GLE # Lafayette Parish School System Grade:6 th Science: Unit 1:Building a Better Scientist Time Frame: August 15 Sept 2 (2 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation Unit Description This unit is designed to build a foundation of learning and investigation that will serve the teacher and the students in the units that follow. Student Understandings The students will develop a foundation of science skills that include measurement, classification, setting up and using a science learning log, investigation procedures, safe science practices, documenting science observations, and working in cooperative groups. Students will also practice note-taking skills using the literacy strategy of split-page notetaking. Class Procedures Focus Questions Learning Logs Safety Safety Quiz Safety Contract Science Interactive Textbook: pgs. 4-9, 18-27, 44-53, 54-61, 76-81 Activity 1: should address lab safety, team building, and activity that incorporates scientific investigation Sponge Bob Safety Practice: www.scienceclass.net/index.htm Team Building (marshmallow tower) www.sciencelass.net/index.htm (choose one) Sucker Lab Think Like a Scientist Sink or Float (look for an activity that incorporates experimenting and variables) Vocabulary: analyze, balance scale, bar graph, beaker, circle graph, control, dependant variable, experiment, graduated cylinder, gram, hypothesis, independent variable, manipulated variable, inference, interpret, interval, invalid, line graph, measurement, meter, metric ruler, observation, perception, thermometer, unit, variable, verify, x-axis, y-axis Lab Safety Presentations: http://science.pppst.com/labwork.html Brain Pop: Scientific Methods http://glencoe.mcgrawhill.com/sites/dl/free/0078802482/1641 55/00044686.html Scientific Method: http://science.pppst.com/scientificmeth od.html Identifying Variables: http://science.pppst.com/variables.html 6 th Science 2011-2012 1
GLE # Lafayette Parish School System Grade:6 th Science: Unit 1:Building a Better Scientist Time Frame: August 15 Sept 2 (2 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation PS1 Measure and record the volume and mass of substances in metric system units Science Interactive Textbook: pgs. 102-105 Activity 2: Questions/Questions Activity 3: Split page note-taking (use the Prentice Hall Skills Handbook found at the back of all Prentice Hall Textbooks) LCC- literacy strategies description Introduction to scientific process Experimental design scenarios including sponge bob additional practice can be found at: http://www.science-class.net/index.htm Brain Pop movie on Scientific Method Scientific Method Crossword: http://sciencespot.net/index.html Activity 4: Learning Logs that Swing or Penny Lab METRIC SYSTEM Introduction to Metric Measurement: (equipment, units, and measurement techniques) Little Milli Metrics Metric Pyramid: http://www.nist.gov/public_affairs/kids /metricpyramidfinal1.pdf Activity 5: Mini Metric Olympics (2 days) 6 th Science 2011-2012 2
GLE # Lafayette Parish School System Grade:6 th Science: Unit 2: Properties of Matter Time Frame: 5 weeks Sept. 6-Oct 12 GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation Unit Description Matter and its states/phases are reviewed and chemical and physical properties are explored. This unit also introduces the concept of density and illustrates how density can be used as an example of a physical property. Student Understandings Students will develop and strengthen their ability to identify and discriminate between physical and chemical properties of matter. Developing the student s ability to measure matter correctly is also a necessity when building science concepts. Students will develop an understanding of the relationship between mass, volume, and density. PS6 C PS7 C PS8 I Draw or Model the movement of atoms in solid, liquid and gaseous states Simulate how atoms and molecules have kinetic energy exhibited by constant motion Determine the temperatures at which water changes physical phases (e.g., freezing point, melting point, boiling point) The student will create illustrations that indicate their understanding of the placement of atoms in different states of matter. ileap Key Content: Describe the movement of atoms in solid, liquid, and gaseous states. Leap Key Concept: Recognize or describe that all matter is made up of constantly moving particles and the state of matter depends on ht energy and motion of the particles. ileap Key Concept: Make comparisons about the temperature at which water changes phases (freezing point, melting point, boiling point) Pretest: Unit 2 Chemical and Physical Properties Probe: Is it Matter Science Interactive Textbook: pgs.118-125, 126-133 Act 1: It Does Matter Act 1b: BB Activity Vocabulary: Solid, Liquid, Gas, Bose-Einstein Condensate, Plasma Science Interactive Textbook: pgs.118-125, 126-133 Vocabulary: Kinetic Theory of Matter Science Interactive Textbook: pgs. 126-133 Act 1c: Phase transition Act 1d: Raft Writing/Brochure Vocabulary: Phase transition, Melting, Freezing, Evaporation, Boiling, Condensation, Sublimation Standardized Test Prep on Matter: http://glencoe.mcgrawhill.com/sites/007877846x/student_view 0/unit1/chapter2/standardized_test_pract ice.html http://glencoe.mcgrawhill.com/sites/007877846x/student_view 0/unit2/chapter4/standardized_test_pract ice.html http://glencoe.mcgrawhill.com/sites/007877846x/student_view 0/unit2/chapter5/standardized_test_pract ice.html Temperature Changes Everything http://www.sciencenetlinks.com/lessons. php?benchmarkid=4&docid=167 States of Matter and Phases Changes: http://www.stevespanglerscience.com/e xperiments/031 Brain Pop: Matter Changing State http://glencoe.mcgrawhill.com/sites/dl/free/007877846x/16415 5/00053405.html 6 th Science 2011-2012 1
