models of how human body systems (digestive, respiratory, reproductive, and circulatory) work together to |
|perform functions necessary for life. |
|Compare and contrast the types of organelles found within plant and animal cells. Focus on how all of the organelles, in both |
|plants and animals, work together to complete the essential cell functions. |
|Learning Resources |
|Holt “Human Body” textbook. Chapter 1, sec 1. |
|Holt “Cells, Heredity and Classification” textbook. Chapter 1, sec 2 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. |
| |
| |
| |
|Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. |
| |
| |
| |
Life Science
Standard 5.3 Strand B
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Matter and Energy Transformations Anticipated time frame: 9days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, |
|and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, |
|and the order of natural systems can be modeled and predicted through the use of mathematics. |
|Strand B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem|
|have different ways of obtaining food, and some organisms obtain their food directly from other organisms. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|All organisms transfer matter and convert energy from one form to|How is matter transformed, and energy transferred/transformed in |
|another. |living systems? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Plants are producers: They use the energy from light to make food|Describe the sources of the reactants of photosynthesis and trace|
|(sugar) from carbon dioxide and water. Plants are used as a |the pathway to the products. |
|source of food (energy) for other organisms. |Illustrate the flow of energy (food) through a community. |
|All animals, including humans, are consumers that meet their | |
|energy needs by eating other organisms or their products. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Your class has been asked to help a green engineering firm design portable solar panels that mimic the action of plants to create |
|sugar. They are looking to create portable solar panels for people who need access to food in extreme conditions (people in the |
|military, field scientists, astronauts or serious hikers). The firm would like you to create schematic drawings or digital |
|simulations that explain to them how plants are able to take solar energy and convert it to sugar. |
| |
|Create a digital interactive food web that traces energy from light through an ecosystem. Highlight each transfer of energy |
|between organisms, and discuss how the pathway may vary within one ecosystem and between ecosystems. |
| |
|To show evidence of meeting this CPI, students may answer the following question: |
|[pic] |
|Which shows one way that energy flows to birds in this food web? |
|Rodents → insects → birds |
|Insects → plants → birds |
|Snakes → rodents → birds |
|Plants → rodents → birds |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Construct a digital simulation to explain how energy entering the ecosystem as sunlight is transferred by producers into chemical |
|energy through photosynthesis. |
|Create a video podcast or mini-documentary to demonstrate how individuals and groups of organisms interact with each other and |
|their environment based on energy flow |
|Learning Resources |
|Holt “Cells, Heredity and Classification” textbook. Chapter 2, sec 2. |
|Holt “Environmental Science” textbook. Chapter 1, sec 2. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of teachers describing experiments |
|associated with this CPI. |
| |
|Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of classroom experiences and |
|interviews with students and scientists regarding the content aligned with this CPI. |
| |
|Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of an interview with a science |
|education expert regarding content associated with this CPI. |
| |
|Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of an interview with a science |
|education expert regarding student misconceptions associated with this CPI. |
| |
|Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. |
| |
Life Science
Standard 5.3 Strand C
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Interdependence Anticipated time frame: 8 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, |
|and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, |
|and the order of natural systems can be modeled and predicted through the use of mathematics. |
|Strand C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic |
|needs. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|All animals and most plants depend on both other organisms and |In what ways do organisms interact within ecosystems? |
|their environments for their basic needs. | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Various human activities have changed the capacity of the |Explain the impact of meeting human needs and wants on local and |
|environment to support some life forms. |global environments |
|The number of organisms and populations an ecosystem can support | |
|depends on the biotic resources available and on abiotic factors,|Predict the impact that altering biotic and abiotic factors has |
|such as quantities of light and water, range of temperatures, and|on an ecosystem. |
|soil composition. |Describe how one population of organisms may affect other plants |
|All organisms cause changes in the ecosystem in which they live. |and/or animals in an ecosystem. |
|If this change reduces another organism’s access to resources, | |
|that organism may move to another location or die. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
| |
|Your class has decided to become activists to support the conservation of natural ecosystems. Select a region of the world where |
|there is high biological diversity (biodiversity) which is threatened by human actions. Determine the species (plants, animals, |
|fungi, etc.) that are crucial to the balance of that ecosystem. Consider the specific human-induced threats to biodiversity in that|
|area, and how you might manage them with consideration of the local culture. Interact with peers and scientists living and working|
|in the target culture to develop and present a specific conservation plan to address the identified threats in the threatened |
|region. |
| |
|Students are provided data and information about a given ecosystem, including data about population numbers of different species. |
|Roll two “environmental change dice”. One die will randomly determine if light, water, temperature, soil, etc. will change, and the|
