OCEAN COUNTY SCIENCE CURRICULUM

Transcription

1 OCEAN COUNTY SCIENCE CURRICULUM Content Area: Science Course Title: General Science (5 Units) Grade Level: Grade 6 Life Processes September-October Global Interdependence November-December-January Dynamic Earth February- March Astronomy April Energy, Matter and Motion May-June Date Created: July, 2010 Board Approved on: September 19, 2012

2 Content Area: Life Science OCEAN COUNTY SCIENCE CURRICULUM Unit Overview Unit Title: Life Processes- Genetics and Reproduction, Evolution and Diversity Target Course/Grade Level: 6th Unit Summary 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. These selective differences may lead to dramatic changes in characteristics of organisms in a population over long periods of time. Primary interdisciplinary connections: Math, Language Arts, Technology 21 st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and genetics. For further clarification see NJ World Class Standards Introductions at Learning Targets Content Standards 5.1 This unit will infuse the four strands of the Science Practices Standard 5.1. These include understanding scientific explanations; generating scientific evidence through active investigation; reflecting on scientific knowledge; and participating productively in science. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.C.D. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication 5.3 All Students will understand that 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 All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment CPI # D.1 Cumulative Progress Indicator (CPI) Predict the long-term effect of interference with normal patterns of reproduction.

3 5.3.6.D D.3 Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding. Distinguish between inherited and acquired traits/characteristics E A A D G.2 Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed. Technology Create a multimedia presentation including sound and images. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Explain the interdependence of a subsystem that operates as part of a system. Unit Essential Questions How do organisms change as they go through their life cycle? In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? Unit Objectives Students will know D.1 Reproduction is essential to the continuation of every species D.2 Variations exist among organisms of the same generation (e.g., siblings) and of different generations (e.g., parent to offspring) D.3 Traits such as eye color in human beings or fruit/flower color in plants are inherited E.1 Changes in environmental conditions can affect the survival of individual organisms and entire species. Unit Enduring Understandings Students will understand that Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring. Sometimes differences between organisms of the same kind give advantages in surviving and reproducing in different environments. Unit Objectives Students will be able to D.1 Use authentic data to determine the trends in population numbers, and consider the specific reasons for the decline in these populations D.2 Explain how given traits can be achieved (and can occur in higher frequencies) by selective breeding D.3 Monitor the different variations found among organisms of the same kind (color, size, etc.) E.1 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.

4 Formative Assessments Teacher observation and anecdotal records Completed labs Written and oral student responses Summative Assessments Student Created Models Unit Test District Wide Summative Assessments OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Modifications (ELLs, Special Education, Gifted and Talented) Language appropriate text, CD s, video and A/V materials Provide higher level projects/tasks/resources Differentiated instruction Follow all IEP modifications/504 plan Science journals/notebooks Refer to CAD District Wide Formative Assessments Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Other resources to be determined by individual districts. Teacher Notes:

5 Content Area: Life Science/ Earth Systems Science Unit Title: Global Interdependence Target Course/Grade Level: 6 th Grade OCEAN COUNTY SCIENCE CURRICULUM Unit Overview Unit Summary Living organisms are dependent upon environmental factors in their unique biomes. Adaptation to their ecosystems including food and shelter resources, as well as physical and predatory needs ensures the continuation and advancement of the species. Primary interdisciplinary connections: Math, Language Arts, and Technology 21 st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, global society and the environment and ecosystems. For further clarification see NJ World Class Standards Introductions at Topics to consider include preservation vs. extinction of species; consumption and depletion of natural resources; the continued evolution of a species; cross-breeding of species to develop new species; adaptation to changing habitats; and alternative energies & depletion of current energy resources. Learning Targets Content Standards 5.1 This unit will infuse the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations; generating scientific evidence through active investigation; reflecting on scientific knowledge; and participating productively in science. 9.1 This unit will also infuse the 21 st Century Life and Career Standard 9.1, strands A-D. These include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding and Interpersonal Communication. 5.3 All Students will understand that 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. 5.4 All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment CPI # Cumulative Progress Indicator (CPI)