GLE # Lafayette Parish School System Grade:6 th Science: Unit 2: Properties of Matter Time Frame: 5 weeks Sept. 6-Oct 12 GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation Interactive Crossword Puzzle: http://glencoe.mcgrawhill.com/sites/dl/free/007877846x/16711 9/index.html PS1 Measure and record the volume and mass of substances in metric system units The learner will find the mass and volume of regular and irregular objects. The learner will explain the difference between mass and weight. Guiding Question: Can students explain the difference between mass and weight. Science Interactive Textbook: pgs. This was covered in Unit 1. Strengthen and deepen this GLE with additional activities and student practice. Act 2: Can You Measure Up? (Mass and Volume Column) Act 2b: Finding Volume of an Irregular Object Dry Ice can be purchased at: B & S Dry Ice Sales 409 West Pinhook Road Lafayette, LA 70503 (337) 237-7529 Brain Pop: Measuring Matter http://glencoe.mcgrawhill.com/sites/dl/free/007877846x/16175 2/00076709.html Guiding Question: Can students determine the volume of regular-shaped and irregularshaped objects? Vocabulary: Qualitative, Quantitative, Law of Conservation of Mass, Mass, Volume, Weight, Meniscus PS2 Calculate the density of large and small quantities of a variety of substances (e.g., aluminum foil, water, copper, clay, rock) The learner will calculate the volume, mass and density of similarly sized objects. The learner will determine that liquids have different densities. Guiding Question: Can students explain the difference between mass and density? Guiding Question: Can student determine the density of a liquid and a solid? Science Interactive Textbook: pgs. 106-107 Act2: Can You Measure Up? (Density Column) Act 3: Volume Vs. Mass Act 4: Density Exploration (Choose one of the following activities) Activity 4b: Different Densities of Liquids Gummy Bear (Great activity to review all concepts for GLE 1 & 3) http://sciencespot.net/media/mmaniabearlab.pdf Vocabulary: Volume, Density, Displacement Calculating Density: http://glencoe.mcgrawhill.com/sites/007877846x/student_view 0/unit2/chapter4/math_practice.html http://glencoe.mcgrawhill.com/sites/007877846x/student_view 0/unit2/chapter5/math_practice.html Density Labs: http://www.stevespanglerscience.com/e xperiments/density- 6 th Science 2011-2012 2
GLE # Lafayette Parish School System Grade:6 th Science: Unit 2: Properties of Matter Time Frame: 5 weeks Sept. 6-Oct 12 GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation http://www.algebralab.com/practice/pra ctice.aspx?file=word_density.xml http://www.middleschoolscience.com/d unkinfordensity.pdf http://www.classtech2000.com/techined/ full2b/density/density.htm PS4 Differentiate between the physical and chemical properties of selected substances To determine the difference between physical and chemical properties. Guiding Question: Can students differentiate a physical property from a chemical property? ileap Key Concept: Identify physical properties and chemical properties of substances Science Interactive Textbook: pgs. 92-95 Activity 5 or 6: Hey Sugar, Identifying Properties with Twizzlers, or Cleaver Kitchen Chemist Vocabulary: Physical properties, chemical properties, Heterogeneous, Homogeneous, Mixture, Pure Substance, Solute, Solution, Solvent, color, texture, odor, burn, rust Measuring Matter: http://phschool.com/webcodes10/index. cfm?fuseaction=home.gotowebcode& wcprefix=cgd&wcsuffix=1012 http://www.saskschools.ca/curr_content/ science9/chemistry/lesson4.html Leap Key Concept: Compare physical properties of materials(density, freezing or boiling point, solubility, malleability, conductivity, magnetism) PS5 Compare physical and chemical changes Guiding Question: Can students identify the chemical or physical changes associated with the reactions they observed in their investigations? ileap Key Concept: Determine physical and chemical changes Science Interactive Textbook: pgs. 108-112, 188-194 Act. 7: Ice Cream in a Bag NOTE: This activity could be done in unit 3. Vocabulary: Physical Change, Chemical Change, Endothermic and Exothermic http://www.middleschoolscience.com/p hysical-chemical-change-activity.pdf http://www.saskschools.ca/curr_content/ science9/chemistry/lesson8.html 6 th Science 2011-2012 3
GLE # Lafayette Parish School System Grade:6 th Science: Unit 2: Properties of Matter Time Frame: 5 weeks Sept. 6-Oct 12 GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation United Steaming Clip: Matter and Its Properties: Changes in Matter http://player.discoveryeducation.com/index.cfm?guidass etid=85b1d471-15a4-4294-88e2-43497fd983f4&blnfromsearch=1&productcode=us Video Sheet that corresponds to United Streaming Clip: http://sciencespot.net/media/unitedstreaming/physchem Chg_moviewkst.pdf Unit Test 6 th Science 2011-2012 4