|other die will determine if it will increase, decrease, stay the same, etc. The groups of students make predictions about how that |
|change will affect their unique ecosystem, if at all and support with scientific reasoning. Run several trials and engage in |
|discussion. |
| |
|A builder is proposing a new housing development in a coastal area of New Jersey. Construction of the housing development will |
|destroy the wetland habitat in the area. |
| |
|Which of the following would most likely happen after a wetland is destroyed? |
| |
|The wetland plants would make more seeds. |
|The wetland animals would be unable to survive in that area. |
|The wetland animals would survive in the housing development. |
|The wetland plant species would move to nearby meadow habitats. |
| |
| |
| |
|[pic] |
|Which of the following is most likely to lead to an increase in the number of foxes over time? |
|a decrease in owls |
|an increase in hawks |
|an increase in mountain lions |
|a decrease in raspberry bushes |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Distinguish between natural (wildfire, flood, drought) and man-made changes (forest clear cutting, input of pollutants, filling in |
|of marshland) to an ecosystem and discuss how these changes affect the balance of an ecosystem. |
|Research and participate in local projects where humans are changing the environment to ensure a species’ survival. |
|Cite evidence to support the idea that when the environment changes, some plants and animals survive and reproduce, and others die |
|or move to other locations. |
|Analyze the changes that occur (e.g., adaptations of plants and animals) in species of organisms as a result of the changes in |
|Earth’s physical environment over long periods of time. |
|Explain why moving organisms from their native ecosystem to a new ecosystem may upset the balance of the new ecosystem. |
|Learning Resources |
|Holt “Environmental Science” textbook. Chapter 1, sec 3. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|GLOBIO is a collaborative site that works to collect digital images to assess the human footprint on the world. |
| |
|National Public Radio features a podcast interview with a pilot who flew over Africa in a plane to document the impact of the human|
|footprint on the world. |
| |
|ePals is a website that schools can use as a tool for addressing the performance assessment. It allows teachers and students to |
|safely connect, collaborate and learn using with students worldwide through protected email and blog solutions. |
| |
|Science NetLinks offers lesson plans and support materials associated with this CPI. |
| |
|American Museum of Natural History offers free materials in online graduate-level professional development courses for K-12 |
|educators related to this CPI. |
| |
|Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of a workshop covering content |
|associated with this CPI. |
| |
|Science NetLinks offers lesson plans and support materials associated with this CPI. |
| |
| |
Life Science
Standard 5.3 Strand D
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Heredity and Reproduction Anticipated time frame: 9 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, |
|and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, |
|and the order of natural systems can be modeled and predicted through the use of mathematics. |
|Strand D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic |
|information that influences their traits, and they pass this on to their offspring during reproduction. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Organisms reproduce, develop, have predictable life cycles, and |How do organisms change as they go through their life cycle? |
|pass on some traits to their offspring. | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Reproduction is essential to the continuation of every species. |Predict the long-term effect of interference with normal patterns|
|Variations exist among organisms of the same generation (e.g., |of reproduction. |
|siblings) and of different generations (e.g., parent to |Explain how knowledge of inherited variations within and between |
|offspring). |generations is applied to farming and animal breeding. |
|Traits such as eye color in human beings or fruit/flower color in|Distinguish between inherited and acquired |
|plants are inherited. |traits/characteristics. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Select a threatened or endangered species using the International Union for Conservation of Nature Redlist. They can use the |
|database to research population numbers of each species. They learn about the threats to each species, and focus on those threats |
|that interfere with reproduction. As a class, determine which threats have the most dramatic impact on endangered species in |
|certain regions of the world using the data provided. |
| |
|A rabbit population has increased noticeably in the past ten years. Which of the following is a reasonable hypothesis to explain |
|this population growth? |
| |
|Competition for food has increased among rabbits. |
|The rabbit’s main predator has been eliminated by human development. |
|Abnormal weather conditions have decreased water levels of the local ponds. |
|An organism that relies on similar food sources has migrated into the area. |
| |
|You are a breeder for a farming or animal industry (horse, cow, dog, plants, flowers, etc.). Your crops/plants/animals have been |
|receiving much attention from your field recently, as they are much larger/healthier/brighter, etc. than any other competitors’. |
|People are talking about your techniques, claiming that you are using illegal products to encourage the growth of your product. |
|Create a two minute commercial that explains the process of selective breeding with respect to your product; show the process of |
|how you can select certain traits to breed and how generations can change over time. |
| |
|Determine which traits are acquired or inherited after being provided with a variety of images of individuals from the same |
|species. They justify their response with evidence. |
| |
| |
|[pic] |
|Botanists often use leaves to identify plants. Which trait of the leaves shown would be most useful in identifying the plants they |
|came from? |
|Color of the leaf |
|Function of the leaf |
|Arrangement of leaves on a stem |
|Presence or absence of veins |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Research populations of animals that have been hunted or exploited over time. |