6 5.3.6.B B C C C D E C G G A A A D D D F G G.2 LIFE SCIENCE Describe the sources of the reactants of photosynthesis and trace the pathway to the products. Illustrate the flow of energy (food) through a community. Explain the impact of meeting human needs and wants on local and global environments. Predict the impact that altering biotic and abiotic factors has on an ecosystem. Describe how one population of organisms may affect other plants and/or animals in an ecosystem. Predict the long-term effect of interference with normal patterns of reproduction. Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed. EARTH SYSTEM SCIENCE Predict the types of ecosystems that unknown soil samples could support based on soil properties. Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components. Describe ways that humans can improve the health of ecosystems around the world. TECHNOLOGY Create a multimedia presentation including sound and images. Generate a spreadsheet to calculate, graph, and present information. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Summarize the application of fair use and Creative Commons guidelines. Demonstrate how information on a controversial issue may be biased. Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy. Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved. Unit Essential Questions Explain the interdependence of a subsystem that operates as part of a system. How is matter transformed, and energy transferred/transformed in living systems? In what ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind different from each other? How does this help organisms Unit Enduring Understandings Students will understand that All organisms transfer matter and convert energy from one form to another. All animals and most plants depend on other organisms and their environments for their basic needs. Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring. Sometimes differences between organisms of the same kind give advantages in surviving and reproducing in different environments.

7 reproduce and survive? How do changes in one part of an earth system affect other parts of the system? How do changes in one part of the earth system affect other parts of the system and in what ways can Earth processes be explained as interactions among spheres? Unit Objectives Students will know B.1 Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Plants are used as a source of food (energy) for other organisms B.2 All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products C.1 Various human activities have changed the capacity of the environment to support some life forms C.2 The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition C.3 All organisms cause changes in the ecosystem in which they live. If this change reduces another organism s access to resources, that organism may move to another location or die D.1 Reproduction is essential to the continuation of every species E.1 Changes to Earth s ecosystems have an immediate and long-term impact on multiple organisms and environments. Earth s components form systems that have cycles and patterns that allow us to make predictions. These systems continually interact at different rates of time, affecting the Earth locally and globally. Unit Objectives Students will be able to B.1 Construct a digital simulation to explain how energy entering the ecosystem as sunlight is transferred by producers into chemical energy through photosynthesis B.2 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 C.1 Distinguish between natural (wildfire, flood, and 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 C.2 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 C.3 Explain why moving organisms from their native ecosystem to a new ecosystem may upset the balance of the new ecosystem D.1 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

8 Changes in environmental conditions can affect the survival of individual organisms and entire species C.1 Soil attributes/properties affect the soil s ability to support animal life and grow plants G.2 An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem G.3 Personal activities impact the local and global environment. in these populations E.1 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 C.1 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 G.2 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 G.3 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

9 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.

10 Content Area: Earth Science Unit Title: Dynamic Earth/Earth System Science Target Course/Grade Level: 6th OCEAN COUNTY SCIENCE CURRICULUM Unit Overview Unit Summary The Earth since its formation 4.6 billion years ago has been evolving as a result of geologic, biological, physical and chemical processes. It s composition is unique, related to the origin of our solar system and provides us with resources needed to sustain life. The Theory of Plate Tectonics provides a framework for understanding the dynamic processes within and on the Earth. Primary interdisciplinary connections: Math, Language Arts, Social Studies and Technology 21 st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the universe. For further clarification see NJ World Class Standards Introductions at Learning Targets Content Standards 5.1This unit will infuse the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations; generating scientific evidence through active investigation; reflecting on scientific knowledge; and participating productively in science. 9.1This unit will also infuse the 21 st Century Life & Careers standard 9.1, strands A-D. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication 5.4- Earth Systems Science: All Students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe 8.1- All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment CPI # Cumulative Progress Indicator (CPI) B.1 Interpret a representation of a rock layer sequence to establish oldest and youngest layers, geologic events, and changing life forms B.2 Examine Earth s surface features and identify those created on a scale of human life or on a geologic time scale

11 5.4.6.B B C C D D.2 Determine if landforms were created by processes of erosion(e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps. Describe methods people use to reduce soil erosion Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain how one kind of rock could eventually become a different kind of rock. Deduce the story of the tectonic conditions and erosion forces that created sample rocks or rock formations. Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire. Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images D.3 Apply knowledge of Earth s magnetic fields to successfully complete an orienteering challenge Technology A.3 Create a multimedia presentation including sound and images A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics D.3 Demonstrate how information on a controversial issue may be biased E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation F.2 Explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment (e.g., by using recycled metals, alternate energy sources) and the economy G.2 Explain the interdependence of a subsystem that operates as part of a system. Unit Essential Questions How do geological events occurring today provide insight into Earth s past? How do changes in one part of an Earth system affect other parts of the system? To what extent does the exchange of energy within the Earth drive geologic events on the surface? Unit Enduring Understandings Students will understand that Geologic events occurring on the Earth today reveal information about the Earth s past and provide clues to its future Earth s systems are interdependent and changes in one will affect another. Energy flow and movement of material from the Earth s interior causes geologic events on the Earth s surface. Unit Objectives Students will know B 1 That successive layers of sedimentary Unit Objectives Students will be able to B.1 Observe the sediment types and sizes in samples of