GLE # Lafayette Parish School System Grade:6 th Science: Unit 3:Elements, Compounds, and Reactions Time Frame: October 13- November 18 (5 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation Unit Description This unit is designed to incorporate tasks that will introduce the student to the basics of chemical reactions and atomic structure. Student Understandings An understanding of the structure of the atom, properties of the atom, and various ways that elements react are the foci of this unit. The periodic table should be introduced, and students should learn the basis for placement of an element on the chart, as well as the information about the element that is included on this reference tool. Students should be able to identify an element s atomic mass and know the relationship of atomic number to the number of protons and electrons. Students should recognize that some solutions are better conductors of electricity. PS3 (I) PS10 Construct models that replicate atomic structure for selected common elements from the periodic table (PS-M- A2) Identify the average atomic masses of given elements using the periodic table (PS-M- A7) ileap Key Concept: Identify elements and compounds from a variety of sources. LEAP Key Concept: Differentiate between protons, neutrons, electrons, ions, and molecules. Identify elements in common objects (clothing, food, tools, rocks, soil, water). Guiding Question: Can students model atomic structure in chemical reactions? ileap Key Concept: Identify atomic mass of a given element. LEAP Key Concept: Relate valence electrons to bonding and types of chemical bonds. Identify accurate bond illustrations. Use the periodic table to classify or identify properties of individual or Unit 3 Pretest: Elements, Compounds, and Reactions Probe: Is It Made of Molecules? Science Interactive Textbook: pgs. 145-151 Forces 5 Telecast Elementary Atoms Activity 1: A is for Atom Vocabulary: Atom, Electrons, Protons, Neutrons, Nucleus, Energy Levels Science Interactive Textbook: pgs. 152-159 Activity 2: Cousin Al Activity 3: Bohr Model Activity 4: Dot, Dot, Dot Activity 5: Shell Collecting Vocabulary: Atomic Mass, Atomic Number, Electron Cloud, Energy Levels, Element, Periodic Table, Group, The following link provides additional resources for this unit focusing on the atom, periodic table, bonding, models and dot diagrams. http://www.sciencespot.net/pages/class chem.html#anchor-ptable Adam s Family Periodic Table Basics Brain Pop: Atomic Model http://glencoe.mcgrawhill.com/sites/dl/free/0078802482/1641 55/00044672.html Standardized Test Practice: http://glencoe.mcgrawhill.com/sites/007877846x/student_vie w0/unit3/chapter6/standardized_test_pr actice.html Bonding Basics Concentration Game: http://glencoe.mcgrawhill.com/sites/007877846x/student_vie w0/unit3/chapter6/interactive_tutor.ht ml# Atomic Basics: http://www.sciencespot.net/media/ato micbasics.pdf 6 th Science 2011-2012 1
GLE # Lafayette Parish School System Grade:6 th Science: Unit 3:Elements, Compounds, and Reactions Time Frame: October 13- November 18 (5 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation group of elements Guiding Question: Can students explain the difference between ionic and covalent bonding? Can students explain how an element s mass is determined from the periodic table? Family, Valance Electrons, Period, Chemical Bond, Ionic Bond, Covalent Bond, Compounds, Molecules, Ions Periodic Table Basic Review: http://www.sciencespot.net/media/ptab lebasics1.pdf http://www.sciencespot.net/media/ptab lebasicscards1.pdf PS5 Compare physical and chemical changes (PS-M- A3) ileap Key Concept: Determine physical and chemical changes. Science Interactive Textbook: pgs. Review 100-101, 108-112, 188-194 Activity 6: Action Reaction NOTE: You can do Unit 2 Act 7: Ice Cream in a Bag Activity 7: Electrical Conductivity NOTE: This activity has been moved to unit 5. Activity 8: We ve Got Zip IS 6: How do I get a reaction out of you? Brain Pop: Property Changes http://glencoe.mcgrawhill.com/sites/dl/free/007877846x/1603 50/00044680.html PS9 (I) Describe the properties of reactants and products of chemical reactions observed in the lab (PS-M-A6) ileap Key Concept: Describe the properties of reactants. Describe the products of chemical reactions. Identify the mass of reactants and products in a given chemical reaction. LEAP Key Concept: Identify reactants, products, and indications (energy changes, formation of new substances) of chemical reactions and that the mass of products is the same as the mass of the reactants. Vocabulary: Chemical Equation, Chemical Formula, Coefficient, Subscript, Endothermic, Exothermic, Compound, Products, Reactants, Chemical Reactions, Rate Science Interactive Textbook: pgs.188-193 Addressed in LCC Activity 8 Fireworks Web Quest: http://glencoe.mcgrawhill.com/sites/007877846x/student_vie w0/unit3/webquest.html Extra Practice: http://www.sciencespot.net/media/ato micmath.pdf Guiding Question: Can students describe how the mass of products in a chemical reaction compare with the mass of the 6 th Science 2011-2012 2