|Use authentic data to determine the trends in population numbers, and consider the specific reasons for the decline in these |
|populations. |
|Research methods of manipulating inheritance. |
|Explain how given traits can be achieved (and can occur in higher frequencies) by selective breeding. |
|Learning Resources |
|Holt “Cells, Heredity and Classification” textbook. Chapter 3, sec 1-2 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|United States Geological Survey website provides authentic population data for students to interpret and manipulate. |
| |
|The New Jersey Audubon Society website provides authentic local population data for students to interpret and manipulate. |
| |
|International Union for Conservation of Nature Redlist offers authentic data related to threatened and endangered species |
|worldwide, and would support students in meeting the sample performance assessment expectation for this CPI. |
| |
| |
|Science NetLinks offers lesson plans and support materials associated with this CPI. |
| |
|Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. |
| |
| |
Life Science
Standard 5.3 Strand E
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Evolution and Diversity Anticipated time frame: 8 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and|
|interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and |
|the order of natural systems can be modeled and predicted through the use of mathematics. |
|Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and |
|reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in |
|a population over extremely long periods of time. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Sometimes differences between organisms of the same kind give |In what ways are organisms of the same kind different from each |
|advantages in surviving and reproducing in different |other? |
|environments. |How does this help them reproduce and survive? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Changes in environmental conditions can affect the survival of |Describe the impact on the survival of species during specific |
|individual organisms and entire species. |times in geologic history when environmental conditions changed. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|65 million years ago, the age of the dinosaurs ended when a catastrophic event led to their mass extinction. |
| |
|What type of disastrous event could have led to the extinction of such a large group of animals? |
| |
|Did any other life forms become extinct at this time in geological history? |
| |
|[pic] |
|Which of the following might explain how a large number of ancient fish fossils were found in the middle of a desert? |
|Someone put them there |
|Fish once lived in the desert habitat |
|A large wave crashed into the desert |
|A body of water once covered the desert |
| |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Explain how the extinction of a species occurs when the environment changes and the adaptation of a species is insufficient to |
|allow for its survival. |
|Use evidence from the fossil record to develop and explain their ideas. |
|Learning Resources |
|Holt “Cells, Heredity and Classification” textbook. Chapter 6, sec 2. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|Science NetLinks offers lesson plans and support materials associated with this CPI. |
| |
Earth Systems Science
Standard 5.4 Strand A
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Objects in the Universe Anticipated time frame: 12 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of |
|gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, |
|nuclear forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed |
|the formation of our Solar System 4.6 billion years ago. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Observable, predictable patterns of movement in the Sun, Earth, |What predictable, observable patterns occur as a result of the |
|Moon system occur because of gravitational interaction and energy|interaction between the Earth, Moon, and Sun? |
|from the Sun. | |
| |What causes these patterns? |
|Learners will know: |Learners will be able to: |
| | |
|The height of the path of the Sun in the sky and the length of a |Generate and analyze evidence (through simulations) that the |
|shadow change over the course of a year. |Sun’s apparent motion across the sky changes over the course of a|
|Earth’s position relative to the Sun, and the rotation of Earth |year. |
|on its axis, result in patterns and cycles that define time units|Construct and evaluate models demonstrating the rotation of Earth|
|of days and years. |on its axis and the orbit of Earth around the Sun. |
|The Sun’s gravity holds planets and other objects in the solar |Predict what would happen to an orbiting object if gravity were |
|system in orbit, and planets’ gravity holds moons in orbit. |increased, decreased, or taken away. |
|The Sun is the central and most massive body in our solar system,|Compare and contrast the major physical characteristics |
|which includes eight planets and their moons, dwarf planets, |(including size and scale) of solar system objects using evidence|
|asteroids, and comets. |in the form of data tables and photographs. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Which of the following best explains why the Sun appears to move across the sky every day? |
|The Sun rotates on its axis. |
|Earth rotates on its axis. |
|The Sun orbits around Earth. |
|Earth orbits around the Sun. |
|(NAEP) |
|If you measured your shadow at noon during the summer and at noon during the winter, would the measurements be the same or would |
|they be different? Explain your reasons for the prediction. |
|(NAEP) |
|In the space below, draw a picture of the Earth to complete a model that explains the reasons for day and night. Be sure to |
|identify day and night and represent the motion of Earth that results in day and night. |
| |
|[pic] |
|model not to scale |
|In the space below, draw a picture of the Earth to complete a model that explains the motion of Earth that causes us to experience |
|spring only once a year. Be sure to identify where Earth would be when we experience spring and represent the motion of Earth that |
|results in a calendar year. |
| |
|[pic] |
|model not to scale |
| |
|Many people who have seen astronauts working on the International Space Station think that there is no gravity in space. Explain |
|why you think that the astronauts appear weightless. |
| |
|Differentiate between an object’s mass and weight. |
| |
