6 th Grade Science Curriculum Guide 2016/2017

Transcription

1 6 th Grade Science Curriculum Guide 2016/2017

2 Unit 1 : Astronomy Timeline: 8/19/16 10/28/16 9 Weeks (42 instructional days) Part A: Earth in Space ~ 5 Weeks Part B: Exploring Space ~ 4 Weeks CA Window: 10/24/16 10/28/16 Unit 2: Weather and Atmosphere Timeline: 10/31/16 12/20/16 7 Weeks (26 instructional days) CA Window: 12/12/16 12/20/16 Unit 3: Plate Tectonics Timeline: 1/4/17 2/10/17 5 Weeks (26 instructional days) CA Window: 2/7/17 2/10/17 Unit 4 : Erosion and Deposition Timeline: 2/13/17-3/17/17 5 Weeks (24 instructional days) CA Window: 3/13/17 3/17/17 Unit 5: Rocks, Minerals, and Soil Timeline: 3/27/17 5/19/15 8 Weeks (39 instructional days) Part A: Rocks and Minerals ~ 4 Weeks Part B: Studying Soil ~ 4 Weeks CA Window: 5/15/17 5/19/17 NOTE: Last Week of Each Unit = Common Assessment Window

3

4 UNIT 1 Part A (5 Weeks) Standard Earth Science Standard 3 Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation 4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipse s, and Moon phases (8 th ) Big Idea Earth in Space End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon: (DOK 2-3) 1. Tides 2. Eclipses of the Sun and Moon 3. Different shapes of the Moon as viewed from Earth b. Analyze and interpret data to explain why we have seasons (DOK 1-2) c. Use models to explain the relative motions of Earth, Moon, and Sun over time (DOK 1-2) a. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon: (DOK 2-3) 1. Tides 2. Eclipses of the Sun and Moon 3. Different shapes of the Moon as viewed from Earth b. Analyze and interpret data to explain why we have seasons (DOK 1-2) 2. Evaluate visual and print media for scientific evidence, bias, and conjecture related to the historical ideas about relative positions of the Earth, Moon and Sun. (DOK 1-3) 1. Explore the global consequences of the interrelationships among science, technology and human activity. (DOK 1-4) 2. Evaluate visual and print media for scientific evidence, bias, and conjecture related to the historical ideas about relative positions of the Earth, Moon and Sun. (DOK 1-3) RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5 f. Recognize that mathematical models are used to predict orbital paths and events (DOK 1) UNIT 1 Part B (4 Weeks) Standard Earth Science Standard 3 Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation 3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics (8 th ) Big Idea Exploring Space End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Focus Focus a. Construct a scale model of the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids, comets, and dwarf planets (DOK 2-3) a. Construct a scale model of the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids, comets, and dwarf planets (DOK 2-3) RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. b. Describe methods and equipment used to explore the solar system and beyond (DOK 1) c. Design an investigation that involves direct observation of objects in the sky, and analyze and explain results (DOK 2-4) d. Research, critique, and communicate scientific theories that explain how the solar system was formed (DOK 1-3) e. Use computer data sets and simulations to explore objects in the solar system (DOK 1-2) d. Research, critique, and communicate scientific theories that explain how the solar system was formed (DOK 1-3) e. Use computer data sets and simulations to explore objects in the solar system (DOK 1-2) 2. Recognize that our current understanding of the solar system has developed over centuries of studies by many scientists, and that through continued scientific investigations and advances in data collection, we will continue to refine our understanding of the solar system. (DOK 1) 1. Understand that scientists work from the assumption that the universe is a single system in which the basic rules are the same everywhere that planets follow the same rules about forces as other objects. (DOK 1) 2. Recognize that our current understanding of the solar system has developed over centuries of studies by many scientists, and that through continued scientific investigations and advances in data collection, we will continue to refine our understanding of the solar system. (DOK 1) RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b.develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d.use precise language and domain-specific vocabulary to inform about or explain the topic. e.establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented.