GLE # Lafayette Parish School System Grade:6 th Science: Unit 3:Elements, Compounds, and Reactions Time Frame: October 13- November 18 (5 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation reactants in that reaction? PS11 Compare the masses of reactants and products of a chemical reaction. Science Interactive Textbook: pgs. 113, 196-200 http://www.fifeschools.com/cjh/staff/pmoseley/documents/l awconservemass.pdf (Note: add a balloon on top of the flask to trap the gas and create a true closed system) PS40 (C) PS4 PS12 (C) Identify heat energy gains and losses during exothermic and endothermic chemical reactions (PS- M-C7) Differentiate between the physical and chemical properties of selected substances (PS- M-A3) Determine the effect of particle size of the same reactants on the rate of chemical reactions during a lab activity (e.g., powdered ileap Key Concept: Identify exothermic and endothermic reactions. ileap Key Concept: Identify physical properties and chemical properties of substances. ileap Key Concept: Identify how particle size of the same reactant affects the rate of chemical reactions. LEAP Key Concept: Identify how temperature, agitation and particle size affect the rate of chemical reactions. Guiding Question: Can students recognize Science Interactive Textbook: pgs. 115, 194, 210 Addressed in LCC Activity 6 Science Interactive Textbook: pgs. Review from Unit 2. Pages 92-95 Addressed in LCC Activity 6 Science Interactive Textbook: pgs. 211 Addressed in LCC Activity 8 http://www.beaconlearningcenter.com/ Lessons/1923.htm http://www.edinformatics.com/math_s cience/p_chem_change.htm Alka-Seltzer Experiments http://www.alkaseltzer.com/as/student_ experiment.html 6 th Science 2011-2012 3
GLE # PS13 Lafayette Parish School System Grade:6 th Science: Unit 3:Elements, Compounds, and Reactions Time Frame: October 13- November 18 (5 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation vs. solid forms) (PS-M-A8) Use a variety of resources to identify elements and compounds in common substances (PS- M-A9) and identify the factors that determine the rate of a chemical reaction. ileap Key Concept: Identify elements and compounds from a variety of sources. LEAP Key Concept: Identify elements in common objects (clothing, food, tools, rocks, soil, water). Science Interactive Textbook: pgs. 96-99 Activity 9: What s In A Name? LCC-End of Unit 3 Common Elements and their Uses http://school.discoveryeducation.com/l essonplans/programs/ec_compoundsre actions/ 6 th Science 2011-2012 4
Grade:6 th Science: Unit 4: Forces and Motion Time Frame: Nov 28--Jan 13 (5 Weeks) Unit Description This unit is designed to introduce students to the concepts of force and motion with an emphasis on Newton s Laws of Motion. This unit provides a good opportunity to introduce controlled experimentation, as well as the concept of measurement errors and how to address them in data interpretation. Student Understandings Newton s Laws of Motion explain movement, direction, speed, and forces that can and do influence objects in nature and in the laboratory. Using models and investigations, the laws of motion can be demonstrated. Students can then explain and predict actions and reactions. Pretest Probe: Rolling Marbles Video: LPB- United Streaming: Exploring Laws of Motion/Video Questions Forces, Motion, and Laws activities and powerpoints: http://www.scienceclass.net/physics/force_motio n.htm BrainPop Videos: http://glencoe.mcgrawhill.com/sites/007877846x/stu dent_view0/brainpop_movies. html Interactive Activities: http://www.sciencespot.net/pa ges/kdzphysics.html PS-14 Construct and analyze graphs that represent onedimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a moving object (PS-M-B1) ileap Key Concept: Analyze motion graphs and predict future movement Interactive Science Textbook: pgs. 224-231 Act 1: How Do You Know it is Moving? (2 days) *optional: Domino Dash, Speed Challenge, Bubble Gum physics http://www.science-class.net/index.htm Addressed in LCC Activity 2, 4 Vocabulary: Movement, Reference point Motion, Forces, Energy: Book M pp. 14-27 dent_view0/unit4/chapter10/s ection_1_self-check_quizeng_.html dent_view0/unit4/chapter10/s ection_2_self-check_quizeng_.html Powerpoints: http://science.pppst.com/moti on.html 6 th Science 2011-2012 1
Grade:6 th Science: Unit 4: Forces and Motion Time Frame: Nov 28--Jan 13 (5 Weeks) PS-17 PS-19 Describe and demonstrate that friction is a force that acts whenever two surfaces or objects move past one another (PS-M-B2) Identify forces acting on all objects (PS-M- B3) ileap Key Concept: Describe friction ileap Key Concept: Describe how resistance of materials affects electrical flow Guided Question: ileap Key Concept: Indentify forces acting on objects ileap Key Concept: Give examples of forces ileap Key Concept: Describe gravity Interactive Science Textbook: pgs. 256-260 Forces 2 telecast: Friction Opposes Motion (26 minutes) Integrated Science 7 Addressed in LCC Activity 1, 2, 4 Interactive Science Textbook: pgs. 252-255, 261-263 Act 9: It s the Law Addressed in LCC Activity 1, 2, 4, 5, 6, 7, 8 Motion, Forces, Energy: Book M pp. 55-63 http://mypages.iit.edu/~smile/ ph9311.html http://science.pppst.com/motion.html PS-15 PS-16 Explain why velocity is expressed in both speed and direction (PS- M-B1) Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1) LEAP Key Concept: Compare and contrast forces and explain the causes and effects of gravity. ileap Key Concept: Differentiate velocity from speed ileap Key Concept: Identify that velocity is speed and direction ileap Key Concept: Identify acceleration, deceleration, and constant speed graphs LEAP Key Concept: Describe the relationship among force, mass, and acceleration. Interactive Science Textbook: pgs. 232-233 Addressed in LCC Activity 2, 6, Interactive Science Textbook: pgs. 236-241 Act 2: Motion Graphs Practice calculating speed and velocity Motion Graphs http://www.brighthub.com/education/k -12/articles/35809.aspx Motion, Forces, Energy: Book M pp. 24-25 Motion Graphs Practice: http://www.mysciencesite.co m/motion_graphs.pdf LEAP Key Concept: Draw a distance-time 6 th Science 2011-2012 2
