South Harrison Township Elementary School District

South Harrison Township Elementary School District Committed to Excellence South Harrison Township Elementary School District Course Name: Science Grade Level (s): Grade BOE Adoption Date: September, 2014 Revised: September 21, 2015 ABSTRACT In sixth grade students explore Earth science more extensively using an extensive inquiry approach to the study of the changing surface of the earth. In this science sequence students explore the nature of matter and are introduced to fundamental concepts of physical and earth science that form a foundation upon which to build science knowledge. The sixth grade science program seeks to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to investigate and understand the composition of Earth s surface and how it changes. 1

Trimester I Science Month/Marking September/October November/December Period Standards 2009 New Jersey 5.1.8.A.2, 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-3, 5.2.6.A.1-3, 5.2.6.C.1-2, 5.2.8.A.1-2, 5.1.8.A.2-3, 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-3, 5.2.6.B.1, 5.4.6.C.2, 5.4.8.C.2 Core Curriculum Content Standards (NJCCCS) 5.2.8.A.5-6 Essential Question How are minerals recognized? How do rocks change? Context Characteristics of Minerals Rock Properties Skills and Topics differentiate between the properties of minerals compare gemstones to other minerals distinguish among uses of minerals in foods and building materials investigate local applications of mineral usage identify the natural location of minerals within Earth explore commonplace applications of mineral use determine methods for measuring the volume of irregularly-shaped objects, such as rocks and sea shells (CAD)* utilize measurement equipment (e.g., balance scale, metric rulers, graduated cylinders) (CAD) organize and display data in tables, charts, and graphs exercise laboratory safety predict the path of reflected or refracted light (CAD) describe how prisms can be used to demonstrate that visible light from the sun is made up of different colors compare and contrast the major physical characteristics of solar system objects using data and photographic evidence distinguish among the different forms of rocks: igneous, sedimentary, and metamorphic (CAD) identify the properties of each form of rock discuss the process of weathering explore the chemistry of oxidation (rusting) categorize sediments by size expand on the uses of rocks in society describe the processes by which rocks change from one form to another differentiate between physical and chemical properties of different rock types compare the properties of reactants with the properties of the products when two or more substances are combined and react chemically 2

(CAD) (CAD) outline the organization of elements on the periodic table explain how chemical and physical mechanisms are responsible for creating a variety of landforms Integration of Technology: Writing Formative Assessments: Summative Assessments: Performance Based Assessments (PBA): http://go.hrw.com/gopages/ma.html, www.scilinks.org, www.puzzlemaker.com, http://www.inquiryinaction.org/, www.learner.org, www.njminerals.org/moreid.html#schist, http://astro.unl.edu/naap/motion1/motion1.html, Internet, wireless laptop computers, SMART Boards, Web Quests, metric website, online quiz, virtual field trips: Grand Canyon, RocksForKids, multimedia presentations, Open-ended responses, conclusions and analysis of exploratory activities, student journals Metric system Density stations Mineral identification Crystal growth View solutions using field microscopes Test minerals for characteristics Quizzes, tests, authentic assessments, projects Oxidation of magnetite and iron-rich rocks Bread rock Produce sedimentary, conglomerate rock Compare and contrast experimental rock to actual rock Examine and identify local rocks, authentic assessments, presentations, projects: mineral wheel, Apollo 13, field guide Interdisciplinary Connections ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 3

