Elmore County 6th Grade Science Curriculum Map

Transcription

1 Elmore County 6th Grade Science Curriculum Map TH AND 6TH GRADE CURRICULUM

2 Note to teachers: This Curriculum Map is a working document that illustrates exactly what is taking place in classrooms. It reveals what is being taught over the course of a year, within a unit of study, and even down to a specific lesson. This Curriculum Map includes essential questions, the content that will be covered, concepts that the students will demonstrate if they understand the content, assessments, and activities. This document provides an overview of the academic year for Science in Grade 6. The Elmore County 5 th Grade Science Curriculum Map was developed in collaboration with Elmore County Public School teachers, Specialists, and Elmore County Curriculum Specialists. This Curriculum Map was designed to ensure that all of the 6 th Grade students in Elmore County Public Schools are afforded the most engaging and rigorous educational experience possible. On September 10, 2015, the Alabama State Board of Education unanimously approved a 2015 Alabama Course of Study: Science. Implementation of the new science standards in this document will be required for all schools in the school year. There are seven shifts to note in the New Science Standards. These seven shifts differ vastly from the way we currently teach science and how students currently learn science (and how you learned science). The standards in the 2015 Alabama Course of Study: Science Shift 1: Reflect how science is done in the real world by intertwining three dimensions: scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. Shift 2: Are student performance expectations. Shift 3: Build coherently from grades K-12. Shift 4: Focus on deeper understanding of content and applications of content. Shift 5: Integrate science, technology, and engineering throughout grades K-12. Shift 6: Are designed to prepare students for college, careers, and citizenship Shift 7: Correlate to the CCRS standards in ELA and math. Please contact your 6 th Grade Curriculum Specialist with any questions about the use of this map.. 5 th and 6 th Grade Program/Curriculum Specialist Elmore County Public Schools Ext latoya.davis@elmoreco.com Page 1 of 13

3 Quarter 1-Earth s Place in the Universe Create and manipulate a model that shows how the positions of the Earth Researching and sun result in day and night at the Sunlocations on Earth. Earth-Moon Create and manipulate a model that System, STC shows the movement of Earth around the sun during a year with the correct tilt of Earth throughout the modeling. 1- Create and manipulate models (e.g., physical, graphical, conceptual) to explain the occurrences of day/night cycles, length of year, seasons, tides, eclipses, and lunar phases based on patterns of the observed motions of celestial bodies. 11- Develop and use models of Earth's interior composition to illustrate the resulting magnetic field (e.g., magnetic poles) and to explain its measureable effects (e.g., protection from cosmic radiation). Develop models of Earth's interior composition to illustrate the resulting magnetic field. Use models of Earth's interior composition to illustrate the resulting magnetic field. Explain the measurable effects of Earth's magnetic field. Model Earth Moon Sun Orbit Rotation Axis Tilted Day Night Hour Revolution Constant Orbital plane Orientation Interior Inner Core Outer Core Mantle Crust Molten Magnetic field Magnetosphere Magnetic poles Particles Solar wind Cosmic radiation Solar radiation Waves Solar Energy Equator Poles Northern Hemisphere Southern Hemisphere Winter Summer Tides Gravitational pull Low tide High tide Eclipse Solar eclipse Lunar Eclipse Lunar phases (new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, waning crescent) Researching the Sun- Earth-Moon System, STC Page 2 of 13