Grade:6 th Science: Unit 4: Forces and Motion Time Frame: Nov 28--Jan 13 (5 Weeks) line graph indicating motions such as constant speed, acceleration, deceleration (negative acceleration) Vocabulary: Velocity PS-22 Demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not subjected to an unbalanced force (PS-M- B5) (PS-M-B3) ileap Key Concept: Describe gravity ileap Key Concept: Explain that an object will remain at rest or in a constant motion unless an unbalanced force acts upon it. LEAP Key Concept: Compare and contrast forces and explain the causes and effects of gravity. Interactive Science Textbook: pgs. 264-265 Act 4: Inertia Newton s First Law of Motion Introduction to Newton s 1 st Law (lecture/discussion) Forces 1Telecast: Forced into Motion (19 minutes) Act 5: Seat-Belt-R-Us Addressed in LCC Activity 7 Motion, Forces, Energy: Book M pp. 44-51 dent_view0/unit4/chapter11/s ection_1_self-check_quizeng_.html PS-23 Predict the direction of a force applied to an object and how it will change the speed and direction of the object (PS-M- B5) ileap Key Concept: Explain net force LEAP Key Concept: Describe the relationship among force, mass and acceleration. Vocabulary: Inertia, Isaac Newton, Newton s First Law of Motion Interactive Science Textbook: pgs. Review 254-255, and add 266-267 Act 6: Newton s Second Law of Motion Motion, Forces, Energy: Book M pp. 52-54 dent_view0/unit4/chapter11/s ection_2_self-check_quizeng_.html Vocabulary: Newton s Second Law of Motion, Friction, Sliding Friction, Rolling Friction, Fluid Friction PS-20 Draw and label ileap Key Concept: Indentify forces Interactive Science Textbook: pgs. Covered with GLE 19 Motion, Forces, Energy: 6 th Science 2011-2012 3
Grade:6 th Science: Unit 4: Forces and Motion Time Frame: Nov 28--Jan 13 (5 Weeks) a diagram to represent forces acting on an object (PS-M- B4) acting on objects LEAP Key Concept: Compare and contrast forces and explain the causes and effects of gravity. LEAP Key Concept: Determine or illustrate with arrows the motion of an object subjected to balanced or unbalanced forces; indicate direction and magnitude or distance and 23 Addressed in LCC Activity 6, 7, 8 Book M pp. 44-46 http://zonalandeducation.com/mstm/ph ysics/mechanics/forces/netforce/netfo rce.htm PS-21 (I) Determine the magnitude and direction of unbalanced (i.e. net) forces acting on an object (PS-M- B4) ileap Key Concept: Recognize balanced and unbalanced forces. Interactive Science Textbook: pgs. 254-255, 268-271 Act 7: Catapults (2 days) *optional: Hovercraft, Rocket Racer Addressed in LCC Activity 6, 7 Motion, Forces, Energy: Book M pp. 64-69 dent_view0/unit4/chapter11/s ection_3_self-check_quizeng_.html Vocabulary: Catapult, Unbalanced Forces, Balanced Forces, Newton s Third Law of Motion, Monentum Unit Review * optional: Book M pp. 44-49 Unit Test Extra: Air Powered Car 6 th Science 2011-2012 4
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) Unit Description This unit introduces the student to the basic forms of energy with an emphasis on the properties of energy. Energy transferal and transformation are also explored. Relationships between forms of energy and classifications of renewable, nonrenewable, and inexhaustible resources will be considered. Student Understandings Students need to understand how energy can be transformed or transferred. Forms of energy (i.e., light, heat, and sound) are explored as are the ways to transform energy for practical use. Students should be able to distinguish renewable, nonrenewable, and inexhaustible energy resources. PS-25 PS-24 Compare forms of energy (e.g., light, heat, sound, electrical, nuclear, mechanical) (PS-M-C1) Describe and give examples of how all ileap Key Concept: Identify forms of energy (light, heat, sound, electrical, nuclear, mechanical) LEAP Key Concept: Differentiate among forms and types of energy: kinetic, potential, mechanical, chemical, thermal, radiant, electrical, and magnetic. Guided Questions: Can students identify examples of common uses for the various forms of energy? ileap Key Concept: Identify objects with potential and kinetic energy Pretest: Unit 5 Probe: The Mitten Problem Interactive Science Textbook: pgs. 288-293, 302-303, 378-380 Activity 1: Safety for Energy Investigations Activity 2: Home Energy Hunt Activity 3: Conservation of Energy Vocabulary: Energy, Mechanical Energy, Thermal Energy, Energy Transformation Interactive Science Textbook: pgs.284-286, 288-290 Addressed in LCC Activity 3 Weblinks dent_view0/unit5/chapter13/w eb_links.html Self-Check Quizzes dent_view0/selfcheck_quizzes.html BrainPop Videos dent_view0/brainpop_movies. html# Video: Exploring Energy/Video Quiz (united streaming) Energy 5 Telecast: Energy Conservation (8 th Grade) Motion, Forces, and Energy: Book M pp. 148-157 dent_view0/unit5/chapter13/s ection_2_self-check_quizeng_.html Energy Powerpoints: http://science.pppst.com/energ y.html Motion, Forces, and Energy: Book M pp. 140-147 http://glencoe.mcgraw- 6 th Science 2011-2012 1
