Washington County Schools Science Curriculum- Grade 6

Transcription

1 Scientific Investigations (These big ideas and benchmarks should be integral to each unit and should be emphasized during the entire school year.) BIG IDEA 1: The Practice of Science A. Scientific inquiry is a multifaceted activity; the processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. BIG IDEA 2: The Characteristics of Scientific Knowledge A. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B. Scientific knowledge is durable and robust, but open to change. C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. Throughout the entire year Pacing: 1 st nine weeks Introduction: 3 weeks Science Investigations Essential Questions Benchmarks Benchmark Clarifications What kinds of tools are available for scientific studies? (senses, instruments) What two parts make up a measurement? (number, unit) How are mass, volume, distance, temperature measured? Which tools are used for each type of measurement? How are observations different from inferences? How are observations and inferences different from experiments? How do scientists collect data? How are data interpreted? What do scientists do with their data and findings? How is observation different from laboratory methods? What are the advantages and disadvantages of different types of scientific investigations? What is the difference between an investigation and an experiment? What are some methods used by scientists in different fields of science? SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. SC.6.N.1.2 Explain why scientific investigations should be replicable. SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Evaluate a scientific investigation using evidence of scientific thinking and/or problem solving Distinguish between an experiment and other types of scientific investigations where variables cannot be controlled Scenarios in items will be limited to those familiar to a middle-school student rather than global situations Test variable should be followed by (independent variable) and outcome variable should be followed by (dependent variable) Explain why scientific investigations should be replicable Compare methods and/or results obtained in a scientific investigation Page 1 of 14

2 Nature of Science Why is scientific argumentation a necessary part of science? How are the scientific habits of mind such as skepticism, openness to new ideas, curiosity, and objectivity related to the nature of science and doing science? How is scientific knowledge affected by new discoveries, new evidence, or new interpretations? SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. SC.6.N.2.1 Distinguish science from other activities involving thought. SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. SC.6.N.3.1 Recognize and explain that a scientific theory is a wellsupported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. SC.6.N.3.3 Give several examples of scientific laws. SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Explain that scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed Items will NOT require identification of the scientist(s) and/or details associated with a particular event/discovery Items will NOT use the term durable Scientific Theories, Laws, And Models What is the difference between the scientific meaning of the words theory and law and the everyday common meanings of those words? What is a scientific theory? What is a scientific law? What are some examples? How do scientists use models? Identify examples of theories and/or laws Items addressing scientific theories and/or laws are limited to those found in the middle school science benchmarks, such as law of universal gravitation, law of superposition, theory of plate tectonics, atomic theory, law of conservation of mass, law of conservation of energy, cell theory, and the scientific theory of evolution Page 2 of 14

3 Science Investigations Nature of Science Scientific Theories, Laws, And Models ACTIVITIES ACTIVITY DESCRIPTIONS TEACHING RESOURCES VOCABULARY A. AIMS activity: The Big Banana Peel B. AIMS activity: Pump up the Volume C. AIMS activity: Mini Metric Olympics D. Science Lab Cartoon E. Looking At Variables F. Which Gets Hotter? (Project Earth: Meteorology) G. Cracking the Method: Perfect Pumpkin H. AIMS: Magnificent Microworld Adventures: Night Crawlers, p. 37 A. Curiosity Killed the Cat cartoon B. Honey Bee research (experiment vs. investigation) C. Scientific Method Song Have Fun Teaching: Scientific Method A. Theories & Laws graphic organizer B. Brainstorm a list of models a. Measuring bananas b. Measuring different volumes c. Estimating Activity d. Any Ideas? cartoon for discussion e. using sugar cubes and water, students learn about variables f. Students use heat lamps and containers to explore surface temperatures g. Scientific investigation scenarios-read and answer questions about variables, hypotheses, constants h. Students use earthworms for measurement, observation, and collecting data a. Students decide what killed the cats. b. Identify the parts of the scientific process: The Dance Language and Orientation of Bees Honey Bee Dances c. Song about scientific method steps/methods a. Describe theories and laws and list examples. b. List different models used in science and revise later if needed. TE & SE: NOS 2-NOS 32 TE & SE: NOS 2-NOS 32 c. Video in Dropbox TE & SE: NOS 2-NOS 32 conclusion constant control data dependent variable (outcome variable) evidence experiment hypothesis independent variable (test variable) inference investigation model objectivity observation repetition replication scientific law scientific theory theory variable Page 3 of 14