4 2- Construct models and use simulations (e.g., diagrams of the relationship between Earth and manmade satellites, rocket launch, International Space Station, elliptical orbits, black holes, life cycles of stars, orbital periods of objects within the solar system, astronomical units and light years) to explain the role of gravity in affecting the motions of celestial bodies (e.g., planets, moons, comets, asteroids, meteors) within galaxies and the solar system. 3-Develop and use models to determine scale properties of objects in the solar system (e.g., scale model representing sizes and distances of the sun, Earth, moon system based on a one-meter diameter sun). Quarter 2-Earth s Place in the Universe Construct models to explain the role of gravity in affecting the motions of Exploring celestial bodies within galaxies and the Planetary solar system. Systems Use simulations to explain the role of gravity in affecting the motions of celestial bodies within galaxies and the solar system. Develop models to determine scale properties of objects in the solar system. Use models to determine scale properties of objects in the solar system. Model Simulation Gravity Gravitational force Solar system Galaxy Milky Way galaxy Sun Planets Moons Asteroids Asteroid belt Stars Celestial bodies Elliptical orbit Model Scale Scale model Properties Size Distance Diameter Solar system Planet Moon Sun Asteroid Asteroid belt Celestial body Exploring Planetary Systems Page 3 of 13

5 4- Construct explanations from geologic evidence (e.g., change or extinction of particular living organisms; field evidence or representations, including models of geologic cross-sections; sedimentary layering) to identify patterns of Earth's major historical events (e.g., formation of mountain chains and ocean basins, significant volcanic eruptions, fossilization, folding, faulting, igneous intrusion, erosion). 5- Use evidence to explain how different geologic processes shape Earth's history over widely varying scales of space and time (e.g., chemical and physical erosion; tectonic plate processes; volcanic eruptions; meteor impacts; regional geographical features, including Alabama fault lines, Rickwood Caverns, and Wetumpka Impact Crater). Quarter 2-Earth Systems Identify patterns of Earth's major historical events in geologic evidence. Exploring Construct explanations from identified Planetary patterns regarding Earth's major Systems historical events. Use evidence to explain how different geologic processes shape Earth's history over widely varying scales of space and time. Natural event Catastrophic event Mountain chain Ocean basin Fossilization Folding Faulting Igneous intrusion Erosion Volcano Volcanic eruption Evidence Geology Geologic process Scale System Microscopic Global Time scale Spatial scale Uplift Landslide Geochemical reaction Earthquake Catastrophic event Composition Property Deposition Sediment Asteroid impact Geologic time scale Rock Rock strata Fossil record Relative age Mineral Fossil Sedimentary rock Lava flow Surface features Underground formations Erosion Chemical erosion Physical erosion Tectonic plates Tectonic plate processes Continental drift theory Volcano Volcanic eruption Meteor Meteor impact Impact crater Weathering Fault line Cavern Exploring Planetary Systems Page 4 of 13

6 15- Analyze evidence (e.g., databases on human populations, rates of consumption of food and other natural resources) to explain how changes in human population, per capita consumption of natural resources, and other human activities (e.g., land use, resource development, water and air pollution, urbanization) affect Earth's systems. 16- Implement scientific principles to design processes for monitoring and minimizing human impact on the environment (e.g., water usage, including withdrawal of water from streams and aquifers or construction of dams and levees; land usage, including urban development, agriculture, or removal of wetlands; pollution of air, water, and land).* Quarter 2-Earth and Human Activity Population Analyze evidence regarding how Per capita changes in human population, per Consumption Exploring capita consumption of natural Natural resource Planetary resources, and other human activities Environment Systems affect Earth's systems. Earth's systems Explain how changes in human Consequences population, per capita consumption of natural resources, and other human activities affect Earth's systems. Design a process for monitoring human impact on the environment using scientific principles. Design a process for minimizing human impact on the environment using scientific principles. Habitat Extinction Species Human Impact Population Per-capita consumption Technology Object System Process Engineer Engineering Design Process (EDP) Monitor Minimize Solution Causal and correlational relationships Criteria Constraints Limitations Exploring Planetary Systems Page 5 of 13