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) forms of energy may be classified as potential or kinetic energy (PS-M-C1) Guided Question: Can students explain the relationship between kinetic energy and potential energy? hill.com/sites/007877846x/stu dent_view0/unit5/chapter13/s ection_1_self-check_quizeng_.html PS-7 (C) PS26 Simulate how atoms and molecules have kinetic energy exhibited by constant motion (PS-M-A4) Describe and summarize observations of the transmission, reflection, and absorption of sound, light, and heat energy (PS-M-C1) ileap Key Concept: Identify objects with potential and kinetic energy Guided Question: Can students explain the relationship between kinetic energy and potential energy? ileap Key Concept: Explain transmission, reflection, absorption of sound, light, and heat energy. Guided Question: Can students describe how light is reflected and refracted? Vocabulary: Kinetic, Potential Interactive Science Textbook: pgs. Covered in Unit 2:118-125, 126-133 Addressed in LCC Activity 3 Interactive Science Textbook: pgs. 26, 35, 384-387 Activity 5: Refract and Reflect Exploration Hot Colors http://science.pppst.com/lightoptics.ht ml PS-28 Explain the law of conservation of energy (PS- M-C2) ileap Key Concept: Explain the law of conservation of energy. Vocabulary: Reflection, Transmission, Absorption Interactive Science Textbook: pgs.298-299 Addressed in LCC Activity 3 http://www.eia.doe.gov/kids/energy.cf m?page=about_laws_of_energy-basics http://www.school-forchampions.com/science/newtons_cradl e.htm 6 th Science 2011-2012 2
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) PS-30 (C) Trace energy transformations in a simple system (e.g., flashlight) (PS- M-C2) ileap Key Concept: Describe energy transformations in a simple system (flashlight) Guided Question: Can students trace various forms of energy as they are transformed from one form to another? Interactive Science Textbook: pgs. 294-295, 326-331 Activity 6: Flashlight Investigation PS-39 Describe how electricity can be produced from other types of energy (e.g., magnetism, solar, mechanical) ileap Key Concept: Explain that electricity is produced from other types of energy (magnetism, solar, mechanical) LEAP Key Concept: Analyze the motion of electricity (negative charges) in circuits and how it is transformed from and into other forms of energy. Vocabulary: Conductivity, Circuit, Conductor, Insulator, Resistance, Current Interactive Science Textbook: pgs. 319, 321-326, 334-336, 340-347 (Brief over of the following, not, in-depth lessons: magnetic field, electric magnetism, galvanometer, generator, transformer) Addressed in LCC Activity 6 Electricity and Magnetism: Book N pp.64-67 Powerpoint: http://science.pppst.com/electr icity.html dent_view0/unit7/chapter20/s ection_1_self-check_quizeng_.html dent_view0/unit7/chapter20/s ection_2_self-check_quizeng_.html dent_view0/unit7/chapter20/s ection_3_self-check_quizeng_.html PS-18 (C) Explain how the resistance of LEAP Key Concept: Analyze the motion of electricity (negative charges) in circuits Interactive Science Textbook: pgs. 332-333 http://www.andythelwell.com/blobz/ 6 th Science 2011-2012 3
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) materials affects the rate of electrical flow (PS-M- B2) and how it is transformed from and into other forms of energy. NOTE: This is addressed in LCC Activity 7 from unit 3. PS31 (C) Compare types of electromagnetic waves (PS-M- C3) LEAP Key Concept: Identify and compare the components of the electromagnetic spectrum; relate wavelength to sequence and energy of components. Interactive Science Textbook: pgs. 400-401, 404-411 Activity 4: Waves http://school.discoveryeducation.com/l essonplans/activities/electromagneticsp ectrum/ PS-32 Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS- M-C4) ileap Key Concept: Identify wave characteristics (wavelength, frequency, amplitude) Vocabulary: Electromagnetic Spectrum (NOTE Save for after testing. Students will not be tested on the 6 th grade ileap, but will be tested on the 8 th grade LEAP. Interactive Science Textbook: pgs.358-368 Addressed in LCC Activity 4 Sound and Light: Book O pp 12-31 http://zonalandeducation.com/mstm/ph ysics/waves/partsofawave/waveparts. htm#wavelength http://paws.kettering.edu/~drussell/de mos/waves/wavemotion.html PS-33 Predict the direction is which light will refract when it passes from one ILEAP Key Concept: Predict the direction in which light will refract when it passes from one transparent material to another. Vocabulary: Wavelength, Amplitude, Vibration, Medium, Trough, Crest, Transverse Wave, Longitudinal Wave, Frequency, Wave Height Interactive Science Textbook: pgs. 370-373 Addressed in LCC Activity 5 http://www.classzone.com/books/ml_s cience_share/vis_sim/wslm05_pg18_gr aph/wslm05_pg18_graph.html http://glencoe.mcgrawhill.com/sites/0078617766/student_vie w0/chapter4/section3/self-check_quizeng_.html 6 th Science 2011-2012 4
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) PS -34 PS-35 transparent material to another (e.g., from air to water, from prism to air) Apply the law of reflection and law of refraction to demonstrate everyday phenomena (eg., how is light reflected from tinted windows, how light is refracted by cameras, telescopes, eyeglasses.) Determine through experimentation whether light is reflected, transmitted, and/or absorbed by a given object or material (PS-M- C4) ileap Key Concept: Apply the law of reflection and law of refraction in common objects ileap Key Concept: Using experimentation, determine whether light is reflected, transmitted, and/or absorbed. Guided Question: Can students describe how light is reflected and refracted? Vocabulary: Prism Interactive Science Textbook: pgs. Review 370-373, 418, 428, 429-431 Addressed in Activity 5 Interactive Science Textbook: pgs. 370-373, 412-415 Addressed in LCC Activity 5 Vocabulary: Refraction, Opaque, Transparent, Translucent http://www.edquest.ca/component/cont ent/article/185 http://www.edquest.ca/component/cont ent/article/186 Properties of Light (united streaming) Sound and Light Book O: Chapter 4 pp. 110-148 Light Powerpoints: http://science.pppst.com/light optics.html dent_view0/unit6/chapter16/s ection_3_self-check_quizeng_.html dent_view0/unit6/chapter19/s 6 th Science 2011-2012 5