***Mathematics: 6.RP.1-3, 6.NS.1-8, 6.EE.1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-2, 8.1.8.D.1-3 21st Century Life/Careers: 9.1.A.8.A.1-2, 9.1.8.C.1-3, 9.1.8.D.1-4, 9.3.8.B.2-7 X Global Awareness ***Mathematics: 6.RP.1-3, 6.NS.1-8, 6.EE.1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.8.D.1-3 21st Century Life/Careers: 9.1.A.8.A.1-2, 9.1.8.C.1-3, 9.1.8.D.1-4, 9.3.8.B.2-7 X Civic Literacy X Health Literacy 21 st century Themes: Financial, Economic, Business, and Entrepreneurial Literacy 21 st Century Skills: X Creativity and Innovation X Media Literacy X Critical Thinking and Problem Solving X Life and Career Skills X Information and Communication Technologies Literacy X Communication and Collaboration X Information Literacy Resources: Applicable career options are discussed as they arise throughout the science program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster. * CAD refers to the classroom application document referenced in the 2009 New Jersey Core Curriculum Content Standards. Note: In grades kindergarten through grade 5, individual student differences are addressed through techniques, such as flexible grouping and differentiated instruction in the science classrooms. Guided Reading provides an interdisciplinary link between reading comprehension and the introduction of science topics of study. **2010 Common Core Content Standards: E/LA RL: Reading Literature RI: Reading Informational Text W: Writing SL: Speaking and Listening L: Language RST: Reading in Science and Technical Subjects WHST: Writing in History, 4

Science, and Technical Subjects Math: MD: Measurement and Data N: Real Number System A: Algebra F: Functions G: Geometry S: Statistics and Probability Trimester II Science Month/Marking Period Standards 2009 New Jersey Core Curriculum Content Standards (NJCCCS) Essential Question January February March 5.1.8.A.1-3, 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-4, 5.4.6.B.1-2, 5.4.8.B.1-2 What do fossils tell us about Earth's past? 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-3, 5.2.8.A.7, 5.4.6.B.3-4, 5.4.6.C.1, 5.4.8.C.1, 5.4.6.F.1-2, 5.4.8.F.2 How does weathering affect soil formation? 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-3, 5.4.6.B3-4 How do erosion and deposition change the surface of Earth? 5

Context Fossils The Changing Surface of Earth Skills and Topics explain the principle of construct and superposition in evaluate models determining the relative demonstrating deposition of layers of the rotation of sedimentary rock Earth on its axis describe the natural and the orbit of forces and events that Earth around the have disturbed rock layers sun (CAD)* explain how distinguish unconformities are between created describe the mechanical and process of fossilization in chemical different materials (e.g., weathering rock, amber, asphalt) identify and explain the method of analyze the petrifaction (e.g., horizons of soil replacement of tissues formation with minerals) relate climactic discuss how scientists use effects to information gathered weathering from the fossil record to predict the types study changes over time of ecosystems on the earth s surface that unknown soil explain how scientists samples could have used fossil remains support based on to interpret how life has soil properties changed over time (CAD) describe the reasoning of differentiate using index fossils to fill-in between the gaps in the geologic different types of Erosion and Deposition discuss the following agents of erosion: gravity, glaciers, wind, and water differentiate between continental and valley glaciers determine if landforms were created by processes of erosion based on evidence in pictures or maps (CAD) identify evidence related to erosion describe methods that retard erosion suggest ways to slow erosion to solve real life problems, such as those found in agriculture, construction, and the preservation of historical landmarks (e.g., plant vegetation, gentle slopes) discover the topography of local properties organize and display data compare and contrast erosion in neighboring yards locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images (CAD) model and explain how the description of an object s motion from one observer s view may be different from a different observer s view (CAD0 describe the force between two magnets as the distance between them is changed (CAD) apply knowledge of Earth s magnetic fields to complete an orienting challenge (CAD) 6

record compare and contrast the major eras of the geologic time scale examine Earth s surface features an identify those created on a scale of human life or on a geologic time scale (CAD) examine the changing surface of the earth through the mechanisms of geology and plate tectonics soil and the factors affecting soil formation determine the chemical properties of soil samples used as a location for a community garden relate the importance of soil to the food chain identify the causes and effects of soil erosion specify strategies to prevent soil loss Integration of Technology: Writing: Formative Assessments: http://go.hrw.com/gopages/ma.html, www.scilinks.org, www.puzzlemaker.com, http://www.inquiryinaction.org/, www.learner.org, www.njminerals.org/moreid.html#schist, http://astro.unl.edu/naap/motion1/motion1.html, Internet, wireless laptop computers, SMART Boards, Web Quests, metric website, online quiz, virtual field trips: Grand Canyon, RocksForKids, multimedia presentations, Open-ended responses, conclusions and analysis of exploratory activities, student journals o Making fossils o Geologic column modeling o Rock of ages o Rate of weathering o Simulation of o carbonic acid cave o formation o Rate of descent o Glacier simulation o Illustration of four mass movements represented via 7

Summative Assessments: Performance Based Assessments (PBA): Quizzes, tests, authentic assessments, projects o Soil dissection o Plant growth ph support o Mealworm Olympics drawings o Blowing in the wind producing sand dunes o Testing different slopes o Investigating local erosion, authentic assessments, presentations, projects: mineral wheel, Apollo 13, field guide Interdisciplinary Connections 21 st century Themes: ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***Mathematics: 6.RP.1-3, 6.NS.1-8, 6.EE.1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.8.D.1-3 21st Century Life/Careers: 9.1.A.8.A.1-2, 9.1.8.C.1-3, 9.1.8.D.1-4, 9.3.8.B.2-7 ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***Mathematics: 6.RP1-3, 6.NS.1-8, 6.EE1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.8.D.1-3 21st Century Life/Careers: 9.1.A.8.A.1-4, 9.1.B.8.1-2, 9.1.8.C.1-3, 9.1.8.D.1-4, 9.3.8.B.2-7 X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***Mathematics: 6.RP1-3, 6.NS.1-8, 6.EE1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.8.D.1-3 21st Century Life/Careers: 9.1.A.8.A.1-4, 9.1.B.8.1-2, 9.1.8.C.1-3, 9.1.8.D.1-4, 9.3.8.B.2-7 X Civic Literacy X Health Literacy 8

21 st Century Skills: X Creativity and Innovation X Media Literacy X Critical Thinking and Problem Solving X Life and Career Skills X Information and Communication Technologies Literacy X Communication and Collaboration X Information Literacy Resources: Science (2005). Orlando, FL: Harcourt, Guided Reading Titles Careers: Applicable career options are discussed as they arise throughout the science program. Career options include, but are not limited to, the following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster; Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster. * CAD refers to the classroom application document referenced in the 2009 New Jersey Core Curriculum Content Standards. Note: In grades kindergarten through grade 5, individual student differences are addressed through techniques, such as flexible grouping and differentiated instruction in the science classrooms. Guided Reading provides an interdisciplinary link between reading comprehension and the introduction of science topics of study. **2010 Common Core Content Standards: RST: Reading in Science and Technical Subjects SL: Speaking and Listening L: Language WHST: Writing in History, Science, and Technical Subjects N: Real Number System A: Algebra F: Functions G: Geometry S: Statistics and Probability 9

MD: Measurement and Data G: Geometry Trimester III Science Month/Marking Period Standards 2009 New Jersey Core Curriculum Content Standards (NJCCCS) Essential Question 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-3, 5.2.6.E.3-4, 5.4.6.C.3, 5.4.6.D.1-2, 5.4.8.D1-2 April May June How does plate tectonics account for major geologic events? 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-3, 5.2.6.C.3, 5.2.6.E.4, 5.2.8.A.5, 5.4.6.E.1, 5.4.6.F.1-2, 5.4.8.E.1, 5.4.8.F.2-3, 5.4.6.G.1-2 What is the chemical composition of ocean water? 5.1.8.B.1-4, 5.1.8.C.1-3, 5.1.8.D.1-4, 5.4.6.B.1-2, 5.4.8.B.1-2, 5.4.6.C.2, 5.4.8.C.2-3, 5.4.6.D.1-3, 5.4.6.G.3 How do humans impact the chemical composition of ocean water? 10

Context Plate Tectonics Oceanography Ocean Topography and Pollution Skills and Topics predict what would happen to an orbiting object if gravity were increased, decreased, or taken away (CAD) identify the layers of the earth by their chemical and physical properties model the interactions between layers of the earth describe a continental plate and locate on a map of the earth s surface explain the theory of continental drift and process of sea-floor spreading describe the earth s forces acting on plates demonstrate and explain the frictional force acting on an object with the use of a physical model (CAD) predict if an objectwill sink or float using evidence and reasoning (CAD) apply understanding of the motion of lithospheric plates to explain the volatility of the Pacific Rim generate a conclusion about energy transfer and circulation by observing a model of convection currents (CAD) compare and contrast ocean movement: waves, currents, and tides analyze the chemical makeup of sea water (e.g., salinity, dissolved gases) discuss the origin of the oceans describe the formation of waves and the circulation of water determine the parameters of waves: height, length, crest, and trough model the affect of the moon on spring and neap tides distinguish between surface and density currents and their effect on local weather in the United States explain the relationships among daily temperature, air pressure, and relative humidity data (CAD) create climatographs for various locations around Earth and categorize the climate based on the yearly patterns of temperature andprecipitation explain the geography of the sea-floor investigate the mining of mineral resources on the ocean floor evaluate the continuity between land surfaces and the ocean floor compare and contrast life forms at varying depths analyze the contributions of different life forms to the food chain identify different types of pollution and recommend methods of control 11

Integration of Technology: Writing: (CAD) deduce the story of the tectonic conditions and erosion forces that created sample rocks or rock formations (CAD) discuss evidence supporting arguments for the theory of continental drift and process of sea-floor spread describe how plate movement has created mountain ranges (CAD) illustrate global winds and surface currents through the creation of a world map of global winds and currents that explains the relationship between the two factors (CAD) www.grandcanyon.com, www.physics.sfasu.edu, www.state.nj.us/travel/virtual/sandyhook, www.learner.org, http://heasarc.gsfc.nasa.gov/docs/, http://www.geo.hunter.cuny.edu/bight/pyramid.html, www.teachersdomain.org/, http://nbi.noaa.gov/, http://www.thecoolroom.org/data/data_codar.htm, http://www.geocaching.com/, Internet, wireless laptop computers, SMART Boards, Web Quests, student digital photos, online quiz, multimedia presentations, videos: The Dead Sea, Exxon Valdeze, Gulf Oil Spill, Open-ended responses, conclusions and analysis of exploratory activities, student journals Formative Assessments: o Studying convection cracks in the hardboiled earth o Simulating faults o Domino activity o Floating cork o Coriolis effect o Sinking salt o Sink or float o Field trip to beach to observe the ocean and its movement o Shells of New Jersey o Living fossil laboratory o Characteristics of beach sand from all over the world o Exxon Valdez o modeling o Gulf oil spill o Observe specimens collected from field trip 12

Summative Assessments: Performance Based Assessments (PBA): Interdisciplinary Connections: 21 st century Themes: Quizzes, tests, authentic assessments, projects, authentic assessments, presentations, projects: worm bin, musical plates-ciese, group design and demonstration of experiment ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***Mathematics: 6.RP1-3, 6.NS.1-8, 6.EE1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1-3, 8.2.8.A.1, 8.2.8.G.1-2 21st Century Life/Careers: 9.1.A.8.A.1-4, 9.1.B.8.1-2, 9.1.8.C.1-3, 9.1.8.D.1-5, 9.1.8.F.1-2, 9.2.8.A.1-3, 9.3.8.B.2-7 X Global Awareness ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***Mathematics: 6.RP1-3, 6.NS.1-8, 6.EE1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.8.D.1-3 21st Century Life/Careers: 9.1.A.8.A.1-4, 9.1.B.8.1-2, 9.1.8.C.1-3, 9.1.8.D.1-4, 9.3.8.B.2-7 Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy X Health Literacy ***ELA: RST.6-8.1-10, WHST.6-8.1-10, SL.6.1-6, L.6.1-6 ***Mathematics: 6.RP1-3, 6.NS.1-8, 6.EE1-9, 6.G.1-2, 6.SP.1-5 Technology: 8.1.8.A.1-5, 8.1.B.1, 8.1.8.C.1, 8.1.8.D.1-3, 8.1.8.E.1, 8.2.8.A.1, 8.2.8.G.1-2 21st Century Life/Careers: 9.1.A.8.A.1-4, 9.1.B.8.1-2, 9.1.8.C.1-3, 9.1.8.D.1-5, 9.1.8.F.1-2, 9.2.8.A.1-3, 9.3.8.B.2-7 13

G: Geometry 15