7 Quarter 3-Earth Systems Use models to explain the various biogeochemical cycles of Earth and the flow of energy that drives these processes. 7-Use models to construct explanations of the various biogeochemical cycles of Earth (e.g., water, carbon, nitrogen) and the flow of energy that drives these processes. Biogeochemical Biotic Abiotic Atom Water cycle Carbon cycle Nitrogen cycle Chemical compound Hydrogen Oxygen Gravity Atmosphere Water vapor Crystallize Transpiration Evaporation Condensation Precipitation Glacier Aquifer Ice sheet Organism Decompose Respiration Element Chemical process Ecosystem Geosphere Carbon dioxide Methane Photosynthesis Fossil fuel Nitrogen Carbon Amino acid Protein DNA Molecule Bacteria Fertilizer Livestock Nitrate Understanding Weather and Climate, STC GLOBE Page 6 of 13

8 Quarter 3-Earth Systems Support the claim that motions and complex interactions of air masses Understanding result in changes in weather conditions Weather and using qualitative scientific and technical Climate, STC information. Monitor local weather using a variety of instruments. GLOBE Examine weather patterns to predict various weather events, especially the impact of severe weather. 12-Integrate qualitative scientific and technical information (e.g., weather maps; diagrams; other visualizations, including radar and computer simulations) to support the claim that motions and complex interactions of air masses result in changes in weather conditions. Use various instruments (e.g., thermometers, barometers, anemometers, wet bulbs) to monitor local weather and examine weather patterns to predict various weather events, especially the impact of severe weather (e.g., fronts, hurricanes, tornados, blizzards, ice storms, droughts). Integrate Qualitative scientific information Technical information Weather map Radar Visualization Weather Air mass Temperature Pressure Humidity Precipitation Wind Uniform Temperature Moisture Landform Current Probability Atmosphere Monitor Instruments Predict Weather patterns Severe weather Temperature Moisture Pressure Humidity Precipitation Wind Atmosphere Page 7 of 13

9 Quarter 3-Earth Systems Explain by using models, how the rotation of Earth and unequal heating Understanding of its surface create patterns of Weather and atmospheric circulation that determine Climate, STC regional climates. Explain by using models, how the rotation of Earth and unequal heating GLOBE of its surface create patterns of oceanic circulation that determine regional climates. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by radiation. 13-Use models (e.g., diagrams, maps, globes, digital representations) to explain how the rotation of Earth and unequal heating of its surface create patterns of atmospheric and oceanic circulation that determine regional climates. Use experiments to investigate how energy from the sun is distributed between Earth's surface and its atmosphere by convection and radiation (e.g., warmer water in a pan rising as cooler water sinks, warming one's hands by a campfire). Model Diagram Map Globe Digital representation Rotation Heat Pattern Atmosphere Atmospheric circulation Ocean Oceanic circulation Climate Regional climate Radiation Sun Solar energy Thermal energy Water Land Ice Temperature Matter Conduction Latitude Altitude Geography Geographic land distribution Precipitation Absorption Landform Atmospheric flow Mountain Rain shadow effect Coriolis force Fluid Density Salinity Global ocean convection cycle Landmass Marine Coast Variation Radiation Electromagnetic wave Space Convection Current Liquid Gas Equator Page 8 of 13

10 Quarter 3-Earth Systems 14-Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities (e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures over time. Analyze data to describe how various human activities may cause changes in local and global temperatures over time. Interpret data to describe how various human activities may cause changes in local and global temperatures over time. Analyze data to describe how various natural processes may cause changes in local and global temperatures over time. Interpret data to describe how various natural processes may cause changes in local and global temperatures over time. Natural processes Human activities Global temperatures Mean surface temperature Global warming Solar radiation Greenhouse Effect Volcanic activity Fossil fuels Combustion Urban heat islands Agriculture Natural systems Carbon dioxide (gases) Greenhouse gases Concentration Atmosphere Understanding Weather and Climate, STC GLOBE 15- Analyze evidence (e.g., databases on human populations, rates of consumption of food and other natural resources) to explain how changes in human population, per capita consumption of natural resources, and other human activities (e.g., land use, resource development, water and air pollution, urbanization) affect Earth's systems. Analyze evidence regarding how changes in human population, per capita consumption of natural resources, and other human activities affect Earth's systems. Explain how changes in human population, per capita consumption of natural resources, and other human activities affect Earth's systems. Climate change Population Per capita Consumption Natural resource Environment Earth's systems Consequences Understanding Weather and Climate, STC GLOBE Page 9 of 13