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) PS-36 PS-37 Explain the relationship between an object s color and the wavelength of light reflected or transmitted to the viewer s eyes. (PS-M- C4) Compare how heat is transferred by conduction, convection, and radiation (PS- M-C5) ileap Key Concept: Explain how humans see an object s color based on the wavelength of light transmitted to the viewer s eye LEAP: Describe the colors in the visible light spectrum; the effects of light traveling through a prism; refraction, absorption, transmission of light; and relate wavelength to colors. ileap Key Concept: Recognize and compare heat transfer (conduction, convection, and radiation). LEAP Key Concept: Describe how heat travels (heat transfer) in and around objects (conduction, convection, radiation) and how it affects objects. Interactive Science Textbook: pgs. Review 412-417 (This was covered with GLE 35. Addressed in LCC Activity 4 Interactive Science Textbook: pgs. 304-307 Addressed in LCC Activity 3 Vocabulary: Conduction, Convection, Radiation ection_1_self-check_quizeng_.html dent_view0/unit6/chapter19/s ection_2_self-check_quizeng_.html dent_view0/unit6/chapter19/s ection_3_self-check_quizeng_.html dent_view0/unit6/chapter19/s ection_4_self-check_quizeng_.html http://science.pppst.com/humanbody/si ght.html Motion, Forces, and Energy: Book M pp.171-180 dent_view0/unit5/chapter15/s ection_1_self-check_quizeng_.html http://glencoe.mcgraw- 6 th Science 2011-2012 6
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) hill.com/sites/007877846x/stu dent_view0/unit5/chapter15/s ection_2_self-check_quizeng_.html dent_view0/unit5/chapter15/s ection_3_self-check_quizeng_.html PS-38 (I) SE-43 Identify conditions under which thermal energy tends to flow from a system of higher energy to a system of lower energy (PS-M- C5) Explain how the use of different energy resources affects the environment and the economy (SE- M-A6) ileap KEY Concept: Recognize that heat energy flows from a system of higher energy to a system of lower energy. ileap Key Concept: Compare pollutions amounts/capabilities of different energy sources. LEAP Key Concepts: Identify major sources of pollution, describe their likely effects, and classify them as point or nonpoint sources. Guided Question: Can students explain potential environmental effects involved in the overuse of selected sources of energy? Interactive Science Textbook: pgs.303 Addressed in LCC Activity 3 Interactive Science Textbook: pgs. 480-485 Activity 8: Saving Energy at Home http://science.pppst.com/thermo.html Current BP oil spill. Great teaching tool. SE-41 Identify risks Interactive Science Textbook: 524-541 6 th Science 2011-2012 7
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) SE-46 (I) SE-42 associated with the production and use of coal, petroleum, hydroelectricity, nuclear energy, and other energy forms. Identify ways people can reuse, recycle, and reduce the use of resources to improve and protect the quality of life (SE-M-A6) Identify energy types from their source to their use, determine if the type is renewable, nonrenewable, or inexhaustible, and explain how these types affect the environment and economy (SE-M-A6) ileap Concept: Identify ways to reuse, recycle, and reduce Guided Question: Can students identify ways in which people can reuse, reduce, and recycle resources? ileap Key Concept: Identify and classify energy as renewable, nonrenewable, and inexhaustible. LEAP Key Concept: Differentiate between renewable and nonrenewable natural resources. Guided Question: Can students identify renewable, nonrenewable, and inexhaustible resources? Can students classify renewable and nonrenewable energy sources? Interactive Science Textbook: pgs.504-513, 542-547, 552 Activity 8: Saving Energy at Home Vocabulary: Conservation, Reuse, Reduce, Recycle Interactive Science Textbook: pgs. 486-488 Activity 9: Creation of Energy Research Teams Vocabulary: Renewable, Nonrenewable, Inexhaustible, Biofuel Powerpoints: http://themes.pppst.com/green planet.html Environmental Science: Book E pp.62-190 Burst of Energy Sources of Energy Bar Graph Recycle City Webquest: www.epa.gov/recyclecity/ SE-44 Explain how an ileap Key Concept: Describe how Interactive Science Textbook: pgs. 532-541 Powerpoints: 6 th Science 2011-2012 8