|NASA has a goal of flying humans to Mars. Mars is much smaller than Earth. The mass of Mars is only 10% of Earth’s. Ignoring the |
|space suit, will the astronauts feel heavier, lighter, or the same as they do on Earth? Why? |
| |
| |
|The Earth's Moon is |
|always much closer to the Sun than it is to the Earth |
|always much closer to the Earth than it is to the Sun |
|about the same distance from the Sun as it is from the Earth |
|sometimes closer to the Sun than it is to the Earth and sometimes closer to the Earth than it is to the Sun |
|(NAEP) |
|9. In many ways, Earth is like other planets in the solar system. In which way is Earth different? |
|Earth has a moon. |
|Earth orbits the sun. |
|Earth has mountains. |
|Earth has lots of water. |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Draw models of the sun's pathway in New Jersey for all seasons. |
|(See Astronomy Education at the University of Nebraska-Lincoln for a lab called Basic Coordinates and Seasons. |
|) |
|Use classroom materials, such as lamps and spheres, to create explanatory models for the variation of shadows during the course of |
|a year for various locations in the Northern and Southern Hemispheres. |
|Identify the relationship between Sun angle and shadows on the Earth and annual variations in temperature in the mid-latitudes. |
|Analyze data on sunrise and sunset times (in terms of length of daylight) and describe patterns. Explain the reason for the |
|patterns by using models or computer simulations of the Earth and Sun. |
|Explore the question Why is there day and night? |
|(See NASA’s Starchild for background information and a short activity describing why there are nights and days |
|) |
|Model how the Earth rotates on its tilted axis as it revolves around the Sun. |
|Explain how the concept of time is derived from Earth’s rotation and revolution. |
|Create two scale models of the solar system- one for size of objects, and one for distance to the sun. Discuss the complications in|
|making one model for both size and distance. |
|Use online resources, such as those from NASA, to develop a table of comparing characteristics of the planets. Use the details of |
|this table to define the patterns in the characteristics of objects in the solar system. |
|Note: Students should be focusing on the patterns in the characteristics rather than on memorizing specific details about each |
|object in the solar system. |
|Using a variety of resources (e.g., NASA photographs, computer simulations), create tables and charts that allow for easy |
|comparison of the physical properties of planets (e.g., distance from the Sun, size, temperature, composition, surface features). |
|Learning Resources |
|Holt “Astronomy” textbook. Chapter 3, sec 4. Chapter 4, sec 1-5 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Solar System |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
| |
Earth Systems Science
Standard 5.4 Strand B
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: History of Earth Anticipated time frame: 11 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand B. History of Earth: From the time that the earth formed from a nebula 4.6 billion years ago, it has been evolving as a |
|result of geologic, biological, physical and chemical processes. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Earth’s components form systems. These systems continually |How do geologic events occurring today provide insight Earth’s |
|interact at different rates of time, affecting the shape of the |past? |
|Earth’s surface regionally and globally. | |
| | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Successive layers of sedimentary rock and the fossils contained |Interpret a representation of a rock layer sequence to establish |
|in them tell the factual story of the age, history, changing life|oldest and youngest layers, geologic events, and changing life |
|forms, and geology of Earth. |forms. |
|Earth’s current structure has been influenced by both sporadic |Examine Earth’s surface features and identify those created on a |
|and gradual events. Changes caused by earthquakes and volcanic |scale of human life or on a geologic time scale. |
|eruptions can be observed on a human time scale, but many |Determine if landforms were created by processes of erosion |
|geological processes, such as mountain building and the shifting |(e.g., wind, water, and/or ice) based on evidence in pictures, |
|of continents, are observed on a geologic time scale. |video, and/or maps. |
|Moving water, wind, and ice continually shape Earth’s surface by |Describe methods people use to reduce soil erosion. |
|eroding rock and soil in some areas and depositing them in other | |
|areas. | |
|Erosion plays an important role in the formation of soil, but too| |
|much erosion can wash away fertile soil from ecosystems, | |
|including farms. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|According to the picture below, which layer of sedimentary rock is the oldest? |
|[pic] |
|Layer 4 |
|Layer 3 |
|Layer 2 |
|Layer 1 |
|(MI) |
|An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same type of fossil clam is also found in the |
|Rocky Mountains of North America. From this, scientists conclude that: |
|Glaciers carried the fossils up the mountains |
|The Rocky Mountains and the Swiss Alps are both volcanic in origin |
|Clams once lived in mountains, but have since evolved into sea-dwelling creatures |
|The layers of rocks in which the fossils were found are from the same geologic age |
|(NAEP) |
| |
|You have been hired by NJStaycation to create downloadable Podcasts and interactive maps for a driving geologic tour of New Jersey.|
|The tour needs to stop in geologically significant areas that illustrate the various geologic processes that have resulted in the |
|distinct landforms found in New Jersey. Remember that New Jersey is divided into the Valley and Ridge, Highlands, Piedmont, and |
|Coastal Plain Physiographic Provinces. Each province defines a region in which relief, landforms, and geology are significantly |
|different from that of the adjoining and nearby regions. |
| |
|The surface of Earth is always changing. Some natural processes change Earth’s surface slowly over time and others change Earth’s |
|surface very quickly. The picture below shows an area of Earth’s surface that was shaped by natural processes. |
| |
|[pic] |
|©Royalty-Free/Corbis |
|Name and describe three natural processes that might have helped to shape this area. |
| |
|Below is a photograph of a sand dune located near Atlantic City, NJ. Use this image to answer questions 5 and 6. |