6 Greeley-Evans School District 6 Unit 1: The Earth in Space and Exploring Space Standard: Earth Science Standard 3 Grade: 6 th Timeline: 8/29/16 10/28/16 (42 instructional days) Curriculum Guide Grade Level Expectation: The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics (8 th ) The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases (8 th ) Student Outcomes: a. Construct a scale model of the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids, comets, and dwarf planets (DOK 2-3) Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule b. Describe methods and equipment used to explore the solar system and beyond (DOK 1) c. Design an investigation that involves direct observation of objects in the sky, and analyze and explain results (DOK 2-4) c. Design an investigation that involves direct observation of objects in the sky, and analyze and explain results (DOK 2-4) d. Research, critique, and communicate scientific theories that explain how the solar system was formed (DOK 1-3) e. Use computer data sets and simulations to explore objects in the solar system (DOK 1-2) f. Recognize that mathematical models are used to predict orbital paths and events (DOK 1) a. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon: (DOK 2-3) 1. Tides Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. SEPUP Unit F: Activities The following activities directly correlate with Student Outcomes: Activities and 82 Activities 81 and 83 are optional. SEPUP Unit G: Activities The following activities directly correlate with Student Outcomes: Activities Activities 95 and 98 are optional Literacy Connection: Activity 89 and 97

7 2. Eclipses of the Sun and Moon 3. Different shapes of the Moon as viewed from Earth b. Analyze and interpret data to explain why we have seasons (DOK 1-2) c. Use models to explain the relative motions of Earth, Moon, and Sun over time (DOK 1-2) Inquiry Questions: Why do we observe changes in the relative positions of Earth, Moon, and Sun from Earth over time? How do the relative positions of Earth, Moon and Sun affect natural phenomenon on Earth? How would multiple visible moons in the night sky affect the solar system? Should more money be allocated for space exploration? How would a different tilt of the earth affect energy consumption in Colorado? Vocabulary: Phenomenon Neap Tide Axis Rotate/Rotation Time Zone Angle Equator Hemisphere Orbit Revolve/ Revolution Crescent Moon Full Moon Satellite Meteor Astronomical Unit Nuclear Fusion Remote Sensing Gravitational Force Solar Quarter Moon Leap Year Gibbous Moon Lunar Cycle Waxing Waning Tides Extreme (Spring) Tide High Tide Low Tide Spacecraft Telescope Astronomer Astronomy Comet Planet Star Assessments: D6GR6 SCI Common Assessment 1 Gravity Mass Galaxy Solar System Asteroid Dwarf Planet

8 Weight Piloted Unpiloted Space Exploration Science Resources: SEPUP Issues and Earth Science, Unit E: Earth in Space, Lessons Science Resources: SEPUP Issues and Earth Science, Unit E: Exploring Space, Lessons Literacy Resources:

9 UNIT 2 (7 Weeks) Standard Earth Science Standard 3 Graduate Competence Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation 1. Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models(8 th ) Big Idea Weather and Atmosphere End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Differentiate between basic and severe weather conditions, and develop an appropriate action plan for personal safety and the safety of others (DOK 1-3) b. Observe and gather data for various weather conditions and compare to historical data for that date and location (DOK 1-2) c. Use models to develop and communicate a weather prediction (DOK 1-2) a. Differentiate between basic and severe weather conditions, and develop an appropriate action plan for personal safety and the safety of others (DOK 1-3) 2. Use the historical context and impact of early weather research and consider the potential implications for current weather studies on science and our society. (DOK 1-3) 1. Evaluate of the accuracy of various tools used in forecasting weather. (DOK 2-3) 2. Use the historical context and impact of early weather research and consider the potential implications for current weather studies on science and our society. (DOK 1-3) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

10 UNIT 2 (7 Weeks) Standard Earth Science Standard 3 Graduate Competence Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation 2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location (8 th ) Big Idea Weather and Atmosphere End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Develop, communicate and justify an evidence-based scientific explanation to account for Earth s different climates (DOK 1-3) b. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Earth (DOK 2-3) c. Examine, evaluate, and question information from a variety of sources and media to investigate how climates vary from one location to another on Earth (DOK 2-3) b. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Earth (DOK 2-3) 2. Describe various techniques that scientists use to study climate, and suggest ways that each technique can be used to better understand various climates and changes in climate. (DOK 1-2) 1. Ask testable questions and make a falsifiable hypothesis about earth s climate and use an inquiry based approach to find an answer. (DOK 1-4) 2. Describe various techniques that scientists use to study climate, and suggest ways that each technique can be used to better understand various climates and changes in climate. (DOK 1-2) RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RST By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. WHST Draw evidence from informational texts to support analysis, reflection, and research.