12 rock ad the fossils contained in them tell the factual story of the age, history, changing life forms, and geology of Earth B.2 Earth s current structure has been influenced by both sporadic and gradual events. Changes caused by earthquakes and volcanic eruptions can be observed on a human time scale, but many geological processes, such as mountain building and the shifting of continents, are observed on a geologic time scale B.3 Moving water, wind, and ice continually shape Earth s surface by eroding rock and soil in some areas and depositing them in other areas B.4 Erosion plays an important role in the formation of soil, but too much erosion can wash away fertile soil from ecosystems, including farms C.2 The rock cycle is a model of creation and transformation of rocks from one form (sedimentary, igneous, or metamorphic) to another. Rock families are determined by the origin and transformations of the rock C.3 Rocks and rock formations contain evidence that tell a story about their past. The story is dependent on the minerals, materials, tectonic conditions, and erosion forces that created them D.1 Lithospheric plates consisting of continents and ocean floors move in response to movements in the mantle D.2 Earth s landforms are created through constructive (deposition) and destructive (erosion) processes D.3 Earth has a magnetic field that is detectable at the surface with a sedimentary rocks using hand lenses, and infer the environment and origin in which these sediments accumulated. Identify the oldest and youngest layers in a sequence of sedimentary rocks using the principle of superposition B.2 Plot earthquake and volcanic eruption data from the past 25 years (available online from the USGS or the Global Volcanism Network or on a world map) and assess for patterns in volcanism and earthquakes Using images and data, classify volcanoes by their characteristics, and provide global examples including information on their latest eruption 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 B.3 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 B.4 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 C.2 Use hand samples of igneous, metamorphic, and sedimentary rocks and classify them by each family, within each family, and by characteristics. Describe the various origins of each family of rocks using the observed characteristics in the above activity 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

13 compass. 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 C.3 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 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 D.1 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 D.2 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 D.3 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

14 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:

15 Formative Assessments OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Teacher Observations and anecdotal records Student responses Classroom Application Documents (CAD s) Science Journal Completed Labs District Wide Formative Assessments Summative Assessments Unit Test Performance assessment District Wide Summative Assessments Modifications (ELLs, Special Education, Gifted and Talented) Language reference resources Differentiated Instruction as needed Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Classroom Application Documents (CAD s) Resources by Content: Technology Tool Box: Other resources to be determined by individual districts Teacher Notes:

16 Content Area: Earth Science Unit Title: Astronomy Target Course/Grade Level: 6 th OCEAN COUNTY SCIENCE CURRICULUM Unit Overview Unit Summary: The Sun is the central and most massive body in our solar system, which includes eight planets and their moons, dwarf planets, asteroids, and comets. Gravity controls the planets and other objects in orbit within our universe. Primary interdisciplinary connections: Math, Language Arts and Technology 21 st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the universe. For further clarification see NJ World Class Standards Introductions at Learning Targets Content Standards 5.1- This unit will infuse the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations; generating scientific evidence through active investigation; reflecting on scientific knowledge; and participating productively in science This unit will also infuse the 21 st Century Life & Careers standard 9.1, strands A-D. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication Earth Systems Science: All Students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment CPI # Cumulative Progress Indicator (CPI) Earth Systems Science A.3 Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away A A A.5 Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs. Technology Create a multimedia presentation including sound and images. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

17 8.1.4.C.1 Engage in online discussions with learners in the United States or from other countries to understand their perspectives on a global problem or issue D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics A.1 Explain the impact of globalization on the development of a technological system over time B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation E.1 Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem B.3 Solve a science-based design challenge and build a prototype using science and math principles throughout the design process G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved G.2 Explain the interdependence of a subsystem that operates as part of a system. Unit Essential Questions What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these patterns? Unit Enduring Understandings Students will understand that Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun. NOTE: Students at this level should be focusing on conceptual understandings only. Quantitative exploration of Gravity will be studied at a higher grade level. Unit Objectives Students will know A.3 The Sun s gravity holds planets and other objects in the solar system in orbit, and planets gravity holds moons in orbit A.4 The Sun is the central and most massive body in our solar system, which includes eight planets and their moons, dwarf planets, asteroids, and comets. NOTE: Students should be focusing on the patterns in the characteristics rather than on memorizing specific details about each object in the solar system. Unit Objectives Students will be able to A.3 Model the relationships (basic Newtonian mechanics) between the orbiting motions of the planets around the Sun, and moons around the planets A.4 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. 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).

