CURRICULUM UNIT MAP 1 ST QUARTER. COURSE TITLE: Science GRADE: 6

Transcription

1 1 ST QUARTER Unit: Photosynthesis WEEKS 1-3 OBJECTIVES Compare the similarities and differences of plant and animal cells, including the role of chloroplast. Analyze, Illustrate, Compare, and conclude how plants and animals depend on the sun for photosynthesis and respiration Unit: Cells WEEKS 4-5 OBJECTIVES Analyze and construct a model of a cell, and how the cell s organelles carry out their functions Explain what happens if a cell does not duplicate properly State the points of the cell theory Identify the role of the cell membrane and the nucleus in the cell Draw the organelles in a cell Label the organelles in a cell Describe the functions performed by the organelles in a cell Make a cell using different food pieces Compare a plant and animal cell Explain the role of chloroplast in a plant cell Describe the three methods by which materials move into and out of a cell Compare passive and active transport Describe the process of photosynthesis Explain how all living things depend on the sun Draw the raw materials and products for photosynthesis and respiration Define autotrophs and heterotrophs Explain how autotrophs and heterotrophs depend on the sun for energy List the events that take place during the three stages of the cell cycle List the phases of the cell cycle IPMATC (Interphase, Prophase, Metaphase, Telophase, and Cytokinesis) Describe each phase of the cell cycle Explain what DNA is and why it duplicates Identify different phases of the cell cycle by pictures and descriptions Construct the phases of the cell cycle using beads and place mats to demonstrate the events at each stage Tell relationship between cancer and cell cycle Describe how cancer begins to spread Describe several methods of cancer treatment and of cancer prevention The students will take a quiz over photosynthesis using BrainPop The students will make a t- chart over comparing and contrasting photosynthesis and respiration and turn in as an exit slip The students will construct a model of a cell using food pieces to represent the organelles, and define the role of each organelle on a sheet of paper. End- of- Unit Benchmark over photosynthesis End- of- Unit Benchmark over Cells

2 1 ST QUARTER (Cont d) Unit: Ecosystems and Roles or Organisms in the Ecosystems WEEKS 6-9- Objectives Identify and analyze how all living things interact with one another and with their environment Classify and arrange animals bases on their roles in the food web and what they are made up of Classify the six kingdoms into groups, and identify examples unicellular and multi- cellular organisms Identify and demonstrate how populations within a community depend on the resources in the area and predict the possible effects of change to the populations if the environment is changed Explain why the sun is important to food chains Explain and make a food chain Explain which way the energy is moving in a food chain Make a food web Define herbivores, carnivores, and omnivores Explain what happens when an animal becomes extinct Create a menu for a restaurant for one type of animal Explain what producers, consumers, and decomposers are Identify the six kingdoms Put information about the six kingdoms on a table Match the six kingdoms to descriptions of them Classify matter as being uni or multi cellular Compare multi and uni cellular slides under a microscope and categorize living things as multi or uni cellular Describe animal adaptations Observe a fish, and discuss its adaptations Predict what would happen if certain animals didn t have certain adaptations Discuss how the populations of the deer are affected by changes in the environment Make predictions about populations of different animals based on changes in an environment The students will classify organisms as producers, consumers, and decomposers on a work sheet The students will create a menu for either a carnivore, herbivore, or omnivore Take a Brain Pop quiz over the 6 Kingdoms The students will explain microscope findings (multi- cellular or uni- cellular) on an index card to turn in as an exit slip End- of- Unit Benchmark over Ecosystems and the roles of the organisms in the ecosystem