4 Unit: Energy and Motion BIG IDEA 11: Energy Transfer and Transformations A. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. BIG IDEA 12: Motion of Objects A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces. BIG IDEA 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Essential Questions Benchmarks Benchmark Clarifications Potential/Kinetic Energy Motion What is the relationship between potential and kinetic energy? How is energy transformed between potential and kinetic energy? What is the Law of Conservation of Energy? How is an object s position and motion related? How does inertia relate to Newton s 1 st Law of Motion? How do force and motion determine acceleration? How are acceleration and velocity related? What happens to the motion of an object when an unbalanced force changes? What are force pairs? What is difference between speed and velocity? SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Pacing: 1 st nine weeks Estimated Time: 6 weeks Differentiate between potential and kinetic energy Identify and/or explain situations where energy is transformed between kinetic energy and potential energy Identify and/or describe examples of the Law of Conservation of Energy Items will NOT require calculations Items assessing energy transformations will NOT be placed in a life science context Describe and/or explain that an unbalanced force acting on an object changes its speed and/or direction Interpret & analyze graphs of distance & time for an object moving at a constant speed Interpretation and/or analysis of a graph may assess the relative speed of an object at various points or sections of the graph and the direction of motion Items will NOT require the calculation of acceleration. Items may require the calculation of net force. Items may assess the direction of net force Force & motion are limited to conceptual understanding & will NOT require the use of the formula F=ma Changes in speed will use terms positive acceleration and negative acceleration Force diagrams have a maximum of two sets of parallel forces acting on an object Calculation of average speed will NOT require calculation of speed using data from a graph Responses will NOT require the creation of graphs Page 4 of 14

5 Forces What are the forces that act on an object? How are mass and distance related to gravity? Why is gravity considered a universal force? How does friction affect motion? Why is friction considered a force? What is the relationship between friction and heat? How are electrical and magnetic forces similar and different? What is the difference between contact and noncontact forces? SC.6.P.13.1 Investigate & describe types of forces including contact forces & forces acting at a distance, such as electrical, magnetic, & gravitational. SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object & that the force depends on how much mass the objects have & how far apart they are. Identify and/or describe types of forces Describe relationship among distance, mass, & gravitational force between any two objects Items assessing gravity will use a conceptual understanding of the Law of Universal Gravitation by keeping either the mass or distance constant Items will NOT assess nuclear forces Items will NOT require the use of formulas or calculations Teach understanding of friction as a force in both sliding & stationary situations Items will NOT require knowledge of coefficient of friction Potential/Kinetic Energy Motion Forces ACTIVITIES ACTIVITY DESCRIPTIONS TEACHING RESOURCES VOCABULARY A. Marble Drop (How Does Energy Change Form?) B. Mouse Trap Game C. Lesson Plan: Potential and Kinetic Energy A. Newton s Three Laws Activities: Wacky Washers Tricky Tricks Newton s Race Balloon Rally B. Build an accelerometer C. Mouse Trap Game D. Cracking the Method: Scientific Serves E. Circle of Pong Activity F. Lesson Plan: Balanced and Unbalanced Forces A. Tracking Crashes Lesson Plan B. Marble and Cup Activity a. comparing a large marble and small marble when dropped b. game involves kinetic and potential energy c. explains relationship between potential and kinetic energy a. Newton s Laws Activities handout has these activities described b. students build an accelerometer c. game involves motion and changes in motion d. Scientific investigation scenarios-read and answer questions about variables, hypotheses, constants e. Students get a ping pong ball in a cup without touching the ball f. Investigate and describe unbalanced forces on objects a. Students use cars to investigate balanced and unbalanced forces. b. Students make a ramp with books and rulers and will use marbles to determine the force needed to move the cup various distances iscience Course 1: a) Ch. 7 minilab p. 31 of teacher resource book b) p. 261 SE Interactive c) Connect Ed and p.239 TE & SE hardcover book a) in Dropbox b) in Dropbox c) p Interactive, p d) in Dropbox e) in Dropbox iscience Course 1, TE: Chapter 8 iscience Course 1, TE: Chapter 8, Lesson 3, p acceleration conduction convection energy friction force gravity heat inertia kinetic energy Law of Conservation of Energy Law of Universal Gravitation mass mechanical energy negative acceleration net force potential energy pressure radiation speed velocity weight Page 5 of 14