|[pic] |
|Picture by Leslie Smith |
|Based on this image, describe how the sand dune was formed. |
|The picture was taken in 2008; do you think that you could find this exact sand dune in the exact same place today? Why or why not?|
| |
| |
|The following image is an aerial view of the state of Hawaii. The picture shows that the state is actually made from a chain of |
|mountains in the Pacific Ocean. |
| |
|[pic] |
|Downloaded from: |
|Based on your understanding of landforms, how would you explain the presence of these huge mountains in the middle of the Pacific |
|Ocean? |
| |
|What would be a reasonable explanation for why the islands appear larger as you look at the image from the top left to the bottom |
|right? |
| |
|The following image is a close up of a sidewalk. The picture shows a crack and plants growing between chunks of concrete along the |
|left edge. This sidewalk is located in front of a school and is used only by pedestrians. |
| |
|[pic] |
|What landform process could be causing the crack to get wider and deeper over time? Explain your argument. |
| |
|On steep slopes along the sides of new roads, highway department workers often grow plants to prevent the soil from being eroded. |
|Describe two ways that these plants keep the soil from eroding. |
|(NAEP) |
|Clear cutting is a logging practice where heavy machinery is used to cut down everything in a plot of land and the removal of only |
|the commercially valuable wood. It is common for all of the undergrowth to be destroyed in the process. In some states loggers are |
|required to leave a 100 yard boundary of uncut timber between a clear cut and a stream. |
| |
|Explain why this regulation is important to the health of a forest ecosystem. |
|Why is removing all of the trees and undergrowth along a stream harmful to the health of the streams ecosystem? |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Observe the sediment types and sizes in samples of sedimentary rocks using hand lenses, and infer the environment and origin in |
|which these sediments accumulated. |
|Using the principle of superposition, identify the oldest and youngest layers in a sequence of sedimentary rocks. |
|Given a sequence of sedimentary rock layers along with the fossils contained in them, write a story about how the geology of the |
|location in which this sequence was found changed over the time represented in the sequence. Cite evidence in the sequence to |
|support the story. |
|Using images and data, classify volcanoes by their characteristics, and provide global examples including information on their |
|latest eruption and resulting destruction |
|Identify characteristics of historic earthquakes, including their location, magnitude, and resulting destruction |
|Using images of landforms and examples of the destructive forces of earthquakes, volcanoes, and landslides, classify the images |
|into sporadic and gradual events. In the case of the landforms, infer which Earth processes created those landforms. |
|Construct a model of the role of running water in moving Earth materials using a stream table with sand or other similar materials.|
|Repeat this modeling process to demonstrate how glaciers can change the landscape, and how wave action can move sand on beaches |
|Investigate the local area for examples of how moving water, wind, and ice have changed the area using research from the NJ |
|Geologic Survey or NJ Department of Environmental Protection. |
|Design, construct, and test a model of a method to reduce soil erosion on a small slope. Cite the strengths and limitations in |
|applying this model to a large scale farm. |
|Dig a soil profile at least through the top 2 or 3 soil horizons and observe the characteristics of the layers as a way to identify|
|how soil forms. |
|Learning Resources |
|Holt “Earth’s Changing Surface” textbook. Chapter 2, sec 1 and 4 |
|Holt “Inside the Restless Earth” textbook. Chapter 3, sec 5. Chapter 4, sec 4. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Living Environment: Biological Evolution |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Changes in the Earth's Surface |
| |
| |
Earth Systems Science
Standard 5.4 Strand C
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Properties of Earth Materials Anticipated time frame: 12 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand C. Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar system, and |
|provides us with the raw resources needed to sustain life. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|How do changes in one part of an Earth system affect other parts |How do changes in one part of an Earth system affect other parts |
|of the system? |of the system? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Soil attributes/properties affect the soil’s ability to support |Predict the types of ecosystems that unknown soil samples could |
|animal life and grow plants. |support based on soil properties |
|The rock cycle is a model of creation and transformation of rocks|Distinguish physical properties of sedimentary, igneous, or |
|from one form (sedimentary, igneous, or metamorphic) to another. |metamorphic rocks and explain how one kind of rock could |
|Rock families are determined by the origin and transformations of|eventually become a different kind of rock. |
|the rock. |Deduce the story of the tectonic conditions and erosion forces |
|Rocks and rock formations contain evidence that tell a story |that created sample rocks or rock formations. |
|about their past. The story is dependent on the minerals, | |
|materials, tectonic conditions, and erosion forces that created | |
|them. | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
| |
|Which of the following has the greatest effect on the ability of soil to hold water? |
|the age of the soil particles |
|the size of the soil particles |
|the color of the soil particles |
|the luster of the soil particles |
| |
| |
|Below is a picture of a desert sunflower and the soil in which it grows. |
| |
|[pic] |
| |
| |
|Explain why desert soils are much more fragile and difficult to conserve than loamy soils from central New Jersey. |
| |
| |
|After a volcano erupts, new types of rock can form. Explain how this happens. |
|[pic] |
| |
| |
|Gneiss (image above) may be confused with schist, but is closer to granite in composition: more feldspar, less mica. It often has a|
|warped or wavy appearance. |
| |
|Describe the processes that were the likely caused the formation of the new rock. |
| |