3 2nd QUARTER Unit: Plate Tectonics WEEKS 1-3 OBJECTIVES Sketch and label the Earth s goesphere, including the amount of soil, minerals, and rocks, and explain how events that are occurring in the crust cause surface changes Explain how fossils are formed, and use knowledge of fossils to support Pangaea, and other plate movements Unit: Volcanoes and Earthquakes WEEKS 4-6 OBJECTIVES Identify the landforms created by earthquakes and volcanoes, and evaluate their location on the earth s plates Unit: Minerals WEEKS 7-9- Objectives Identify the characteristics of minerals, and classify them based on their density, color, streak, and luster in a lab report Define crust, mantle, core Define convection currents Explain how thick each layer is, and what each layer is made up of List examples of constructive and destructive forces Define each type of force as abrupt or slow Draw the Earth s Geosphere (inside the Earth) Observe a demonstration on how the Earth s crust can collide to form mountains Explain the drifting continents theory (Waegener s Theory) Explain how fossils help to prove that the continents were once all connected Create a puzzle to demonstrate Pangea Compare extinct fossils to fossils of today Define Stress on rocks Define faults Explain the different types of stress using 4- corner vocabulary Show the movement of the rocks using clay Explain what things make something Earthquake safe Make blue- prints and build a model of an earthquake safe structure Discuss why earthquakes and volcanoes occur at faults Plot earthquakes on a map List the properties of minerals Identify calcite in minerals Find the density using a graduated cylinder Observe how to check minerals for streak, luster, and color Classify minerals based on their texture, luster, and chemical make- up The students will list and classify information on the crust, mantle, and the core on a worksheet The students will complete a self- check quiz from Glencoe on the Internet over Plate Tectonics The students will participate in a virtual lab over where most earthquake s epicenters and volcanoes occur, and then take the self- check quiz over the lab s information from Glencoe s website The students will complete a density lab to find the density of minerals The students will complete a Properties of Minerals lab to identify minerals End- of- Unit Benchmark over Plate Tectonics End- of- Unit Benchmark over Volcanoes and Earthquakes End- of- Unit Benchmark over Minerals

4 3rd QUARTER Unit: Rocks Define igneous, sedimentary, and The students will Identify rocks by looking at WEEKS 1-4 OBJECTIVES metamorphic rocks their texture, color, etc. Identify characteristics of rocks, and classify them based on texture, grains, and origin Make inferences about the formation of sedimentary rocks from their physical properties, such as fossils Explain how sedimentary rocks form due to weathering and erosion, and compare this formation to metamorphic and igneous rocks Describe and demonstrate how water, glaciers, wind, and gravity cause surface changes Analyze the ways that humans affect the erosion and deposion of soil and rock materials Unit: Water WEEKS 5-9 OBJECTIVES Compare the amounts of freshwater and saltwater that we have here on Earth to the availability of water as a resource for living things Define texture Explain the rock cycle List the characteristics used to identify rocks Explain the types of grains that the rocks have Describe how sedimentary rocks form List and describe the three major types of sedimentary rocks Describe what fossils are Explain what rocks I might find fossils in Compare and contrast the three main types of rocks Create a double t- chart over the three types of rocks Make a flip book over the three types of rocks Fill out a KWL over erosion and deposition Demonstrate erosion using various materials Explain how humans affect erosion and deposition Work at stations to explore how water, glaciers, wind, and gravity cause changes to the surface of the Earth Keep track of my daily water usage Explain the percentages of water on Earth Explain the importance of water for living things and how and why people need and use water Define capillary action, surface tension, solvent, universal solvent, and specific heat The students will create a Venn Diagram to show how the three types of rocks are similar and how they are different The students will answer constructive response questions over what they discovered at the water, glacier, wind, and gravity stations The students will construct a pie graph showing water usage percentages The students will complete labs over capillary action, water as a solvent, water s changing states, and a high specific heat The students will answer a constructive response question as an exit slip over water pollution and how human s impact that End- of- Unit Benchmark over rocks Do a research project over erosion and deposition and how humans play a role in it

5 3rd QUARTER (Cont d) Unit: Water (Cont d) WEEKS 5-9 OBJECTIVES Observe, infer, and draw conclusions about water s unique properties, including capillary action, acting as a solvent, and specific heat A. Predict how various solids behave when mixed with water. B. Describe the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water. Make a hypothesis and set up an experiment properly using scientific method Demonstrate water acting as a solvent and how water has surface tension Define solid, liquid, and gas Explain why ice floats Make a unique water quality ad Define evaporation, condensation, and precipitation Draw the water cycle See how solids behave when mixed with water Define permeable and impermeable End- of- Unit Benchmark over water Discover the effect of human activities on the quality of water Define saturated and unsaturated zone Explain how water builds up in the ground and what an aquifer is Use Scientific Method to test soil Describe which materials are permeable and impermeable Test which materials filter water best Research ways to prevent pollution and ways to clean it up Predict the sources of illegal waste dumping, test samples, and locate the dump site Discuss how humans effect the quality of water

6 4th QUARTER Unit: Matter WEEK 1-4 OBJECTIVES Recognize that matter is anything with mass and volume, and classify the types of matter in an object into pure substances or mixtures using their specific physical properties Recognize and experiment with evidence that supports the theory that matter is composed of small particles that are constantly in motion Classify changes in matter as chemical and/or physical, and identify chemical changes and physical changes in common objects Unit: Light WEEK 5-7 OBJECTIVES Identify and demonstrate sources of visible light, and explain how energy and wave lengths within the visible light are perceived as different colors Explain what matter is Find the mass, volume, and density of objects Decide if a mystery matter is a liquid or a solid List properties of solids and liquids Define solution and suspension and determine different forms of matter as one or the other Talk about how to separate out mixtures and explain what a mixture is Experiment with separating out mixtures Observe how electricity can break the bonds between molecules Explain how laundry detergent breaks the bonds to clean clothes Explain what a solution is and make a solution Compare how and cold water affects solutions Compare how hot and cold water effects how fast molecules move and how that relates to solutions Explain what a chemical and physical change is Select which pictures represent chemical and physical changes Observe experiments involving chemical and physical changes Conduct an experiment to find the ingredients in a recipe Explain what the different sources of light are Explain what electromagnetic wave is Predict what will happen when light is refracted by a prism Observe how light is a form of energy Make a color wheel to observe how light colors combine Observe how light can travel in a straight line Explain what reflection and refraction are Define convex and concave Use a spoon to explain convex and concave The students will be able to separate out a mixture that they are randomly given using the materials that they have at their station The students will conduct an experiment to find the density of objects The students will write an exit slip explaining how laundry detergent works The students will complete a worksheet explaining which changes are physical and which ones are chemical The students will take a clicker quiz over wave lengths of visible light and how light travels The students will take a Brain Pop quiz over reflection and refraction The students will conduct an experiment over how light travels through different materials End- of- Unit Benchmark over Matter End- of- Unit Benchmark over Light

7 4th QUARTER Unit: Light (Cont d) Use a mirror and a chess piece to demonstrate WEEK 5-7 OBJECTIVES reflection Make a periscope to show reflection and describe how it works Compare the reflection and refraction of visible light by various materials Identify how visible light receivers can see light, and formulate how different surfaces and lenses affect the resulting image of an object Unit: Sound WEEKS 8-9 Describe how sound energy is transferred, and predict how the properties of the medium affect the speed of different types of waves Unit: Scientific Method CONTINUOUS OBJECTIVE Describe and experiment using Scientific Method Observe light passing through various materials Use Scientific Method to see what happens when light passes through a jar filled with different liquids Explain how the cones in our eyes help us to see Participate in different activities to show how we see light Observe what happens when sand is places on radio speakers and explain why the sand moved Read about how sound moves and explain how it moves Talk about how fast sound travels Compare how fast sound travels through liquids and solids Explain how sound travels through different materials Conduct experiments showing how sound travels through different materials Define all the steps involved with Scientific Method Use Scientific Method to conduct experiments The students will answer a quiz question over how sound moves from the Science Alive book on page 7 The students will answer the What s Happening questions on pages of Hands- On Science book to show their understanding of how fast sound travels through various mediums This objective is taught as part most units to accomplish an understanding of the steps needed to carry out an experiment. A students understanding of Scientific Method will be formatively assessed while they are conducting experiments throughout various units. End- of- Unit Benchmark over Sound A students understanding of Scientific Method will be assessed with multiple choice and constructive response questions on various Benchmark tests throughout the year.