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) SE-45 inexhaustible resource can be harnessed for energy production (SE- M-A6) Describe methods for sustaining renewable resources (SE- M-A6) inexhaustible energy is harnessed for energy production. Guided Question: Can students identify the sources of energy used in our society and allow it to function in its present state? Can students tell how these sources of energy are used in our society? ileap Key Concept: Identify methods for sustaining renewable resources Guided Question: Can students determine who is affected by overuse of selected energy sources? Activity 7: Solar Collector Vocabulary: Harnessed Interactive Science Textbook: pgs. 489-491, 518-519 Activity 9: Creation of Energy Research Teams http://science.pppst.com/alter nativefuels.html Solar Cookers http://www.nortellearnit.org/lessons/sc ience/energy_crunch A_Look_at_R enewable_and_nonrenewable_energy/ SE-47 Illustrate how various technologies influence resource use in an ecosystem (e.g., forestry management, soil conservation, fishery improvement) (SE-M-A8) ileap Key Concept: Describe how technology influences resource use in an ecosystem (forestry, fishing, and soil conservation) Vocabulary: Sustainable Interactive Science Textbook: pgs. 492-503 Activity 10: The Brochure http://dnr.wi.gov/forestry/publications/ FR-117.pdf 6 th Science 2011-2012 9
Grade:6 th Science: Unit 5: Properties of Energy: Time Frame: January 17- March 16 (8 Weeks) 6 th Science 2011-2012 10
GLE # Lafayette Parish School System Grade:6 th Science: Unit 6: Work, Power and Efficiency March 19-30 and April 18- May 1 (4 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation Unit Description This unit introduces the concepts of force, work, power, and efficiency and how they are interrelated. The review of simple machines is an integral part of this unit. The relationships among work, machines, and the real world will be considered. Pretest: Unit 6 Student Understandings Students will be able to identify forces. They will describe the relationship between kinetic and potential energy. Further, the idea of work and its relationship to power and efficiency will be introduced with regard to simple machines. PS17 Describe and demonstrate that friction is a force that acts whenever two surfaces or objects move past one another (PS- M-B2) ileap Key Concept: Understand simple machines (relationship of work input to work output). Covered in Unit 4: Complete a thorough review. Telecast: May the Force Be With You Machines 5 Activity 1: The Force May Be With You Video: Work, Energy, and the Simple Machine (17 minutes) LPB-United Streaming Introduction to Simple Machines Simple Machines Scavenger Hunt edheads.com Simple Machines: Can You Match Them? http://www.engineeringinteract.org/res ources/parkworldplot/flash/concepts/fri ction.htm PS19 PS20 PS22 Identify forces acting on all objects (PS-M- B3) Draw and label a diagram to represent forces acting on an object (PS-M-B4) Demonstrate that an object will remain at rest or move at a constant and in a straight line if it is not subjected to an Guiding Question: Can students identify forces such as push, pull, lift, twist, and press? Vocabulary: Force, Work, Friction Covered in Unit 4: Complete a thorough review. Addressed in LCC Activity 1 Covered in Unit 4: Complete a thorough review. Addressed in LCC Activity 1 Covered in Unit 4: Complete a thorough review. Activity 2: Rolling Right Along! Introduction to input force, output force, and efficiency The following GLEs are repeated from Unit 4. http://science.pppst.com/motion.html Motion, Forces, Energy: Book M pp. 44-51 http://glencoe.mcgrawhill.com/sites/007877846x/student_vie w0/unit4/chapter11/section_1_selfcheck_quiz-eng_.html http://zonalandeducation.com/mstm/ph ysics/mechanics/forces/netforce/netfo rce.htm 6 th Science 2011-2012 1
GLE # Lafayette Parish School System Grade:6 th Science: Unit 6: Work, Power and Efficiency March 19-30 and April 18- May 1 (4 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation unbalanced force (PS-M-B5) (PS- M-B3) PS23 PS27 (I) Predict the direction of a force applied to an object and how it will change the speed and direction of the object (PS-M-B5) Explain the relationship between work input and work output by using simple machines (PS-M-C2) ileap Key Concept: Understand simple machines (relationship of work input to work output). Guiding Question: Can students describe the relationship between work input and work output in a simple machine? Vocabulary: Inclined Plane, Vertical, Horizontal Covered in Unit 4: Complete a thorough review. Addressed in Activity 2 Science Interactive Textbook: pgs. 448-453, 456-470 Activity 3: Simply Machines Activity 5: Classy Levers Vocabulary: Simple Machine, Compound Machine, Input force, Output force, Mechanical Advantage Simple Machines Presentations: http://science.pppst.com/simplemachin es.html Simple Machines http://www.mos.org/sln/leonardo/inve ntorstoolbox.html http://sln.fi.edu/qa97/spotlight3/spotlig ht3.html Proving a screw is an inclined plane: http://sln.fi.edu/qa97/spotlight3/screwd emo.html PS29 (I) Compare and/or investigate the relationship among work, power, and efficiency (PS-M- C2) Guiding Question: Can students explain the relationship between work, power, and efficiency? Science Interactive Textbook pgs. 442-445, 454-455 Activity 4: Work and the Inclined Plane Activity 6: Power Book M pp. 118-128, 132-134, Guided Study Workbook pp. 50-52 Simply Machines Project---Rube Goldberg Honda Commercial: http://autorepair.about.com/library/mul timedia/hhonda-ad-300k.swf 6 th Science 2011-2012 2
GLE # Lafayette Parish School System Grade:6 th Science: Unit 6: Work, Power and Efficiency March 19-30 and April 18- May 1 (4 Weeks) GLEs Evidence/Assessment of Learning Instructional Strategies Differentiation Vocabulary: Work Unit Review Unit Test 6 th Science 2011-2012 3