11 Greeley-Evans School District 6 Grade: 6th Curriculum Guide Unit 2: Weather and Atmosphere Standard: Earth Science Standard 3 Timeline: 10/31/16 12/20/16 (26 instructional days) Grade Level Expectation: Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere(6 th ) Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models(8 th ) Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular locat ion (8 th ) Student Outcomes: a. Gather and analyze data from a variety of print resources and investigations to account for local and world-wide water circulation and distribution patterns (DOK 1-3) b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) c. Identify problems, and propose solutions related to water quality, circulation, and distribution both locally and worldwide (DOK 1-4) d. Identify the various causes and effects of water pollution in local and world water distributions (DOK 1-2) Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. SEPUP Unit E: Activities The following activities directly correlate with Student Outcomes: e. Describe where water goes after it is used in houses or buildings (DOK 1-2) a. Differentiate between basic and severe weather conditions, and develop an appropriate action plan for personal safety and the safety of others (DOK 1-3) Activities 52, 53, 54, 56, 57, Activities 59, 65, are optional b. Observe and gather data for various weather conditions and compare to historical data for that date and location (DOK 1-2) c. Use models to develop and communicate a weather prediction (DOK 1-2) a. Develop, communicate and justify an evidence-based scientific explanation to account for Earth s different cli mates (DOK 1-3) b. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Earth (DOK 2-3)

12 8.3.2.c. Examine, evaluate, and question information from a variety of sources and media to investigate how climates vary from one location to another on Earth (DOK 2-3) Inquiry Questions: What roles should technology play in the negative effects of climate changes To what extent can humans alter their behavior in response to climate change? Why would destroying natural coastal barriers, such as swamps, contribute to extreme weather across many systems? Vocabulary: Weather Meteorologist Precipitation Atmosphere Climate Climatologist Latitude Hydrologist Percentage Gulf Stream Ocean Current Salinity Clouds Condensation Evaporation Humidity Water Cycle Water Vapor Groundwater Stratosphere Thermosphere Troposphere Wind Wind Vane Prevailing Wind Front Pressure Pollutant Assessments: D6GR6 SCI Common Assessment 2

13 UNIT 3 (5 Weeks) Standard Earth Science Standard 3 Graduate Competence Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation 1. Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions(7 th ) Big Idea Plate Tectonics End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Gather, analyze, and communicate data that explains Earth s plates, plate motions, and the results of plate motions (DOK 1-2) b. Identify, interpret, and explain models of plates motions on Earth (DOK 1-3) c. Use maps to locate likely geologic hot spots, using evidence of earthquakes and volcanic activity (DOK 1-3) d. Use web-based or other technology tools to show connections and patterns in data about tectonic plate boundaries and earthquakes, volcanic eruptions, and mountain formation (DOK 1-2) b. Identify, interpret, and explain models of plates motions on Earth (DOK 1-3) c. Use maps to locate likely geologic hot spots, using evidence of earthquakes and volcanic activity (DOK 1-3) 2. Trace the development of a scientific theory using the theory of plate tectonics. (DOK 2-3) 1. Construct a model to demonstrate how plate movement results in geologic events. (DOK 2-3) 2. Trace the development of a scientific theory using the theory of plate tectonics. (DOK 2-3) 3. Describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK 1) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. WHST Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

14 UNIT 3 (5 Weeks) Standard Earth Science Standard 3 Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet Grade Level Expectation 2. Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock (7 th ) Big Idea Plate Tectonics End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Describe the geologic time scale and why it is used (DOK 1) b. Identify and describe the impact of major geologic events on life on Earth (DOK 1) c. Identify and describe major events in Earth s geologic history (DOK 1) d. Use direct and indirect evidence to determine the sequence of events in geologic time (DOK 1-2) b. Identify and describe the impact of major geologic events on life on Earth (DOK 1) 2. Describe how scientists study fossils, and suggest ways that understanding fossil evidence contributed to our knowledge about life on Earth over geologic time. (DOK 2-3) 1. Ask testable questions and make falsifiable hypotheses on the history of the earth and design a method to find an answer. (DOK 2-4) 2. Describe how scientists study fossils, and suggest ways that understanding fossil evidence contributed to our knowledge about life on Earth over geologic time. (DOK 2-3) RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. WHST Draw evidence from informational texts to support analysis, reflection, and research.