6 Unit: Weather BIG IDEA 7: Earth Systems and Patterns The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth. Energy Atmosphere Weather & Climate How does solar energy/radiation heat Earth s surface and atmosphere? What is the difference in energy absorption and heat loss rates for air, water, and land? How does the atmosphere transfer heat energy? What is the difference between radiation, conduction, and convection? How does energy provided by the sun influence global patterns of atmospheric movement? Pacing: 2 nd nine weeks Estimated Time: 5 weeks Essential Questions Benchmarks Benchmark Clarifications SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth s system. What are the differences among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere? What kinds of interactions occur among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere? How does the composition and structure of the atmosphere protect life on Earth? How does the atmosphere interact with the hydrosphere? What are the processes of the water cycle? How does altitude affect the composition of clouds? Temperature? How is the water cycle related to weather patterns in this area? What are the layers of the atmosphere and their functions? How does the uneven heating of Earth s surface cause wind flow? How is wind formation affected by atmospheric pressure? How does the jet stream influence weather patterns? What is the difference between weather and climate? How has human activity on Earth affected the climate? How do scientists categorize climates? How have natural disasters related to weather affected human life in Florida? How can people protect themselves from hazardous weather? How do scientists use models to predict the weather? SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. SC.6.E.7.2 Investigate & apply how the cycling of water between the atmosphere & hydrosphere has an effect on weather patterns and climate. SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet. 6.N.1.1 SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. SC.6.E.7.6 Differentiate between weather & climate. SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. SC.6.E.7.8 Describe ways human protect themselves from hazardous weather & sun exposure. Explain how energy provided by the Sun influences global patterns of atmospheric movement and/or the temperature differences among air, water, and land Differentiate among radiation, conduction, and convection in Earth s systems Items may assess causes of wind and wind patterns but will NOT assess knowledge of the Coriolis effect Radiation, conduction, & convection should be in the context of the atmosphere, geosphere, & hydrosphere on Earth Temperature will be in degrees Celsius, followed by the equivalent degrees Fahrenheit temperature Differentiate and/or explain interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere Describe and/or explain how the cycling of water and global patterns influence local weather and climate Describe the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet Items may assess atmospheric conditions and their resulting weather phenomena, such as hurricanes, tornadoes, lightning, fronts, and precipitation Address the layers of the atmosphere and the function of each Items should NOT assess the water cycle in isolation Differentiate between weather and climate Items will NOT assess the causes of global warming or the ozone hole but may assess their effects Items assessing the jet stream, the Gulf Stream, or other winds and/or currents must include a map showing these patterns Page 6 of 14

7 Energy Atmosphere Weather & Climate ACTIVITIES ACTIVITY DESCRIPTIONS TEACHING RESOURCES VOCABULARY A. Earth s Uneven Heating B. Popcorn Lab (conduction, convection, radiation) C. Hail in a Test tube D. Sunsational Changes (AIMS: Earth Book, p. 329) A. Water Cycle Journey B. Build a thermometer C. Cloud Watch D. Observing, Describing, and Identifying Clouds E. Water Cycle Model (from Chipola, Dr. Cuccio) A. Dew You Get the Point B. AIMS activity: Out Front C. Tracking Hurricanes (together) D. Hurricane (AIMS: Earth Book, p. 357) E. Become a Weather Wizard F. When Disaster Strikes (Brochure) G. The Pressure s On (Project Earth Science: Meteorology) a) describe and explain Earth's uneven heating by convection, conduction, and radiation. b) explains convection, conduction, and radiation c) investigate the process of hail formation d) investigate how sun affects heating of Earth material a) investigating the water cycle b) students build a thermometer c) students observe and record cloud observations d) explain differences between types of clouds e) models the water cycle and groundwater system a) students relate humidity and dew point b) students predict weather c) students track and explain hurricane formation d) students use data to track hurricanes e) students draw weather maps f) students design brochure/ newspaper article for disaster preparedness g) demonstrates how air exerts force on things Atmospheric Radiation Atmospheric Conduction Atmospheric Convection Video: The Sun Our Hero TE: Chapter 4, Lesson 2 ceresourcesk-8/otherresources/grade_4_science_water_cycle.pdf Animated Water Cycle Diagram: Teacher Background: TE: Chapter 4, Lesson 1 Teacher Background (difference between weather and climate) Climate and Weather Image and Multimedia Gallery: Weather Interactives: Activities and Images: Activities and great images: Animated Guides to Natural Disasters: TE: Chapter 4, Lesson 3 & 4 TE: Chapter 5, Chapter 6 air mass atmosphere biosphere boiling point climate condensation cryosphere evaporation exosphere front geosphere global climate change humidity hydrosphere ionosphere jet stream melting point mesosphere precipitation pressure solar stratosphere temperature thermosphere troposphere weather Page 7 of 14