|The picture below shows how a type of rock forms at the bottom of the ocean. What type of rock is this? |
|[pic] |
|Lava |
|Igneous |
|Sedimentary |
|Metamorphic |
| |
|PYRAMID MOUNTAIN AND TRIPOD ROCK, |
|NEAR BOONTON, NEW JERSEY |
|[pic] |
| |
| |
|Tripod Rock is made up of a giant boulder sitting on top of three smaller boulders. The arrangement of the boulders is quite |
|unusual. The large boulder is made of a metamorphic rock called gneiss and the three rocks that make up the tripod are made of a |
|relatively soft sedimentary rock. |
| |
|Based on the information provided, how would you explain how this unusual rock formation was created? |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Dig a soil profile at least through the top 2 or 3 soil horizons and observe the characteristics of the layers as a way to identify|
|how soil forms. |
|Select and use appropriate instruments (e.g., hand lens/magnifier, droppers, funnels, filter paper, sieves) to analyze soil |
|samples. |
|Investigate two local open spaces covered in leaf debris. Mark off a 1 meter square and make observations about the types and |
|quantities of life living in the square. |
|In the squares created above, acquire a soil sample from below all the organic matter and place it in a jar with some water. Shake|
|the jar and allow the sediments to settle over a couple of days. Determine the percentage of sand silt and clay in the entire |
|samples. Discuss the differences in the soil from the two sites. |
|Describe the various origins of each family of rocks using the observed characteristics in the above activity |
|Create a model of the rock cycle that integrates the various forms of mechanical and chemical weathering. |
|Draw a model of the rock cycle that demonstrates the mechanisms behind how each family of rock can eventually become a different |
|kind of rock. Identify the strengths and limitations of the model. |
|Note: Memorization of the names of a variety of rock samples is NOT the intent of this cumulative progress indicator. Rather, |
|students should be able to use observations and a conceptual understanding of the processes at play in the rock cycle to classify |
|unknown samples. |
|Place rocks with their location of origin in order to add detail to the story of their origin building on the students’ abilities |
|to classify unknown samples (see 5.4.6.C.2). For example, different types of volcanic eruptions will produce different types of |
|extrusive igneous rocks with very different characteristics, such as glassy, vesicular, and fine grained. |
|Learning Resources |
|Holt “Earth’s Changing Surface” textbook. Chapter 2, sec 3. |
|Holt “Inside the Restless Earth” textbook. Chapter 2, sec 1-4. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Changes in the Earth's Surface |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
Earth Systems Science
Standard 5.4 Strand D
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Tectonics Anticipated time frame: 12 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand D. Tectonics: The theory of Plate Tectonics provides a framework for understanding the dynamic processes within and on the |
|Earth. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Energy flow and movement of material from the Earth’s interior |To what extent does the exchange of energy within the Earth drive|
|causes geologic events on the Earth’s surface. |geologic events on the surface? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Lithospheric plates consisting of continents and ocean floors |Apply understanding of the motion of lithospheric plates to |
|move in response to movements in the mantle. |explain why the Pacific Rim is referred to as the Ring of Fire. |
|Earth’s landforms are created through constructive (deposition) |Locate areas that are being created (deposition) and destroyed |
|and destructive (erosion) processes. |(erosion) using maps and satellite images. |
|Earth has a magnetic field that is detectable at the surface with|Apply knowledge of Earth’s magnetic fields to successfully |
|a compass. |complete an orienteering challenge. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|[pic] |
| |
| |
|The USGS map above appears to show a relationship between active volcanoes, earthquakes and lithospheric plate boundaries. Describe|
|a mechanism that could cause the concentrations of volcanoes and earthquakes around the Pacific Ocean. |
| |
|The map below is a satellite image of Gateway National Recreation Area, located at Sandy Hook, NJ. |
| |
|[pic] |
|Based on your understanding of erosion and deposition: |
|Explain how the “sandy hook” was created. |
|Where did the material probably come from and how did it get there? |
| |
| |
|A compass and a global positioning system (GPS) can both be used to navigate through an orienteering course. Compare and contrast |
|how each works to help you to determine your direction of travel. |
| |
|Why will hikers probably get lost if they do not understand the difference between magnetic north and true north? |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Create a model of a convection current using a large clear container filled with water, heat lamp, food coloring, hot water, and |
|cold water. Pour the hot and cold water samples to demonstrate the circulation of warm water moving to cooler locations and cold |
|water sinking. Assess and revise the model. |
|Using models of the Earth's interior, apply the above process to the movement of the asthenosphere and the resultant movement of |
|the lithospheric plates above the asthenosphere. Prepare a statement about the mechanism behind the movement of the lithospheric |
|plate. |
|Using a map of the major and minor lithospheric plates, recognize that the plates are composed of oceanic and continental crust |
|having different characteristics. Using the mechanism identified in the above activity, apply the movement of these plates in |
|creating the high concentration of earthquakes, and volcanic eruptions around the Pacific Plate. |
|Collect images of volcanoes, faults, various mountain ranges, stream valleys, and eroded landforms such as those found in the |
|Southwest United States, glacial landscapes, and beaches. Classify these images by the constructive or destructive processes that |
|created them. |
|Use a compass to follow a set of directions. |
|Create an orienteering challenge on school grounds or in a local park. See Orienteering located at: |
| |
|Note: Orienteering courses present a variety of safety issues that need to be considered when selecting an appropriate location for|
|an orienteering course. |
|Note: Students should be engaged in developing strategies for managing risks associated with their unique course. The risks may |
|include, but are not limited to: flora, fauna, weather, topography, and human activities. |
|Students create and participate in a Geocaching event. See Geocaching - The Official Global GPS Cache Hunt Site located at: |
| |
|Learning Resources |
|Holt “Electricity and Magnetism” textbook. Chapter 2, sec 1. |
|Holt “Earth’s Changing Surface”” textbook. Chapter 4, sec 1-4. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Changes in the Earth's Surface |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Electricity and Magnetism |
| |
Earth Systems Science
Standard 5.4 Strand E
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Energy in Earth Systems Anticipated time frame: 9 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|The energy from the sun is transferred throughout the oceans and |What is the role of the sun in energy transfer in the atmosphere |
|atmosphere. |and in the oceans? |
| | |
|Learners will know: |Learners will be able to: |
| | |
|The Sun is the major source of energy for circulating the |Generate a conclusion about energy transfer and circulation by |
|atmosphere and oceans. |observing a model of convection currents. |
| | |
| | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Where does water in a lake get most of its energy to evaporate? |
|The sun heating the lake |
|Green plants living in the lake |
|Streams entering the lake |
|Cold springs under the lake |
|(NAEP) |
|Explain how the Gulf Stream impacts the climate of England. |
| |
|What is the source of energy that results in the movement of the Gulf Stream? |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Create small scale models of circulation of liquids and gasses resulting from heating and cooling. Use the models to create causal |
|explanations for the circulation of the atmosphere and oceans. |
|Draw arrows demonstrating the circulation of ocean currents in the ocean basins using a Mercator projection map. Use the color red|
|for warm water arrows, and the color blue for cold water arrows. Generate statements about the circulation patterns in each ocean |
|basin. |
|Confirm the results of the above activity with satellite images of sea surface temperature and wind vectors. |
|Identify the current found in the Atlantic Ocean off the coast of New Jersey, and identify where it came from and where it is |
|going. |
|Learning Resources |
|Holt “Water on Earth” textbook. Chapter 3, sec 1. |
|Holt “Weather and Climate” textbook. Chapter 1, sec 2. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Weather and Climate |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
Earth Systems Science
Standard 5.4 Strand F
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Weather and Climate Anticipated time frame: 9 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand F. Weather and Climate: Earth’s weather and climate system are the result of complex interactions between land, ocean, ice |
|and atmosphere. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Earth’s components form systems. These systems continually |How do changes in one part of an Earth system affect other parts |
|interact at different rates of time, affecting the Earth |of the system? |
|regionally and globally. | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Weather is the result of short-term variations in temperature, |Explain the interrelationships between daily temperature, air |
|humidity, and air pressure. |pressure, and relative humidity data. |
|Climate is the result of long-term patterns of temperature and |Create climatographs for various locations around Earth and |
|precipitation. |categorize the climate based on the yearly patterns of |
| |temperature and precipitation. |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
|Meteorologists on the Weather Channel often talk about high pressure systems and low pressure systems as they begin to explain |
|their forecast. What would you predict will happen to your observations before and while a low pressure system is moving across NJ?|
| |
|Hurricanes moving up the east coast of the United States are often “blocked” by high pressure systems. Explain how this is |
|possible. |
| |
| |
|[pic] |
|Which zones in the map above are most likely to have a temperate climate (warm summers and cold winters)? |
|1 and 6 |
|2 and 5 |
|3 and 4 |
|1, 2, and 3 |
|(NAEP) |
| |
| |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Using thermometers, psychrometers, and other weather instruments, collect data and observations of daily weather. Identify |
|relationships among variables and identify any changes that may be related to the passing of air masses. Use digital technology to |
|record the data then compare their observations with students in other schools. |
|Compare the above weather data to real-time data found on a website, such as NOAA Weather. List the possible reasons why there may|
|be differences in the data collected locally and that found on the website. |
|Using the data collected above and a real-time satellite image of either New Jersey or the Northeast region, forecast when the |
|weather might be expected to change. Support the forecast with data and observations. |
|Create and analyze climatographs (graph of the average monthly temperature and rainfall quantities for a location) for coastal and |
|inland locations to identify and generalize patterns. Average monthly data for this activity may be acquired from the Office of |
|the New Jersey State Climatologist's homepage. |
| |
|Using yearly data from the above source, plot the changes in precipitation and temperature over the past 30 years, and identify any|
|changes during that time period. Create a statement about the climate of New Jersey, and explain why this statement is only a |
|generalization for the state based on the variations in the climate across the state. |
|Learning Resources |
|Holt “Weather and Climate” textbook. Chapter 3, sec 1. |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Weather and Climate |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
Earth Systems Science
Standard 5.4 Strand G
|Unit Plan |
| |
|Grade: 6 Subject Area: Science |
| |
|Unit: Biogeochemical Cycles Anticipated time frame: 11 days |
|Desired Outcomes |
|Standards addressed: |
|Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the|
|all encompassing system of the Universe. |
|Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic |
|resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and|
|external sources of energy, and are impacted by human activity. |
|Standard 5.1 A-D |
|RST 6-8. 1-10 |
|Enduring Understandings: |Essential Questions: |
| | |
|Earth’s components form systems that have cycles and patterns |How do changes in one part of the Earth system affect other parts|
|that allow us to make predictions. These systems continually |of the system and in what ways can Earth processes be explained |
|interact at different rates of time, affecting the Earth locally |as interactions among spheres? |
|and globally. | |
| | |
|Learners will know: |Learners will be able to: |
| | |
|Circulation of water in marine environments is dependent on |Illustrate global winds and surface currents through the creation|
|factors such as the composition of water masses and energy from |of a world map of global winds and currents that explains the |
|the Sun or wind. |relationship between the two factors. |
|An ecosystem includes all of the plant and animal populations and|Create a model of ecosystems in two different locations, and |
|nonliving resources in a given area. Organisms interact with each|compare and contrast the living and nonliving components. |
|other and with other components of an ecosystem. |Describe ways that humans can improve the health of ecosystems |
|Personal activities impact the local and global environment. |around the world. |
| | |
|Assessment Evidence |
|Performance Tasks: |
|Summative and formative assessment |
|Teacher observation |
|Student/Teacher conferencing |
|Student demonstrations |
|Student journals |
|Homework |
|Authentic Assessments: |
| |
|Cape Horn is located at the southernmost point of land associated with South America. It is one of the most dangerous places in the|
|world to sail a ship. |
| |
|[pic] |
| |
|Illustrate the probable direction of prevailing winds and currents near Cape Horn. |
| |
|Using your understanding of global wind patterns and ocean currents, explain why the seas around Cape Horn are so dangerous. |
| |
|Why will you never find a polar bear in a rain forest or an alligator on tundra? |
| |
|Describe two of the hidden costs of purchasing a peach grown in California rather than in New Jersey. |
| |
|Identify and explain two ways in which a city could reduce the use of artificial fertilizers on the grass in a community park. |
|Learning Plan |
|Anticipated daily activities: |
|Do Now |
|Science Journal Writing |
|Interactive Labs |
|Quick Labs |
|Laboratory Investigations |
|Directed Readings |
|Vocabulary review/quiz |
|Reinforcement/Enrichment activities and worksheets |
| |
|Suggested Activities |
|Draw arrows demonstrating the circulation of ocean currents in the ocean basins using a Mercator projection map. Use the color red|
|for warm water arrows, and the color blue for cold water arrows. Generate statements about the circulation patterns in each ocean |
|basin as related to the temperature of the water, solar energy and wind patterns. |
|Confirm the results of the above activity with satellite images of sea surface temperature and wind vectors. |
|Identify the current found in the Atlantic Ocean off the coast of New Jersey, and identify where it came from and where it is |
|going. |
|Visit an outdoor natural area and create an ecosystem model that includes all the living and non-living components. Label and |
|identify the relationships among the biotic and abiotic resources that contribute to meeting the basic needs of organisms in that |
|ecosystem. Repeat this activity for a second location and compare the two models. |
|Remove an abiotic (non-living) resource from the above model, and infer the consequences of this removal. |
|Investigate the cost (water usage and/or carbon footprint) of a can of soda, bottle of water, or other common product. Create a |
|multimedia presentation to share the findings with peers. |
|Investigate the origins of your favorite fruits and vegetables. What are the potential benefits and drawbacks of buying locally |
|(within 100 miles) grown produce? |
|Interview at least one farmer, gardener, horticulturist, nursery employee, agricultural extension agent, or other people involved |
|in agriculture. Ask questions about: the types of crops grown; any chemicals or pesticides used and for what purpose; their |
|application and precautions; and if any alternatives to these chemicals exist. After the interviews, compile the information into a|
|graphic organizer. Each group investigates one or two chemicals to determine what the chemical is usually used for, who typically |
|uses it, if it requires a license for use, how long it persists in the environment, if it is approved by the EPA, if alternatives |
|exist, and if there are consequences related to over use of this chemical. |
|Groups create podcasts of the information they gathered and share it with the community. In the podcasts, they discuss if the |
|chemical is harmful to the environment, if any farmers are using alternatives, if a gardener/farmer can be successful without |
|pesticides, what might happen if some of these chemicals were to wash into streams, lakes or groundwater, what impacts t pesticide |
|use might have on fish, wildlife or humans and how people can reduce the harmful impacts of pesticides. |
|Note: Each year, about three billion pounds of pesticides are used in the United States. Pesticides are beneficial because they |
|can improve crop yields significantly by controlling weeds, insects and plant disease. Farmers are by far the largest users of |
|pesticides, and some could not remain in business without them. Because pesticides are designed to kill living organisms, they can |
|cause serious health and environmental problems if not used properly. Some pesticides stay in the environment for long periods of |
|time. |
|Learning Resources |
|Holt “Environmental” textbook. Chapter 1, sec 1. Chapter 4, sec 1-2 |
|Holt “Weather and Climate” textbook. Chapter 1, sec 3 |
|Holt Lab Generator |
|Whiz-Bang Demonstrations |
|Math Skills for Science |
|Holt PuzzlePro |
|Brain Food Video Quiz |
|Standardized Test Preparation |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Weather and Climate |
| |
|NSDL Collection K-12 Short Cuts: Middle School |
| |
|National Science Digital Library, Science Digital Literacy Maps |
|The Living Environment: Interdependence of Life |
| |
|National Science Digital Library, Science Digital Literacy Maps |
|The Physical Setting: Use of Earth's Resources |
| |
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