INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science

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1 UNIT OVERVIEW This unit bundles student expectations that address the organization of our solar system, the gravitational relationship among the various bodies that comprise it, and space exploration. Prior to this unit in previous grades, students identified the planets in the solar system; their positions in relationship to the Sun; characteristics of the Earth, Sun, and Moon; and the concepts of rotation and revolution in relation to the Earth. Students also studied patterns of change in shadows, tides, seasons, and the appearance of the Moon. During this unit, students describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. Students construct models of the solar system in which a scale is used to represent the sizes of the objects and the distances between them. Students demonstrate an understanding of the role gravity plays in governing the motion of our solar system. Additionally, they explore the relationship between mass and gravitational attraction. Finally, students study the history of space exploration and make predictions about the future of space exploration. After this unit in Grade 7, students will study the characteristics in our solar system that allow life to exist. In Grade 8, students will study motion of Earth and its effects, the lunar cycle and tides, and the components of the universe. STAAR Note: Although not identified as a Supporting Standard (6.11A, the organization of the solar system), this student expectation builds the foundation for the content of Readiness Standard 8.8A. This is the first time students have studied gravity as it pertains to the motion of our solar system. Although identified as a Supporting Standard (6.11B), this concept is not explicitly taught again before the STAAR assessment in Grade 8. The information in this unit also builds the foundation for the content for standards 8.7A, 8.7B, and 8.7C. Supporting Standard 6.11B and Readiness Standards 8.7A, 8.7B, 8.7C, and 8.8A will be tested on STAAR Grade 8 under Reporting Category 3: Earth and Space. According to research: By the end of the 8th grade, students should know: [Eight] planets of very different size, composition, and surface features move around the sun in nearly circular orbits. Some planets have a variety of moons and even flat rings of rock and ice particles orbiting around them. Some of these planets and moons show evidence of geologic activity. The earth is orbited by one moon, many artificial satellites, and debris. 4A/M3 Many chunks of rock orbit the sun. Those that meet the earth glow and disintegrate from friction as they plunge through the atmosphere and sometimes impact the ground. Other chunks of rock mixed with ice have long, off-center orbits that carry them close to the sun, where the sun's radiation (of light and particles) boils off frozen materials from their surfaces and pushes it into a long, illuminated tail. 4A/M4* American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from Last Updated 10/02/2015 Page 1 of 17

2 OVERARCHING UNDERSTANDINGS AND QUESTIONS A system is a collection of interactive, interrelated, or interdependent cycles, structures, and / or processes. How are the components and framework of a system defined? How are the functions of the components in a system related to the cycles, structures, and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system? Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness? Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)? A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed? In what ways do interactions affect the basic properties of a system? Last Updated 10/02/2015 Page 2 of 17

3 Scientific processes are used to explore and understand a system. What makes a process scientific? In what ways can a system be scientifically examined? Which scientific processes are most appropriate when studying a system and why? What significant conclusions can be drawn from investigating a system? Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate? How does scientific decision-making affect the quality of our lives? What distinguishes decision-making in science from decision-making in other areas of study? PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS Last Updated 10/02/2015 Page 3 of 17

4 PERFORMANCE ASSESSMENT(S) Science Grade 6 Unit 08 PA 01 Click on the PA title to view related rubric. Construct a scale model of the Sun and planets in the solar system. Attach an information card by each object which lists its name, number of moons, periods of rotation and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and limitations of using this type of model to studying the solar system. Standard(s): 6.2C, 6.3B, 6.3C, 6.4A, 6.11A ELPS.c.1E, ELPS.c.5B Science Grade 6 Unit 08 PA 02 Click on the PA title to view related rubric. Write interview questions for gravity: what it is and its effect on the attraction between the Sun and Moon, Sun and planets, planets and their moon(s), and the Sun and other objects in the solar system. Write the responses to these questions from gravity s point of view. Standard(s): 6.2E, 6.11B ELPS.c.1E Systems OVERARCHING CONCEPTS UNIT CONCEPTS Solar Properties Constancy Change Models Force and Motion Structure Objects Physical Force and Motion Properties Gravity Cycles Cycles Systems UNIT UNDERSTANDINGS Our solar system is the organization of the Sun and other celestial bodies bound together by gravity. How are the components of our solar system organized? Gravity is the force that governs the motion of our solar system. In what ways does gravity govern the motion of our solar system? In what ways are the celestial bodies in our solar system related? Last Updated 10/02/2015 Page 4 of 17