8 Unit: Earth s Surface BIG IDEA 6: Earth Structures Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources. Major Earth Systems Shaping the Surface Essential Questions Benchmarks Benchmark Clarifications What are the Earth systems? (Cryosphere, Biosphere, Geosphere, Hydrosphere, Atmosphere) How do the systems interact? How do conditions in the geosphere affect conditions in the other four spheres (biosphere, hydrosphere, atmosphere, and cryosphere)? How do conditions in the atmosphere affect conditions in the biosphere? What is the lithosphere? (the uppermost layers of earth, geosphere encompasses the lithosphere) What kinds of landforms are commonly found on Earth? What are the similarities and differences among landforms found in Florida and those found in other places on Earth? What is weathering? What are the causes of physical and chemical weathering? What are the forces involved in erosion? What is deposition? How does moving air and water affect the landscape? How do glaciers change the landscape? SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. SC.6.E.6.1 Describe and give examples of ways in which Earth s surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Pacing: 2 nd nine weeks Estimated Time: 4 weeks Differentiate and/or explain interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere Identify different types of landforms commonly found on Earth Describe similarities and/or differences among landforms found in Florida and those found outside of Florida Items will NOT assess the role of plate tectonics in landform formation Items may assess the features of karst topography, such as aquifers, caverns, and/or sinkholes, but will NOT use the term karst topography Describe and/or explain how Earth s surface is built up and torn down through the processes of physical and chemical weathering, erosion, and deposition Page 8 of 14

9 Earth s Systems Shaping the Surface ACTIVITIES ACTIVITY DESCRIPTIONS TEACHING RESOURCES VOCABULARY a. Students act out play to discover TE: Chapter 1 interactions among systems b. Explains interactions between Earth s systems c. Booklet d. Booklet A. Earth Systems Play B. Earth Systems Power Point C. Geosphere Structure (AIMS: Earth Book, p. 88) D. Atmosphere (AIMS: Earth Book, p.268) A. Erosion: on the move defending the coast against wave attacks. B. How Glaciers Change Earth s Surface lesson plan C. Weathering and Erosion lesson plan D. How Do Stalactites Form? E. Research/Drawing/Presentation of Landforms F. Weathering (AIMS: Earth Book, p. 388) G. Modeling Rivers (AIMS: Earth Book, p. 373) H. Weathering Activity (AIMS: Earth Book, p. 392) I. Cracking the Method: Streambed Erosion J. Cracking the Method: Soil Absorption a) Students will explore the erosion and deposition on the beach b) Students observe the effects of moving glaciers c) Students move through various stations to discover the effects of different types of weathering d) Model stalactite formation e) Students explore types of landforms f) Booklet g) Models movement of water; weathering/erosion h) Explore how processes change the surface of Earth g. Scientific investigation scenarios-read and answer questions about variables, hypotheses, constants h. Scientific investigation scenarios-read and answer questions about variables, hypotheses, constants TE: Chapter 2 & 3 a. (3 activities) b. iscience TE text, Chapter 3, p. 88 c. d. TE: Chapter 3, p. 82 aquifer atmosphere biosphere cavern chemical weathering coastline crust cryosphere delta deposition dune erosion geosphere glacier hydrosphere infiltration landform lithosphere ph physical/ mechanical weathering sinkhole system weathering Page 9 of 14

