SCIENCE CURRICULUM 2017 GRADE 6. Pen Argyl Area School District. Shelly D. Lees

Transcription

1 SCIENCE CURRICULUM 2017 GRADE 6 Pen Argyl Area School District Shelly D. Lees

2 6 th Grade Science Curriculum Unit 1: Weather and Water Unit Outcomes: To understand the basic concept of weather and the tools that meteorologists use to measure and study weather factors. Use weather instruments to measure temperature, atmospheric pressure, humidity, wind direction and wind speed. Discover the characteristics of severe weather storms: hurricanes, tornadoes, thunderstorms, blizzards, and hailstorms. Explore weather maps and symbols that are used to display weather conditions. Discover that air takes up space, has mass, can move, exerts pressure, and can do work. Describe the characteristics of the atmospheric layers. Compare and contrast weather and climate. Explain how the seasons are related to the amount of solar energy transferred to Earth, and that the amount of energy transferred is affected by latitude, tilt of Earth s axis, revolution, and rotation. Describe how energy moves from one material to another by radiation and conduction. Explain how energy transfer drives the process of convection. Describe and illustrate the water cycle. Become familiar with air masses and fronts. Describe the concept of global warming Essential Content & Related Standards: 3.2.A. Chemistry A1.: Distinguish the differences in properties of solids, liquids, and gases. 1

3 3.2.B. Physics B2.: Describe energy as a property of objects associated with heat, light, electricity, magnetism, mechanical motion, and sound. Differentiate between potential and kinetic energy B3.: Give examples of how heat moves in predictable ways, normally flowing from warmer objects to cooler ones until they reach the same temperature. Explain the effect of heat on particle motion by describing what happens to particles during a phase change B6.: ENERGY Demonstrate that heat moves in predictable ways from warmer objects to cooler ones. 3.3.A. Earth Structures, Processes, and Cycles A.4.: Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere A.5: Describe the composition and layers of the atmosphere. Explain the effects of oceans on climate. Describe how global patterns, such as the jet stream and water currents, influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation A6.: MODEL/SCALES Describe the scales involved in characterizing Earth and its atmosphere. 3.3.B. Origin and Evolution of the Earth B1: Explain how the tilt of the Earth and its revolution around the sun cause an uneven heating of the Earth which in turn causes the seasons and weather patterns B.2: MODELS: Use models to demonstrate that Earth has different seasons and weather patterns. 2

4 3.4.D. Abilities for a Technological World D2.: Use computers appropriately to access and organize and apply information. Vocabulary: Anemometer, barometer, compass, hygrometer, thermometer, hail, moisture, humidity, temperature, wind, Climatology, Meteorology, meteorologist, weather, atmospheric pressure, storm surge, hurricane, severe weather, atmosphere, permanent gas, variable gas, state, energy, greenhouse effect, ozone layer, troposphere, stratosphere, mesosphere, thermosphere, exosphere, aphelion, perihelion, axis, beam spreading, equinox, revolution, rotation, solar angle, summer solstice, winter solstice, heat, contract, expand, thermal energy, kinetic energy, solar energy, conduction, convection, radiation, water cycle, evaporation, transpiration, condensation, precipitation, collection, stagnant air, source regions, maritime, continental, polar, warm front, cold front, surface observations, global warming Assessment Criteria: Tests, quizzes, lab worksheets, record of observations, worksheets, severe weather project (Google Slides presentation, poster or essay), water cycle foldable project, benchmark test Enrichment: Google Slides presentations, research projects, cross curricular activities, WebQuests, project based learning, modified homework Remediation: Quizlet, study guides, graphic organizers, cloze notes, flash cards, word banks, one-on-one instruction, small group instruction, modified homework and assessments Resources & Materials: Computer, projector, Smart Board, multimedia, Discovery Education Videos and Blackline Masters, Chromebooks, FOSS Kit (weather tools), FOSS Weather and Water Resource Books, DELTA Science Readers and Science Dictionaries, text based resources, newspapers, globe and flashlight 3