5 PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS Science Grade 6 Unit 08 PA 03 Click on the PA title to view related rubric. Construct a timeline showing significant events and related scientists in the history of space travel. On the timeline, include major types of equipment and transportation used during the events. Write a projection of what might occur in space exploration during the next 25 years. Standard(s): 6.3D, 6.11C ELPS.c.1C Patterns: Systems Cycles Properties Structure Associated Scientific Investigation and Reasoning Processes Collect data using tools and equipment Record data Organize data Communicate data Develop / analyze / evaluate models Measure with precision and accuracy Communicate conclusions and / or make predictions Think critically Analyze, interpret, and evaluate Space exploration has progressed through the years and will continue to progress over time. In what ways are past, present, and possible future space explorations alike and different? MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Last Updated 10/02/2015 Page 5 of 17

6 Misconceptions: Students may think the solar system contains only the Sun, Moon, and planets, rather than it including meteors, asteroids, and comets as well. Students may think there is no gravity in space, rather than any mass in space having gravity. Students may think that alignments of planets are dangerous and can affect the Earth, rather than its impact being negligible and no evidence to support its negative impact on Earth exists. Students may think that all stars are included in the solar system, rather than all stars except our Sun are far outside of our solar system. UNIT VOCABULARY Key Content Vocabulary: Gravity force of attraction between two objects due to their masses Model a picture, idea, or object that represents an object, a system, or a process and is used to help with understanding; models have advantages and limitations Orbit the path that one object in space follows as it revolves around another object in space Surface gravity the force of gravity at the surface of the Earth or other celestial body Related Vocabulary: Air resistance Asteroid Astronaut Astronomical Unit (AU) Comet Composition Cosmonaut Force Gas giant planets International Space Station (ISS) Mass Meteor Newton (N) Relative distance Revolution Rocket Satellite Solar system Soyuz rocket Space Space probe Space shuttle Telescope Terrestrial planets Last Updated 10/02/2015 Page 6 of 17

7 Galilean moons Rotation Weight UNIT ASSESSMENT ITEMS SYSTEM RESOURCES OTHER RESOURCES Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool. Grade 6 Unit 08 Sample Guiding Questions: Solar System and Exploration Science Notebooking: A Reflective Tool for Assessing Student Understanding (Secondary - G. 6) General: NASA Human Space Flight (HSF) Space History The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS UNIT LEVEL SPECIFICITY Legend: Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue text: Supporting information / Clarifications from TCMPC (Specificity) Legend: Blue text: Supporting information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061 Last Updated 10/02/2015 Page 7 of 17

8 Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. Collect, Record DATA Quantitative means Using the International System of Units (SI) Qualitative means Labeled drawings Writing STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science D3 Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and Last Updated 10/02/2015 Page 8 of 17

9 qualitative data. 6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. Analyze DATA Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: Last Updated 10/02/2015 Page 9 of 17

10 6.3B Use models to represent aspects of the natural world such as a model of Earth's layers. Use MODELS Representing aspects of the natural world Possible examples may include: Physical models Solar system model STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. 6.3C Identify advantages and limitations of models such as size, scale, properties, and materials. Identify ADVANTAGES AND LIMITATIONS OF MODELS Size Scale Properties Materials Last Updated 10/02/2015 Page 10 of 17

11 STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: V. Cross-Disciplinary Themes E2 Use scale to relate models and structures. 6.3D Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. Relate THE IMPACT OF RESEARCH ON SCIENTIFIC THOUGHT AND SOCIETY History of science Contributions of scientists Possible examples may include: Galileo Galilei (solar system) STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: IV.Science, Technology, and Society C1 Understand the historical development of major theories of science IV.Science, Technology, and Society C2 Recognize the role of people in important contributions to scientific knowledge. 6.4 Scientific investigation and reasoning. The student Last Updated 10/02/2015 Page 11 of 17

