Science Curriculum 6th Grade

[Pages:57]6th Grade Science Curriculum

J. P. KING, JR. MIDDLE SCHOOL 501 Charles St.

Franklin, VA 23851 (757) 562-4631 jpk.

JPK Science- Grade 6

Investigating Skills and the Nature of Science

SOL S.1 The student will plan and conduct investigations in which: The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting

investigations in which a) observations are made involving fine discrimination between similar objects and organisms;b) precise and approximate measurements are recorded; c) scale models are used to estimate distance, volume, and quantity;d)hypotheses are stated in ways that identify the independent and dependent variables; e) a method is devised to test the validity of predictions and inferences; f) one variable is manipulated over time, using many repeated trials;g) data are collected, recorded, analyzed, and reported using metric measurements and tools; h) data are analyzed and communicated through graphical representation; i) models and simulations are designed and used to illustrate and explain phenomena and systems; andj) current applications are used to reinforce science concepts.

Understanding the Standard

The skills described in standard 6.1 are intended to define the "investigate" component of all of the other sixth-grade standards (6.2?6.9). The intent of standard 6.1 is that students will continue to develop a range of inquiry skills and achieve proficiency with those skills in the context of the concepts developed at the sixth grade. Standard 6.1 does not require a discrete unit on scientific investigation because the inquiry skills that make up the standard should be incorporated in all the other sixth-grade standards. It is also intended that by developing these skills, students will achieve greater understanding of scientific inquiry and the nature of science, as well as more fully grasp the content-related concepts in the standards. It is also intended that models, simulations and current applications are used throughout the course in order to learn and reinforce science concepts.

SOL 6.6a The student will investigate and understand the properties of air and the structure and dynamics of Earth's atmosphere. Key concepts include: a) air as a mixture of gaseous elements and compounds;

Essential Questions: What makes up the air around us?

- Weather Atmospheric Pressure Layers of the

Atmosphere Air Quality Weather Forecasting

atmosphere, air, composition, nitrogen, oxygen, water, argon, carbon dioxide, troposphere, stratosphere, mesosphere, thermosphere, exosphere

Essential Understandings The concepts developed in this standard include the following:

Essential Knowledge, Skills, and Processes:

In order to meet this standard, it is expected that students will: ?

Comprehend and apply basic terminology related to air and the atmosphere. Identify the composition and physical characteristics of the atmosphere.

Air is a mixture of gaseous elements and compounds. These include nitrogen, oxygen, water, argon and carbon dioxide. Nitrogen makes up the largest proportion of air.

Unit 4 ? Lesson 1; Word Sort Activity, Word Wall

Grade 6 Virginia Science Fusion Textbook - Engage Your Brain pp. 173; Up and Away ? (Guided Reading Activity) pp. 174; Visualize It! ? "Composition of the Atmosphere" ? pp. 174; FSA ? Composition of Atmosphere; ; JASON Learning:

SOL 6.6c The student will investigate and understand the properties of air and the structure and dynamics of Earth's

atmosphere. Key concepts include: c) atmospheric changes with altitude.

Essential Questions: What are the atmospheric layers, and what are the characteristics of these layers? How does the atmosphere

protect living things and make life possible on Earth? How does the composition and structure of the atmosphere insulate the Earth? How would one differentiate the layers of the Earth's atmosphere? How does the relationship between temperature, and pressure in the atmosphere?

Essential Knowledge, Skills, and Processes:

In order to meet this standard, it is expected that students will:

atmosphere, troposphere, stratosphere, mesosphere, thermosphere, exosphere

Essential Understandings:

The concepts developed in this standard include the following:

Identify the composition and physical characteristics of the atmosphere.

The atmosphere is made up of layers (troposphere, stratosphere, mesosphere, and thermosphere) that have distinct characteristics. Temperature decreases as altitude increases in the lowest layer of the atmosphere. Most of the air that makes up the atmosphere is found in the troposphere (the lowest layer). Virtually all weather takes place there.

Graphic Organizer - "Layers of the Atmosphere" adapted into a Flip Book; FSA Layers of the Atmosphere; ? "Air Quality Brochure Activity"; JASON Learning:

SOL 6.6b The student will investigate and understand the properties of air and the structure and dynamics of Earth's

atmosphere. Key concepts include: b) atmospheric changes with altitude.

Essential Questions: What is the relationship between altitude and air pressure? Why is air pressure less in the upper atmosphere? Why

is air pressure greater in the lower layer of the atmosphere than the upper layers? What is the relationship between altitude and temperature in the troposphere?

anemometer, wind vane, barometer, Celsius, Fahrenheit, thermometer, compass, hygrometer, meteorologist

Essential Understandings

The concepts developed in this standard include the following:

Most of the air that makes up the atmosphere is found in the troposphere (the lowest layer). Virtually all weather takes place there.

Essential Knowledge, Skills, and Processes:

In order to meet this standard, it is expected that students will:

Analyze and interpret charts and graphs of the atmosphere in terms of temperature and pressure. Measure and record air temperature, air pressure, and humidity, using appropriate units of measurement and tools.

Measure and Reading weather charts, graphs, and maps - Virginian Pilot Weather Report Activity; Lab - "What is Weather?" -

FCPS; Graphic Organizer - "Weather Instruments" JASON Learning: ;

SOL 6.6d The student will investigate and understand the properties of air and the structure and dynamics of Earth's atmosphere. Key

concepts include: d) natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air

quality.

Essential Questions: What is the effect of air pollution on the environment, particularly on the weather, atmosphere, and climate? What we can do to protect

and improve the quality of the atmosphere? What is global warming? How do human activities affect global warming? How does global warming impact the planet?

Essential Knowledge, Skills, and Processes:

In order to meet this standard, it is expected that students will:

atmosphere, chlorofluorocarbons, earth's energy budget, greenhouse effect, pollutants.

Essential Understandings

The concepts developed in this standard include the following:

Analyze and explain some of the effects that natural events and human activities may have on weather, atmosphere, and climate. Evaluate their own roles in protecting air quality.

Forest fires and volcanic eruptions are two natural processes that affect Earth's atmosphere. Many gaseous compounds and particles are released into the atmosphere by human activity. All of the effects of these materials are not yet fully understood.

- Air Quality Brochure Activity; No JASON Learning resources available.

SOL 6.6e The student will investigate and understand the properties of air and the structure and dynamics of Earth's atmosphere. Key concepts include: e) the relationship of atmospheric measures and weather conditions.

Essential Questions: How does the structure of the cell membrane aid in its functions of protection, recognition, and transport? Why are both passive and active transport processes important in cell membrane?

Essential Knowledge, Skills, and Processes:

In order to meet this standard, it is expected that students will: Design an investigation to relate temperature, barometric pressure, and humidity to changing weather conditions.

Essential Understandings

The concepts developed in this standard include the following: The amounts of thermal energy and water vapor in the air and the pressure of the air largely determine what the weather conditions are.

Lab - "Working Under Pressure" - FCPS; JASON Learning resources available.

SOL 6.6f The student will investigate and understand the properties of air and the structure and dynamics of Earth's atmosphere. Key

concepts include: f) basic information from weather maps, including fronts, systems, and basic measurements.

Essential Questions: What is weather? What information does a meteorologist need to know to forecast the weather accurately? What information

do you find on weather maps or in a weather report? What are weather fronts? How do fronts move? How far did they travel from one day to the next?

Week: 3 (4 days)

Theme: Matter - Clouds, Precipitation, Weather-related

phenomena, Basic Weather Maps, Forecasting, & Weather Fronts

Vocabulary: cumulus, stratus, cirrus, cold front, warm front,

stationary front, occluded front, forecast, tornado, hurricane, drought, and thunderstorms, high pressure, low pressure, isobar, isotherm, precipitation, rain, snow, sleet, hail

Essential Understandings

The concepts developed in this standard include the following:

Essential Knowledge, Skills, and Processes:

In order to meet this standard, it is expected that students will:

Compare and contrast cloud types and relate cloud types to

weather conditions. Compare and contrast types of precipitation. Compare and contrast weather-related phenomena,

including thunderstorms, tornadoes, hurricanes, and drought. Interpret basic weather maps and make forecasts based on the information presented. Map the movement of cold and warm fronts and interpret their effects on observable weather conditions.

Clouds are important indicators of atmospheric conditions. Clouds are found at various levels within the troposphere. Three major types of clouds are cumulus, stratus, and cirrus. Weather maps show much useful information about descriptive air measurements, observations, and boundaries between air masses (fronts). The curved lines showing areas of equal air pressure and temperature are key features of weather maps. Weather maps are important for understanding and predicting the weather.

Cloud Foldable - Three Major Types of Clouds, Grade 6 Virginia Science Fusion Textbook - Why it Matters - Watching Clouds pp. 227. 234 - 240; Graphic Organizer - Cloud Finder - ,FSA - The Major Clouds; Precipitation Foldable - "Four Types of Precipitation" - Grade 6 Virginia Science Fusion Textbook, "What is Precipitation and how is it Measured? Pp 226; FSA Precipitation, Weather-related Phenomena Graphic Organizer, Grade 6 Virginia Science Fusion Textbook Unit 5 - Lesson 4 Severe Weather and Weather Safety pp. 262-274. Jason Learning: , , , , , ,

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