5 6 th Grade Science Curriculum Unit 2: Diversity of Life Unit Outcomes: Differentiate the concepts of living, nonliving, dead, and dormant Develop an understanding of the eight characteristics of life. Observe materials for evidence of life when they are placed in suitable environments. Acquaint students with the microscope as a tool used by scientists to study organisms in detail. Demonstrate proper use of the microscope; name all the parts and their functions. Measure the field of view for each objective lens on the microscope. Explain how the focal plane affects the image seen through a microscope. Prepare a wet mount slide to observe cheek scrapings and see evidence that humans, too, are made of cells. Recognize cells as the basic unit of life. Appreciate the diversity of cells that contributes to the diversity of life on Earth. Distinguish between prokaryotic cells and eukaryotic cells. Recognize that cells have defining structures (plant cells versus animal cells). Describe the characteristics of the Five Kingdoms of Life. Essential Content & Related Standards: 3.1.A. Organisms and Cells A1: Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria A2: Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers A4: Recognize that all organisms are composed of cells and that many organisms are unicellular and must carry out all life functions in one cell. 4

6 3.1.6A5: Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce A6: Identify examples of unicellular and multicellular organisms A8: SCALE Explain why the details of most cells are visible only through a microscope. 3.4.D. Abilities for a Technological World D2.: Use computers appropriately to access and organize and apply information. Vocabulary: Organism, living thing, nonliving, dormant, dead, cell, extinct, focal plane, field of view, power, total magnification, magnify, compound microscope, cell membrane, cell wall, chlorophyll, chloroplasts, chromosome, cytoplasm, endoplasmic reticulum, mitochondria, nucleus, organ, organelles, organ system, ribosome, tissue, vacuole, photosynthesis, eukaryotic, prokaryotic, Monera, Protista, Fungi, Plantae, Animalia Assessment Criteria: Tests, quizzes, lab worksheets, record of observations, worksheets, 5 Kingdoms Project (Google Slides presentation, poster or essay), benchmark test Enrichment: Google Slides presentations, research projects, cross curricular activities, WebQuests, project based learning, modified homework Remediation: Quizlet, study guides, graphic organizers, cloze notes, flash cards, word banks, one-on-one instruction, small group instruction, modified homework and assessments 5

7 Resources & Materials: Computer, projector, Smart Board, multimedia, Discovery Education Videos and Blackline Masters, Chromebooks, FOSS Kit (microscopes), FOSS Diversity of Life Resource Books, DELTA Science Readers and Science Dictionaries, text based resources 6

8 6 th Grade Science Curriculum Unit 3: Electricity and Magnetism Unit Outcomes: Make and observe static electricity while determining which materials produce the greatest static charge. Describe the interaction between a charged object and an uncharged object and two objects with the same charge. Demonstrate the ability of a charged object to attract or repel another object, even if the two objects are not touching. Build a simple series circuit. Determine that electricity flows through a circuit only when the circuit is closed. Test materials and identify them as either conductors or insulators of electricity. Explain that observations can be used as evidence to support a scientific explanation. Build and compare two circuits. Build an electromagnet Essential Content and Related Standards: 3.2.B. Physics B2.: Describe energy as a property of objects associated with heat, light, electricity, magnetism, mechanical motion, and sound B4.: Describe how electric current produces magnetic forces and how moving magnets produce electric current. 3.4.A. The Scope of Technology A2.: Describe how systems thinking involves considering how every part relates to others. 3.4.D. Abilities for a Technological World D2.: Use computers appropriately to access and organize and apply information. 7

9 3.4.E. The Designed World E7.: Explain how the type of structure determines the way parts are put together. Vocabulary: Static electricity, electric current, insulator, conductor, circuit, series circuit, parallel circuit, electric motor, magnet, electromagnet, generator, closed circuit, open circuit Assessment Criteria: Tests, quizzes, schematic drawings, models, record of observations, hands-on activities, benchmark test Enrichment: Google Slides presentations, research projects, cross curricular activities, WebQuests, project based learning, modified homework, investigate electrical sources in series/parallel circuits, explore switches Remediation: Quizlet, study guides, graphic organizers, cloze notes, flash cards, word banks, one-on-one instruction, small group instruction, modified homework and assessments Resources, Technology, and Materials: Computer, projector, Smart Board, multimedia, Discovery Education Videos and Blackline Masters, Chromebooks, FOSS Electronics Resource Books, DELTA Science Dictionary, text based resources 8