11 5- Use evidence to explain how different geologic processes shape Earth's history over widely varying scales of space and time (e.g., chemical and physical erosion; tectonic plate processes; volcanic eruptions; meteor impacts; regional geographical features, including Alabama fault lines, Rickwood Caverns, and Wetumpka Impact Crater). Quarter 4-Earth Systems Use evidence to explain how different geologic processes shape Earth's Exploring Plate history over widely varying scales of Tectonics, STC space and time. 6- Provide evidence from data of the distribution of fossils and rocks, continental shapes, and seafloor structures to explain past plate motions. Explain past plate motions with supporting evidence from data of the distribution of fossils, rocks, continental shapes, and seafloor structures. Evidence Geology Geologic process Scale System Microscopic Global Time scale Spatial scale Uplift Landslide Geochemical reaction Earthquake Catastrophic event Composition Property Deposition Sediment Fossils Rock Continent Continental shelf Geologic past Pangea Ridges Volcanic ridges Trenches Theory of Continental Drift Theory of Plate Tectonics Crust Surface features Underground formations Erosion Chemical erosion Physical erosion Tectonic plates Tectonic plate processes Continental drift theory Volcano Volcanic eruption Meteor Meteor impact Impact crater Weathering Fault line Cavern Mantle Core Lithosphere Asthenosphere Convection Divergent boundary Convergent boundary Transform plate boundary Seafloor Seafloor structures Alfred Wegener Plastic flow Exploring Plate Tectonics, STC Page 10 of 13

12 Quarter 4-Earth Systems 8- Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth's materials (e.g., processes of crystallization, heating and cooling, weathering, deformation, and sedimentation). Plan an investigation that demonstrates the chemical processes that form rocks and cycle Earth material. Plan an investigation that demonstrates the physical processes that form rocks and cycle Earth material. Carry out an investigation that demonstrates the chemical processes that form rocks and cycle Earth material. Carry out an investigation that demonstrates the physical processes that form rocks and cycle Earth material. Rock Melting Sedimentation Crystallization Chemical change Physical change Deformation Interior energy Cycling Weathering Erosion Solar energy Sedimentary rock Igneous rock Metamorphic rock Exploring Plate Tectonics, STC Page 11 of 13

13 Quarter 4-Earth Systems Use models to explain how the flow of Earth's internal energy drives a cycling Exploring Plate of matter between Earth's surface and Tectonics, STC deep interior causing plate movements. 9- Use models to explain how the flow of Earth's internal energy drives a cycling of matter between Earth's surface and deep interior causing plate movements (e.g., mid-ocean ridges, ocean trenches, volcanoes, earthquakes, mountains, rift valleys, volcanic islands). Crust Mantle Outer core Inner core Lithosphere Plates Tectonic plates Ocean plate Continental plate Asthenosphere Convection Convection current Magma Divergent plate boundary Theory of Plate Tectonics Convergent plate boundary Transform plate boundary Fault Lava Fissure Geyser Rift Basalt Granite Density Ocean trench Subduction Subduction zone Earthquake Mid-ocean ridge Mountain Rift valley Volcano Volcanic island Undersea canyon Page 12 of 13

14 Quarter 4-Earth Systems Construct a scientific explanation based on evidence regarding how the Exploring Plate distribution of Earth's resources such as Tectonics, STC minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes. 10- Use research-based evidence to propose a scientific explanation regarding how the distribution of Earth's resources such as minerals, fossil fuels, and groundwater are the result of ongoing geoscience processes (e.g., past volcanic and hydrothermal activity, burial of organic sediments, active weathering of rock). Natural resources Minerals Fossil Fuels Groundwater Geoscience processes Distribution Extraction Depletion Water cycle Rock cycle Plate tectonics Page 13 of 13