18 OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Suggested Formative Assessments Teacher Observations and anecdotal records Student responses Classroom Application Documents (CAD s) Science Journal Completed Labs District Wide Formative Assessments Suggested Summative Assessments Unit Test Performance assessment District Wide Summative Assessments Suggested Modifications (ELLs, Special Education, Gifted and Talented) Language reference resources Differentiated Instruction as needed Follow all IEP modifications/504 plan Suggested Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Classroom Application Documents (CAD s) Resources by Content: Technology Tool Box: Other resources to be determined by individual districts Teacher Notes:

19 Content Area: Physical Science Unit Title: Energy, Matter and Motion Target Course/Grade Level: 6 th OCEAN COUNTY SCIENCE CURRICULUM Unit Overview Unit Summary Matter and energy take many forms. Investigations explore the relationships between matter and energy, and invite the student to observe the changes that take place through the interaction of chemicals and the transfer of energy. Properties of each determine how they are used in the real world. Primary interdisciplinary connections: Math, Language Arts, and Technology 21 st century themes: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, global society and energy, matter, and motion. For further clarification see NJ World Class Standards Introductions at Learning Targets Content Standards 5.1 This unit will infuse the four strands of the Science Practices Standard 5.1. These include: understanding scientific explanations; generating scientific evidence through active investigation; reflecting on scientific knowledge; and participating productively in science. 9.1 This unit will also infuse the 21 st Century Life and Career Standard 9.1, strands A-D. These include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding and Interpersonal Communication. 5.2 All students will understand that 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. 8.1All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment CPI # A A B.1 Cumulative Progress Indicator (CPI) PHYSICAL SCIENCE Calculate the density of objects or substances after determining volume and mass. Determine the identity of an unknown substance using data about intrinsic properties. Compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically.

20 5.2.6.C C E A A D E G.2 Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples. Relate the transfer of heat from oceans and land masses to the evolution of a hurricane. Describe the force between two magnets as the distance between them is changed. TECHNOLOGY Create a multimedia presentation including sound and images. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Unit Essential Questions Explain the interdependence of a subsystem that operates as part of a system. How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed system? How do we know that things have energy? How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Unit Objectives Students will know A.2 The density of an object can be determined from its volume and mass A.3 Pure substances have characteristic intrinsic properties, such as density, solubility, boiling point, and melting point, all of which are independent of the amount of the Unit Enduring Understandings Students will understand that The structures of materials determine their properties. When materials interact within a closed system, the total mass of the system remains the same. Energy takes many forms. Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy. Unit Objectives Students will be able to A.2 Conduct simple explorations of floating and sinking. They first classify a group of common objects by a characteristic of their own choosing. 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 A.3 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

21 sample B.1 When a new substance is made by combining two or more substances, it has properties that are different from the original substances C.1 Light travels in a straight line until it interacts with an object or material. Light can be absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or refracted light can be predicted C.3 The transfer of thermal energy by conduction, convection, and radiation can produce large-scale events such as those seen in weather E.2 Magnetic, electrical, and gravitational forces can act at a distance. techniques (heating, cooling, dissolving, etc.) B.1 Engage in a challenge to determine if they can make a solution change C.1 Use a microcomputer connected to a light sensor and temperature probe to explore the reflection and absorption of radiation for different surfaces. Engage in a variety of activities designed to help students investigate light, optics, and color C.3 Design an experiment that controls the movement of heat to prevent unwanted changes in materials and requires basic understandings about thermodynamics. 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 E.2 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.

22 OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Suggested Formative Assessments Teacher observations and anecdotal records Student responses Completed labs Classroom Application Documents (CADs) available at px Science journals District Wide Formative Assessments Suggested Summative Assessments Performance assessments Unit tests District Wide Summative Assessments Suggested Modifications (ELLs, Special Education, Gifted and Talented) Language reference resources Differentiated instruction as needed Follow all IEP modifications/504 plan Suggested Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: Other resources to be determined by individual districts. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Notes: