TEXTBOOK Three modules of Science Explorer published by Prentice Hall in 1997 are used in this course. Dynamic Earth for Earth Science, Ecology Earth's Living Resources for Life Science, and Motion Forces and Energy for Physical Science. Inquiry-Based Instruction Engaging students in inquiry-based instruction is one way of developing conceptual understanding, content knowledge, and scientific skills. Scientific inquiry as a means to understand the natural and human-made worlds requires the application of content knowledge the use of scientific skills. Students should have curricular opportunities to learn about and understand science and technology/engineering participatory activities, particularly laboratory, fieldwork, and design challenges. The October 2006 Science and Technology/Engineering Framework recommends that inquiry, experimentation, and design is not be taught or tested as separate, standalone skills. Rather, opportunities for inquiry, experimentation, and design arise within a well-planned curriculum. Skills for Grades 6 8 Formulate a testable hypothesis. Design and conduct an experiment specifying variables to be changed, controlled, and measured. Select appropriate tools and technology (e.g., calculators, computers, thermometers, meter sticks, balances, graduated cylinders, and microscopes), and make quantitative observations. Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, and demonstrations. Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patterns or trends in the data. Communicate procedures and results using appropriate science and technology terminology. Offer explanations of procedures, and critique and revise them. for Inquiry Teachers Domain lesson on Scientific Process Teachers Domain Finding Averages as Means For skill of presenting and explaining data 1. Recognize, interpret, and be able to create models of the earth s common physical features in various mapping representations, including contour maps. The definitions of the earth s common physical features. The definition of a contour map. And various mapping representations. EARTH & SPACE SCIENCE Prepare: Pairs generate the K and W portion of the K-W-L chart (pg83 ABC Brainstorming CRISS Page 333: to turn into a project: ABC booklet of landforms which includes definitions and visual representations of the various landforms. Students will work with physical maps and contour maps to locate and interpret the various physical features and map representations on the earth. Diagram and label various landforms on a map. Apply knowledge of landforms and mapping representations by creating accurate booklets. When given a contour map with key September December Page 1 of 22
2. Describe the layers of the earth, including the lithosphere, the hot convecting mantle, and the dense metallic core. Create a visual booklet that includes definitions and visual representations of the earth s physical features. Recognize landforms maps including contour maps. The definitions of density, crust,mantle, lithosphere and core. The layers of the Earth. Describe the layers and their composition. Create a cross section of the Earth; label all parts and include a description of each Create 3D maps of physical features. Online Spinning Earth Online lesson plan In Mapping Potato Island students create a topographic map of a potato. Online lesson plan Pangea Puzzle uses a potato to demonstrate the differences between a flat map and a globe. Triangular Comparison Diagram Criss Manual page 293 Two Column CRISS page 118 Students will create a cross section of the Earth using dough which includes labels of the layers (lithosphere, mantle, core ) Create a bulletin board/poster board diagramming and describing the layers of the earth. Prentice Hall Textbook Dynamic Earth use chapters 1 and 3 as a guide. Questions for review/vocabulary. features, students will be able to recognize landforms accurately. Diagram and label the layers of the earth including the hot convecting mantle and the dense metallic core. Use created cross sections of the earth to peer teach others about the earth s layers. Prentice Hall Textbook Dynamic Earth chapters 1 and 3 as a guide for assessment. September December Online Earth s Composition Online - Spheres Online Layers of the Earth 3. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred the earth s system. The differences (and definitions) between radiation, conduction, and convection. Radiation, conduction and convection are mechanisms by which heat is transferred the earth. Triangular Comparison Diagram page 293 Prentice Hall Dynamic Earth Pages 66 and 67 Cite examples of types of radiation, conduction, and convection as related to heat transfer in/on specific places in/on the earth September December Create a visual showing the differences between radiation, Page 2 of 22
4. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere. conduction, and convection. Clearly define radiation, conduction, and convection and compose an essay detailing the differences. Relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere. Describe in written and/or pictoral form the relationships among the energy provided by the sun, the global patterns of atmospheric movement and the temperature differences among water, land, and atmosphere Create a slideshow outlining the above relationships. Science Anytime Textbook 5 th grade Unit A Weather Watch Create Cause and effect statements describing the temperature relationships between water, land, and atmosphere. Online Solar Radiation Interdisciplinary Connection Link to Math standards 6.P.4 and 6.D.2 about constructing and interpreting graphs by developing graphs that illustrate the relationships in this standard such as comparing energy provided by the sun and temperature differences among water, land, and atmosphere. Teachers Domain lesson that could be helpful is Line Graphs Showing Change Over Time. Apply the same learning about graphs when addressing Life Science standard s 17and 18. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land and atmosphere in written form. September December Page 3 of 22
5. Describe how the movement of the earth s crustal plates causes both slow changes in the earth s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). 6. Describe and give examples of ways in which the earth s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. The effects of the crustal plates How/why/where volcanoes and earthquakes erupt/occur. Differentiate between the types of volcanoes. Describe the different types of earthquake waves. Locate the three volcano/earthquake zones and describe the relationship to the movement of the earth s crustal plates. The effects of weathering on the Earth s surface. The Earth s surface in built up and torn down by natural process. The definitions of deposition, sediments, rock formation, erosion, and weathering. Triangular Comparison Diagram page 293 CRISS Manual CRISS manual page 292 Compare & Contrast slow and rapid changes One-sentence Summary Frames Text page 294 Prentice Hall Textbook Dynamic Earth Chapter 3 --Section Questions, study guides, notes as a guide. --Laboratory Investigation Mapping Lithospheric Plates page 74 Online Evidence of Plate Tectonics Online - Tectonics Online Plate Tectonics Online Geologic Time Online Tour of Geologic Time Online Evidence of Plate Tectonics Online Living in Earthquake Country Online Earth Our World in Motion Online - Tectonics Online Plate Tectonics Online Multiple links about plate tectonics Online Earthquakes shows location of recent quakes and much more Online Multiple links about earthquakes Online Plate Boundaries Online Earth Science Game from NASA CRISS Magnet Summaries Page 109 One Sentence Summaries page 111 CRISS Manual page 287 Picture Maker Two column-notes process notes137-141 Students will create before and after visuals showing and explaining the effects of weathering on the earth s surface. Prentice Hall Textbook Dynamic Earth Chapter 3 assessment Explain the effects of crustal plates Prentice Hall Textbook Dynamic Earth Chapters 5 and 6 as guide for assessment September December September December Page 4 of 22
Create before and after visuals of the effects of weathering on various parts of the Earth s surface. Explore the landscape around the school and look for evidence of the surface being built up and/or torn down by natural process. Report on the findings. Tour the school yard and look for evidence of the surface being built up and/or torn down by natural process. Create reports and visuals portraying findings. Online Mountain Building Online Erosion Online - Weathering 7. Explain and give examples of how physical evidence, such as fossils and surface features of glaciation, supports theories that the earth has evolved over geologic time. Physical evidence, such as fossils and surface features of glaciation supports theories that the earth has evolved over geologic time. HM Thteme 2, Selection 3 nonfiction about scientists interpreting a site with dinosaur bones, and story about scientist categorizes information. Science skills can be linked to this theme. HM Theme 2, Check Your Progress is historical fiction about Pompeii being covered by Volcanic eruptions. Research to find evidence of the remains of one plant, one land formation and one animal that existed in different evolutionary periods. Explore samples of fossils and explain in writing how they support the theories that the earth has evolved overgeologic time. Research online the findings of archeologists and provide written evidence of their findings which supports these theories. Prentice Hall Textbook Dynamic Earth Chapter 3 section3-1 Online Visual of Geologic Time Online Geologic Time Online Fossils Through Time Online Fossil Resource Online Lesson Plan Dating Fossils Online Lesson Plant - Fossils Game Recreate Animal from Fossils Online Change Over Time September December Page 5 of 22
8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions. 9. Describe lunar and solar eclipses, the observed moon phases, and tides. Relate them to the relative positions of the earth, moon, and sun. 10. Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). 11. Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons. 12. Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars. 1. Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom. 2. Recognize that all organisms are composed of cells, and that many organisms are singlecelled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. 3. Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). LIFE SCIENCE Page 6 of 22
4. Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. 5. Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms. 6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. 7. Recognize that every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism s chromosomes. Heredity is the passage of these instructions from one generation to another. 8. Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes. 9. Compare sexual reproduction (offspring inherit half of their genes from each parent) with asexual reproduction (offspring is an identical copy of the parent s cell). 10. Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. 11. Recognize that evidence drawn from geology, fossils, and comparative anatomy provides the basis of the theory of evolution. 12. Relate the extinction of species to a mismatch of adaptation and the environment. Page 7 of 22
13. Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive. 14. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The definition of an ecosystem and the role of living and nonliving members That an ecosystem must be self-sustaining Create a visual ecosystem including living and nonliving members. Observe an actual ecosystem (pond) and create a diagram showing how they are dependent on each other and the roles of individuals. What producers, consumers, and decomposers are. How energy is transferred from one organism to another. Students will be able to DO Create a flow chart starting with the producers, next primary consumers, followed by secondary consumers, last the decomposers. Each species must be identified and labeled. Use food webs and chains to show the transfer of energy from one organism to the next. Venn Diagram page 291 CRISS Manual living vs nonliving Students create a slide-show/or a diagram illustrating interactions and roles of organisms within a selected ecosystem. Prentice Hall Textbook Ecology Earth s Living Resources -- use chapters 1 as a guide. Questions for review/vocabulary. Houghton Mifflin Theme 3, Selection 4 Problems faced by hatching loggerhead turtles interacting with a beach ecosystem. Triangular Comparison Diagram Producers/consumers/decomposers) Page 293 CRISS K-W-L Chart page 290 CRISS Two-Column Notes page 118 CRISS Create a food web poster board project. Identify each organism and label as a producer, consumer, or decomposer. Owl pellet dissection to link predators/prey in a food web Prentice Hall Textbook Ecology Earth s Living Resources -- use chapters 1 as a guide. Questions for review/vocabulary. Online Resource Energy and Ecosystems Online What s For Dinner? Online Forest Food Web Online Food Chain Movie Online Food Chain Brain Pop Online Feeding relationships Online Food Chains Identify and label interactions and functions of organisms within a given ecosystem. MCAS OR format question Prentice Hall Textbook Ecology Earth s Living Resources: Chapter Review pages 42 and 43 Chapter 1 Test Explain and identify each organisms role in transferring energy in a given food web. Apply knowledge by presenting poster board projects to peers and clearly explaining the roles and process of energy transfer. MCAS open response format question Prentice Hall Textbook Ecology Earth s Living Resources: Chapter Review pages 42 and 43 Chapter 1 Test January April January April Page 8 of 22
15. Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. 16. Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms. The specific role of decomposers in an ecosystem. The importance of organic matter to the sustainability of an ecosystem. Recognize decomposers (worms, bacteria, fungi) and the jobs they do. Create compost bins.home or school..soda bottles if in school. The definition and role of a producer. The photosynthesis process. Create visuals diagramming the process of photosynthesis. Label all parts clearly. Experiment with seeds (beans) grown in light and dark. Keep a journal of daily happenings. Record findings and compare results. CRISS page 294 One-sentence Summary frames for Common Text Structures Experiment: Create soda bottle compost bins. Add food scraps, weeds, other garbage, dirt, and red wigglers. Observe changes/record daily findings in a journal. Prentice Hall Textbook Ecology Earth s Living Resources -- use chapters 1 as a guide. Questions for review/vocabulary. Concept Definition Map: CRISS Manual page 306 RAFT CRISS page 186-189 Experiment with seeds (ex. Bean plants). Formulate a hypothesis on conditions which will yield the best results. Grow in a light and dark. Chart progress daily. Compare results. Explain the process and role decomposers play in an ecosystem. MCAS open response format question Prentice Hall Textbook Ecology Earth s Living Resources: Chapter Review pages 42 and 43 Chapter 1 Test Explain the process of photosynthesis and identify the key components of the process. January April January April Students will create visuals which diagram Create Classroom terrariums 17. Identify ways in which ecosystems have changed out geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophes such as volcanic eruptions or ice storms. Ways in which ecosystems have changed out geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Ecosystem changes may be the result of catastrophes such as volcanic eruptions or ice storms. Create a before and after visual identifying ways in which an ecosystem has changed out geologic time. Online - Photosynthesis Project: create before and after visuals of a location that has changed geologic time. Example: Mt. St Helens Read book Volcano by Patricia Lauber.(chapter 3 focus is on survivors and colonizers). HM Theme 3, Selection 4 main story is Explain how ecosystems change out geologic time and in response to physical conditions January April Page 9 of 22
(Address impact of natural catastrophes in grade 6) Research an area that has been impacted by a geologic catastrophe; report on before and after findings. about relationships ; how people are impacted by a nor easter that might destroy baby turtles. Possible connection to Science Skills use them to develop a plan for dealing with this situation. Linking this here is rather forced, but it s the only theme 3 connection to sci or soc st. Reciprocal Teaching page 76 CRISS Two Column Notes Online Adaptation and Competition Online - Adaptation Online Global Ups and Downs explores several aspects of this standard 18. Recognize that biological evolution accounts for the diversity of species developed gradual processes over many generations. 1. Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object. Interdisciplinary Connection Link to Math standards 6.P.4 and 6.D.2 about constructing and interpreting graphs of changes over geologic time. Teachers Domain lesson that could be helpful is Line Graphs Showing Change Over Time. Apply the same learning about graphs when addressing Life Science standard 18 and Earth Science standard 4. PHYSICAL SCIENCES (Chemistry and Physics) Page 10 of 22
2. Differentiate between volume and mass. Define density. 3. Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. 4. Explain and give examples of how mass is conserved in a closed system. 5, Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. 6. Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). 7. Give basic examples of elements and compounds. 8. Differentiate between mixtures and pure substances. 9. Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample. 10. Differentiate between physical changes and chemical changes. Page 11 of 22
11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed. The motion of an object can be described by its position, direction of motion and speed. The concepts of motion, speed, direction, and position. Explain how the motion of an object can be described by its position, direction of motion, and speed. Cite examples (either written or physical evidence) of how the motion of an object can be described by its position, direction of motion, and speed. Students will experiment with objects in motion and collect data showing how the motion of an object can be described by its position, direction of motion, and speed. Prentice Hall Textbook Motion Forces and Energy Chapter 1..section questions, reading, Online Resoruce Forces and Motion Online Motion of Objects Prentice Hall Textbook Motion Forces and Energy Chapter 1 assessment May June 12. Graph and interpret distance vs. time graphs for constant speed. The concept of time vs. speed and general graphing concepts. Basic knowledge for graphing and interpreting distance vs. time graphs for constant speed. Create a graph with a written interpretation showing distance vs. time for constant speed after experimenting with vehicles traveling down a ramp. Students will predict the time it would take to double or triple the trip traveling at a constant speed. Students will experiment by rolling vehicles (ex: matchbox cars) down a ramp of a given measure and timing the speed. The results will be graphed and interpreted in written form. Prentice Hall : Motion, Forces, and Energy Activity Bank Pg 138 Flying High Experiment with paper airplanes. Graph and analyze results. Prentice Hall Textbook Motion Forces and Energy Chapter 1 assessment Successfully graph and interpret distance vs. time data showing constant speed of an object May June Experiment with objects (balls, marbles ) and using various formulas calculate the speed on an object. Online Space and Time Page 12 of 22
13. Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. The definitions of potential and kinetic energy. The differences between potential and kinetic energy. How to identify situations where kinetic energy is transformed into potential energy and vice versa. Clearly describe the differences between potential and kinetic energy. Identify and explain real life situations where kinetic energy is transformed into potential energy vice versa. Venn Diagram CRISS Manual page 291 Contrast & Compare Chart: CRISS Manual page 292 Potential energy on one side/kinetic energy on the other side. Discovery Activity: Prentice Hall Motion Forces and Energy Page 123 Follow the Bouncing Ball Activity Create a two-side visual showing different forms of potential and kinetic energy. Label and explain what is happening. Ex. a yoyo or rubber band sitting on a desk on the potential side. Then the same yo-yo and rubber band in motion on the kinetic side Prentice Hall Motion Forces and Energy Chapter 5 Chapter Review on pages 128-129 (multiple choice, true of false, concept mastery, and critical thinking and problem solving questions). Analyze and accurately interpret different forms of potential and kinetic energy. May June 14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. 15. Explain the effect of heat on particle motion a description of what happens to particles during a change in phase. 16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium. Online Energy Basics Online Energy Quest (lots of LOUD activities) Online Kinetic Energy TECHNOLOGY / ENGINEERING Page 13 of 22
1.1 Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (e.g., strength, hardness, and flexibility). HM Theme 6, Selection 1, Technology Link might be a place to pull in engineering. HM Theme 6, Selection 2 tech/eng for building a rocket. Page 14 of 22
1.2 Identify and explain appropriate measuring tools, hand tools, and power tools used to hold, lift, carry, fasten, and separate, and explain their safe and proper use. Page 15 of 22
1.3. Identify and explain the safe and proper use of measuring tools, hand tools, and machines (e.g., band saw, drill press, sander, hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) needed to construct a prototype of an engineering design. Page 16 of 22
2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. 2.2. Demonstrate methods of representing solutions to a design problem, e.g., sketches, orthographic projections, multiview drawings. Page 17 of 22
2.3 Describe and explain the purpose of a given prototype. 2.4 Identify appropriate materials, tools, and machines needed to construct a prototype of a given engineering design. 2.5 Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype. 2.6 Identify the five elements of a universal systems model: goal, inputs, processes, outputs, and feedback. 3.1 Identify and explain the components of a communication system, i.e., source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. Page 18 of 22
3.2 Identify and explain the appropriate tools, machines, and electronic devices (e.g., drawing tools, computer-aided design, and cameras) used to produce and/or reproduce design solutions (e.g., engineering drawings, prototypes, and reports). 3.3 Identify and compare communication technologies and systems, i.e., audio, visual, printed, and mass communication. 3.4 Identify and explain how symbols and icons (e.g., international symbols and graphics) are used to communicate a message. 4.1 Describe and explain the manufacturing systems of custom and mass production. Page 19 of 22
4.2 Explain and give examples of the impacts of interchangeable parts, components of mass-produced products, and the use of automation, e.g., robotics. 4.3 Describe a manufacturing organization, e.g., corporate structure, research and development, production, marketing, quality control, distribution. 4.4 Explain basic processes in manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, quality control, and safety. 5.1 Describe and explain parts of a structure, e.g., foundation, flooring, decking, wall, roofing systems. 5.2 Identify and describe three major types of bridges (e.g., arch, beam, and suspension) and their appropriate uses (e.g., site, span, resources, and load). Page 20 of 22
5.3 Explain how the forces of tension, compression, torsion, bending, and shear affect the performance of bridges. 5.4 Describe and explain the effects of loads and structural shapes on bridges. 6.1 Identify and compare examples of transportation systems and devices that operate on or in each of the following: land, air, water, and space. 6.2 Given a transportation problem, explain a possible solution using the universal systems model. 6.3 Identify and describe three subsystems of a transportation vehicle or device, i.e., structural, propulsion, guidance, suspension, control, and support. Page 21 of 22
6.4 Identify and explain lift, drag, friction, thrust, and gravity in a vehicle or device, e.g., cars, boats, airplanes, rockets. 7.1 Explain examples of adaptive or assistive devices, e.g., prosthetic devices, wheelchairs, eyeglasses, grab bars, hearing aids, lifts, braces. 7.2 Describe and explain adaptive and assistive bioengineered products, e.g., food, bio-fuels, irradiation, integrated pest management. Page 22 of 22