12 knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Journals / (science) notebooks Meter sticks Calculators Computers Other equipment as needed to teach the curriculum STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science D3 Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: Last Updated 10/02/2015 Page 12 of 17

13 6.11A Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. Describe PHYSICAL PROPERTIES, LOCATIONS, AND MOVEMENTS OF OBJECTS THAT COMPRISE THE SOLAR SYSTEM Physical properties of objects Temperature Comparative size / mass Composition Terrestrials vs. gas giants Atmosphere Location of objects Relative distance from Sun Movement of objects Orbits Rotation Revolution Objects in the solar system Sun Planets Galilean moons Asteroids Meteors Comets Last Updated 10/02/2015 Page 13 of 17

14 STAAR: Although not identified as a supporting standard, this student expectation builds the foundation for the content of Readiness Standard 8.8A. Project 2061: By the end of the 8th grade, students should know that: Nine (eight) planets of very different size, composition, and surface features move around the sun in nearly circular orbits. Some planets have a variety of moons and even flat rings of rock and ice particles orbiting around them. Some of these planets and moons show evidence of geologic activity. The Earth is orbited by one moon, many artificial satellites, and debris. 4A/M3 Earth is the only body in the solar system that appears able to support life. The other planets have compositions and conditions very different from the Earth's. 4B/M2cd TxCCRS: IX. Earth and Space Sciences C1 Describe the structure and motions of the solar system and its components. 6.11B Understand that gravity is the force that governs the motion of our solar system. Supporting Standard Understand GRAVITY IS THE FORCE THAT GOVERNS THE MOTION OF OUR SOLAR SYSTEM Gravity force of attraction between two objects due to their masses Larger masses have a larger gravitational force than smaller masses Recognize gravitational attraction (force) between Sun and Moon Sun and planets Planets travel in a curved path (ellipse) instead of a straight line Planets and their moon(s) Sun and other objects in our solar system Last Updated 10/02/2015 Page 14 of 17

15 Motion of our solar system Revolution Orbit STAAR: Grade 8 students may be assessed on STAAR regarding their understanding of the gravitational relationships of objects in our solar system and their motion. This concept is not revisited before the STAAR test in Grade 8. Students may be assessed on the unbalanced force of gravity in the context of 6.11B, Earth's motion. Project 2061: By the end of the 8th grade, students should know that: Everything on or anywhere near the earth is pulled toward the earth's center by gravitational force. 4B/M3 Every object exerts gravitational force on every other object. The force depends on how much mass the objects have and on how far apart they are. The force is hard to detect unless at least one of the objects has a lot of mass. 4G/M1 The sun's gravitational pull holds the earth and other planets in their orbits, just as the planets' gravitational pull keeps their moons in orbit around them. 4G/M2 TxCCRS: VIII. Physics A5 Understand the concepts of gravitational force and weight. 6.11C Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. Describe THE HISTORY AND FUTURE OF SPACE EXPLORATION Last Updated 10/02/2015 Page 15 of 17

16 History and Future First liquid fueled rocket (Goddard) First rocket to reach space (Von Braun) First artificial satellite (Sputnik 1) First cosmonaut to orbit the Earth (Yuri) Exploration of the moon (Apollo program) First human to walk on the Moon (Armstrong) U.S. Space Shuttle Program Hubble Space Telescope International Space Station Program Mars Exploration Program Outer planetary unmanned exploration Types of equipment and transportation Rockets Satellites Space shuttles Space probes Space station TxCCRS: VIII. Physics A3 Understand the concepts of mass and inertia. VIII. Physics A5 Understand the concepts of gravitational force and weight. Last Updated 10/02/2015 Page 16 of 17

17 ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. Choose appropriate ELPS to support instruction. Last Updated 10/02/2015 Last Updated 10/02/2015 Page 17 of 17