15 Greeley-Evans School District 6 Grade: 6th Curriculum Guide Unit 3: Plate Tectonics Standard: Earth Science Standard 3 Timeline: 1/4/17 2/10/17 (26 instructional days) Grade Level Expectation: Complex interrelationships exist between Earth s structure and natural processes that over time are both constructive and destructive (6 th ) Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions(7 th ) Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock (7 th ) Student Outcomes: c. Use a computer simulation for Earth s changing crust (DOK 1-2) a. Gather, analyze, and communicate data that explains Earth s plates, plate motions, and the results of plate motions (DOK 1-2) c. Use maps to locate likely geologic hot spots, using evidence of earthquakes and volcanic activity (DOK 1-3) Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule d. Use web-based or other technology tools to show connections and patterns in data about tectonic plate boundaries and earthquakes, volcanic eruptions, and mountain formation (DOK 1-2) a. Describe the geologic time scale and why it is used (DOK 1) b. Identify and describe the impact of major geologic events on life on Earth (DOK 1) SEPUP Unit D: Activities The following activities specifically correlate with Student Outcomes: Activities 38-40, 44, 45, and 47 Activities 43, 46 and 48 are optional c. Identify and describe major events in Earth s geologic history (DOK 1) d. Use direct and indirect evidence to determine the sequence of events in geologic time (DOK 1-2) Inquiry Questions: How do forces inside Earth and on the surface build, destroy, and change Earth's crust? How does Earth's surface change over time? Continent continental drift convection current convergent boundaries core (inner & outer) crust landform lava lithosphere/geosphere magma mantle Pangaea Assessments: D6GR6 SCI Common Assessment 3

16 divergent boundaries dormant extinct Science Resources: SEPUP Issues and Earth Science, Unit D: Plate Tectonics, Lessons plate tectonics Richter scale Scale Seismograph Subduction transform boundaries Literacy Resources: NOTE: You may consider skipping the storyline involving Nuclear waste storage at your discretion in order to maintain pace for this unit

17 UNIT 4 (5 Weeks) Standard Earth Science Standard 3 Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation 2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere(6 th ) Big Idea Erosion and Deposition End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Gather and analyze data from a variety of print resources and investigations to account for local and worldwide water circulation and distribution patterns (DOK 1-3) b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) c. Identify problems, and propose solutions related to water quality, circulation, and distribution both locally and worldwide (DOK 1-4) d. Identify the various causes and effects of water pollution in local and world water distributions (DOK 1-2) e. Describe where water goes after it is used in houses or buildings (DOK 1-2) b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) d. Identify the various causes and effects of water pollution in local and world water distributions (DOK 1-2) 1. Ask testable questions and make falsifiable hypotheses research about water distribution. (DOK 2) 2. Create and evaluate models; identifying the strengths and weaknesses of the model in representing water circulation and distribution. (DOK 2-3) RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. RST By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

18 Greeley-Evans School District 6 Grade: 6th Curriculum Guide Unit 4 : Erosion and Deposition Standard: Earth Science Standard 3 Timeline: 2/13/17-3/17/17 (24 instructional days) Grade Level Expectation: Complex interrelationships exist between Earth s structure and natural processes that over time are both constructive and destructive (6 th ) Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere(6 th ) Student Outcomes: a. Gather, analyze, and communicate an evidence-based explanation for the complex interaction between Earth s constructive and destructive forces (DOK 2-3) b. Gather, analyze and communicate evidence from text and other sources that explains the formation of Earth s surface features (DOK 1-3) Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) c. Identify problems, and propose solutions related to water quality, circulation, and distribution both locally and worldwide (DOK 1-4) SEPUP Unit C: Activities The following activities specifically correlate with Student Outcomes: Activity 25 and 26 Activity 30 is optional (Challenges of the Mississippi). Inquiry Questions: How do forces inside Earth and on the surface build, destroy, and change Earth's crust? How does Earth's surface change over time? Vocabulary: breakwater constructive contour interval contour line delta deposit/deposition destructive dredging earth processes erode/erosion floodplain jetty key (map) landform long shore current marsh river channel scale (map) seawall sediments stability topographical map topography weathering wetland Assessments: D6GR6 SCI Common Assessment 4