10 Unit: Organization and Development of Living Organisms BIG IDEA 14: Organization and Development of Living Organisms A. All living things share certain characteristics. B. The scientific theory of cells, also called cell theory, is the fundamental organizing principle of life on Earth. C. Life can be organized in a functional and structural hierarchy. D. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Cells and Cell Theory Cell Organelles Essential Questions Benchmarks Benchmark Clarifications What are the shared characteristics of all living things? What are the levels of organization in living things? (cells to organisms) What is cell theory? Why is the scientific theory of cells, also called the cell theory, the fundamental organizing principle of life on Earth? Why are cells called the basic unit of life? What are the four types of tissues found in animals? What are the major organelles in plant cells? What are the major organelles in animal cells? What are the similarities and differences between plant and animal cells? Which cellular organelles provide energy? Which cellular organelles are involved in photosynthesis? How is photosynthesis related to the Laws of Conservation of Matter and Energy? SC.6.L.14.1 Describe & identify patterns in the hierarchical organization of organisms from atoms to molecules & cells to tissues to organs to organ systems to organisms. SC.6.L.14.2 Investigate & explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from preexisting cells, & cells are the basic unit of life. SC.6.L.14.3 Recognize & explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, & reproducing. SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Pacing: 3 rd nine weeks Estimated Time: 9 weeks Identify and/or describe patterns in the hierarchical organization of organisms, from atoms to molecules, to cells, to tissues, to organs, to organ systems, to organisms Items will NOT assess cell specialization Items may use the types of tissues in animals (epithelial, muscle, nervous, connective) but will NOT assess knowledge of the structure or function of these types of tissues Identify, describe, and/or explain the components of cell theory Describe how cells undergo similar processes to maintain homeostasis Items will NOT assess neither scientists who contributed to the cell theory nor the historical development of the cell theory Homeostasis should focus on cells maintaining homeostasis & are limited to the cellular level-items will NOT address permeability, osmosis, or diffusion Items may use the terms cellular respiration & photosynthesis in the context of homeostasis & the functions of cell structures but will NOT assess knowledge of these processes Items will NOT assess cellular reproduction Items assessing cellular structures are limited to the cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles Scenarios will require a comparison or contrast of organelles in plant and/or animal cells Page 10 of 14

11 Human Body Systems What are the levels of structural organization in the human body? What are the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal)? What are the major organs of each system and what are their general functions? digestive respiratory circulatory reproductive excretory immune nervous musculoskeletal How do the different organ systems work together to maintain homeostasis? What systems are involved in waste removal? How is the removal of waste from the body related to homeostasis? How can humans protect themselves from the sun? SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure. Identify and/or describe the general functions of the major systems of the human body Identify and/or describe how the major systems of the human body interact to maintain homeostasis Items are limited to the human digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, & musculoskeletal systems. Items will NOT assess the structures or functions of individual organs in isolation Interactions of systems to maintain homeostasis should include a reference to homeostasis & are limited to the organismal level Items assess the interactions of no more than three systems Diagrams of the human reproductive system will NOT be used Identify, compare, and/or contrast the types of infectious agents that affect the human body Items assessing infectious agents are limited to viruses, bacteria, and fungi Items will NOT require specific knowledge of diseases that affect the human body or their causal agents Page 11 of 14

12 Cells Organelles Body Systems ACTIVITIES ACTIVITY DESCRIPTIONS TEACHING RESOURCES VOCABULARY a. Rap (Video explaining cell theory) TE: Chapter 10, Lesson 1 b. Explains cell theory Amazing Cells Overview c. Identifies parts and functions of plant and animal cells d. iscience p. 301 & 304 e. hand motions that teach the hierarchical organization of organisms A. Cell Theory Rap B. Cell Theory (AIMS: Magnificent Microworld Adventure, p. 91) C. The Cell as a Factory (AIMS: Magnificent Microworld, p. 107) D. Launch Lab and Mini Lab E. Hierarchy Hand Jive A. Cell Mates AIMS Dec B. Model of a Cell AIMS: The Budding Botanist C. Create an analogy for how cells work (i.e., factory, city) D. Cell FlipChart A. Science, Tobacco & You Program (Florida State Magnetic Lab) B. Saliva & Starch Activity C. Build a Lung and Lung Capacity D. Life Size Model of Body Systems/Presentation a. Compare, contrast and identifying structures of plant and animal cells and identify some functions of cell structures. b. Build a model of a cell (Ziploc bag) c. Use Cell City Analogy or Comparing Cells to a Factory (if needed, factory answer key) d. Cell model a. Students explore body systems and how they work together and discover how tobacco affects each system b. Students chew crackers to learn about starch and digestion c. Students build a lung & students measure lung capacity d. Identify general functions of major systems of human body TE: Chapter 10, Lessons 2,3, & 4 Animal Cell Worksheet Plant Cell Worksheet Comparing Plant & Animal Cells Inside a Cell worksheet Parts of a Cell info sheet TE: Chapter 11, Lesson 2 TE: Chapter 12 bacteria cell membrane cell wall cellular respiration chloroplasts cytoplasm fungi homeostasis immune mitochondria musculoskeletal nucleus organelle parasite photosynthesis respiration tissue vacuole virus waste Page 12 of 14

13 BIG IDEA 15: Diversity and Evolution of Living Organisms A. The scientific theory of evolution is the organizing principle of life science. B. The scientific theory of evolution is supported by multiple forms of evidence. Classification Bacteria and Viruses Archaea Eukarya Unit: Living Things Pacing: 4 th nine weeks Estimated Time: 9 weeks Essential Questions Benchmarks Benchmark Clarifications Why do scientists use the classification system? What are the levels of classification? What are the criteria to determine the classification levels? How did Linnaeus name and organize organisms into different classifications? What are the characteristics of living things? What are the differences between the multicellular and unicellular organisms? Why are single-celled organisms considered living? How do single-celled organisms reproduce? Why are viruses not considered alive? How do viruses reproduce? Why are bacteria and Archaea considered prokaryotes? How are bacteria and Archaea alike? Different? What extreme conditions do Archaea live in? How are Protists different from Archaea and bacteria? What are the ways that Protists obtain their energy? What are fungi? How do fungi reproduce? What are the roles of fungi? How are fungi classified? What is an invertebrate? What do all vertebrates have in common? How are invertebrates grouped? What are examples of organisms in each group? (mammals, birds, reptiles, amphibians, fish) How are plants classified? How have plants adapted to live on land? How are seeds and spores alike? Different? SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. NOTES: Domains: Bacteria, Archaea, and Eukarya Kingdoms: Protist, Fungus, Plant, and Animal Analyze and/or describe how and/or why organisms are classified Items may assess how characteristics are used to classify organisms but will NOT assess specific characteristics of individual types of organisms Items assessing the classification of organisms into domains are limited to Bacteria, Archaea, and Eukarya. Items assessing the classification of organisms into kingdoms are limited to Protist, Fungus, Plant, and Animal. Items may assess knowledge of the hierarchy of classification but will NOT assess the specific characteristics of organisms classified in a particular phylum, class, order, family, genus, or species. Items may use scientific names and the term binomial nomenclature but will NOT require specific knowledge of an organism s scientific name and common name Page 13 of 14

14 Classification Bacteria & Viruses Archaea ACTIVITIES ACTIVITY DESCRIPTIONS TEACHING RESOURCES VOCABULARY A. Preposterous Dichotomous Keys B. Choose classification activity from teaching resources C. Algae The Food Factory (AIMS: Magnificent Microworld Adventures, p.213) A. Grow bacteria in a Petri dish B. UV Light to show bacteria (Glow-Germ) and hand washing video C. Virus Spreading Activity or Virus Spreading Lesson D. Growing Bacteria (Bill Nye) E. Dropping in on Protozoa (AIMS: Magnificent Microworld Adventures, p. 161) F. The Hanging Drop (AIMS: Magnificent Microworld Adventures, p. 171) G. How Small are Bacteria? (TE: Ch 13, Lesson 1) H. How do Bacteria Affect the Environment? (TE: Ch 13, Lesson 2) a. Students drawn an alien and make their own dichotomous keys b. Analyze and describe how organisms are classified c. Differences in unicellular and multicellular a. Students grow bacteria from different areas in the school in a Petri dish b. Students explore bacteria and viruses on their hands and discover the connection with hand washing and spreading germs c. Explain how infectious diseases spread and create a plan to contain the infectious disease d. Students grow bacteria e. Observing living organisms f. Changes that occur in water with microorganisms g. Model size of bacteria h. Demonstrates how bacteria can spoil TE: Chapter 9 Learning to use Dichotomous Key-simple Dichotomous key activity using seashells Fish Sorting TE: Chapter 13 food A. Yellowstone Video (geysers, ocean vents) a. National Geographic video of Archaea TE: Chapter 13, Lesson / yellowstone-video.html Animal Archaea asexual reproduction Bacteria binary fission binomial nomenclature budding class classification domain Eubacteria Eukarya eukaryote exoskeleton family Fungus genus heterotroph invertebrate kingdom multicellular order photosynthesis phylum Plant pollen prokaryote Protist regeneration seed sexual reproduction single-celled species spore unicellular vertebrate Eukarya A. Classifying Vertebrate Animals a. Use Classifying Animals chart TE: Chapter 14 Funky Fungi ppt Page 14 of 14