19

20 UNIT 5 Part A (4 Weeks) Standard Earth Science Standard 3 Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun Grade Level Expectation 3. Earth s natural resources provide the foundation for human society s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled(6 th ) Big Idea Rocks and Minerals End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Research and evaluate data and information to learn about the types and availability of various natural resources, and use this knowledge to make evidence-based decisions (DOK 2-3) b. Identify and evaluate types and availability of renewable and nonrenewable resources (DOK 1-2) c. Use direct and indirect evidence to determine the types of resources and their applications used in communities (DOK 1-2) d. Research and critically evaluate data and information about the advantages and disadvantages of using fossil fuels and alternative energy sources (DOK 2-3) d. Research and critically evaluate data and information about the advantages and disadvantages of using fossil fuels and alternative energy sources (DOK 2-3) 1. Recognize and describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK 1) RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. WHST Write arguments focused on discipline-specific content. a.introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

21

22 UNIT 5 Part B (4 Weeks) Standard Earth Science Standard 3 Graduate Competence Evaluate evidence that Earth s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system Grade Level Expectation 1. Complex interrelationships exist between Earth s structure and natural processes that over time are both constructive and destructive (6 th ) Big Idea Studying Soils Scientifically End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus Reading/writing Focus Cross Content Connection a. Gather, analyze, and communicate an evidencebased explanation for the complex interaction between Earth s constructive and destructive forces (DOK 2-3) b. Gather, analyze and communicate evidence form text and other sources that explains the formation of Earth s surface features (DOK 1-3) c. Use a computer simulation for Earth s changing crust (DOK 1-2) a. Gather, analyze, and communicate an evidencebased explanation for the complex interaction between Earth s constructive and destructive forces (DOK 2-3) c. Use a computer simulation for Earth s changing crust (DOK 1-2) 2. Create and compare models that show how natural processes affect Earth s structures. (DOK 2-3) 1. Practice the collaborative inquiry process that scientists use to identify local evidence of Earth s constructive and destructive processes. (DOK 2-3) 2. Create and compare models that show how natural processes affect Earth s structures. (DOK 2-3) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

23 Greeley-Evans School District 6 Grade: 6 th Curriculum Guide Unit 5: Rocks, Minerals, and Soil Standard: Earth Science Standard 3 Timeline: 3/27/17 5/19/15 (39 instructional days) Grade Level Expectation: Complex interrelationships exist between Earth s structure and natural processes that over time are both constructive and destructive (6 th ) Earth s natural resources provide the foundation for human society s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled(6 th ) This Student Outcomes: a. Gather, analyze, and communicate an evidence-based explanation for the complex interaction between Earth s constructive and destructive forces (DOK 2-3) b. Gather, analyze and communicate evidence from text and other sources that explains the formation of Earth s surface features (DOK 1-3) a. Research and evaluate data and information to learn about the types and availability of various natural resources, and use this knowledge to make evidence-based decisions (DOK 2-3) b. Identify and evaluate types and availability of renewable and nonrenewable resources (DOK 1-2) Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule c. Use direct and indirect evidence to determine the types of resources and their applications used in communities (DOK 1-2) d. Research and critically evaluate data and information about the advantages and disadvantages of using fossil fuels and alternative energy sources (DOK 2-3) SEPUP Unit A: Activities Activity 1 introduces students to the use and identification of a sample of materials used in the lab. Safety procedures and lab protocol should also be addressed early on and revisited on a regular basis. Emphasize observation skills necessary within the scientific method. The following activities specifically correlate with Student Outcomes: Activities 5, 7, 9, and 10 Activity 8 is optional (Dust Bowl). Activity 11 provides a literacy connection.

24 SEPUP Unit B: Activities The following activities specifically correlate with Student Outcomes: Activities 12, 15, 16, From Inquiry Questions: How do forces inside Earth and on the surface build, destroy, and change Earth's crust? How does Earth's surface change over time? What resources are found and used in our community? How can natural resources be identified and classified? How can we make responsible choices about the resources we use on a daily basis? Vocabulary: biome soil types (desert, forest, grassland, tropical grassland) composition consistence (loose, friable, firm) decompose Dust Bowl fertilizer native nutrients (nitrogen, phosphorus, potassium) organic matter sand/silt/clay soil texture (grainy, silky, sticky) weathering crystal shape Hardness Igneous Luster Magma magnetism/magnetic metamorphic mineral property rock cycle sedimentary texture transparency renewable non-renewable Assessments: D6GR6 SCI Common Assessment 5 synthetic

25 Science Resource: SEPUP Issues and Earth Science, Unit A: Studying Soils Scientifically, Lessons 1-11 Science Resources: SEPUP Issues and Earth Science, Unit B: Rocks and Minerals, Lessons Literacy Resources: