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Horry County Schools Curriculum 6th Grade Science 2011-2012

GRADE 6 UNIT 1 – GRAPHING AND INQUIRY

Unit Dates: August 25-September 7Benchmark Window:

ESSENTIAL QUESTIONSWhat are the independent and dependent variable in an experiment?

How is a graph developed from an experiment?

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely

and accurately when conducting a controlled scientific investigation.

6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.

6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.

6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including

identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or

the product).

6-1.5 Use appropriate safety procedures when conducting investigations.

1


SEPUP Activity

Title Key Concepts and Processes

Advance Prep

Notes to Teachers

Teaching Periods Assessment

Alignment to HCS/SC Core

CurriculumW

EE

K 1

Teacher’s Choice Procedures, Classroom setup, beginning of year activities

1-2

1 Lesson 1 Graphing Unit

Independent variable, dependent variable and slope

Reserve mobile lab or computer lab, prepare CBR-2, make copies of data, print copies of graphs, obtain lcd projector , gather colored pencils

2 Describe what you have to do to match the graph?

6-1.2


Inference and observation

Reserve mobile lab or computer lab, prepare CBR-2, make a graph, prepare examples

1 What are the criteria for determining if a summary statement is an inference or an observation?

6-1.2

WE

EK

2


Collecting and recording data

Construct a K’Nex Car, Make copies of data table, Prepare graphs, set up stations for Apply stations, gather ramps and meter sticks.

2-3 Determine the independent variable, the dependent variable, and controlled variables in this experiment. What observations can be drawn from the data? What inferences can be drawn from the data?

6-1.2

2


GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS

Unit Dates: September 8- November 2Benchmark Window: October 17- November 4

Plants (STC Module)

ESSENTIAL QUESTIONSHow does repeating a scientific investigation affect the validity of the investigation?

What are some suggested ways to select sample size?Is a conclusion drawn from scientific investigation always valid? Why or why not?

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely

and accurately when conducting a controlled scientific investigation.6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a

problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).***6-1.5 Use appropriate safety procedures when conducting investigations.

*** Inquiry standard(s) tested on quarterly benchmark exam.

3


GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS

Plants (STC Module)



CONTENT STANDARDS6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response

to stimuli, the ability to reproduce, and process of physical growth and development).6.2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or

categories of living things—kingdom, phylum, class, order, family, genus, and species).6.2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing,

flowering or cone-bearing, and monocot or dicot).6.2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction.6.2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed

production).6.2.6 Differentiate between the processes of sexual and asexual reproduction of flowering plants.6.2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism,

gravitropism, hydrotropism, and thigmotropism).6.2.9 Explain how disease-causing fungi can affect plants.

Notes:1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standard

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SEPUP Activity Title

Key Concepts and Processes

Advance PrepNotes to Teachers



CurriculumW

EEK

1

1 What Do You KnowAbout Experiments?

How to conduct an experiment; fair test

Student notebook, large newsprint, overhead

1 What makes something a scientific experiment? Student Activity Book p.2Question6

6-1.26-1.46-2.16-2.7

2 Identifying Variables and Planning a Fair Test

Defining an independent variable

Activity Sheet 1A, 1B, large newsprint or transparency index cardsStudent Activity Book ReadingSelection pp.12-15

1 How would changing one variable affect the life cycle of the plant?

6-1.4

3 Outlining theExperimental Plan

Designing an experiment

Activity Sheet 1A,1B, see variable wheel(pg 18 SG), Activity Sheet 2Daily Data Record Sheet

1 How do you identify the independent, dependent and controlled variables in a scientific experiment?Student Activity Book p. 19, question 6&7

6-1.2

WEE

K 2

4 Planting the Seeds

Following procedures to ensure a controlled experimental design

Activity Sheet 3, see TG pg 42 set up lights and watering tanks prior to activity. (Water from top the two days following planting Plant on Mon/Tues)

1 State your independent, dependent, and controlled variables.Student Activity Book p. 24, questions 2-4&8

6-1.26-1.56-2.5

4a SC Essentials: Reproductive Adaptations

TEXTBOOK

Overview of Life cycle: Germination and plant development

McDougal Littell Science pp. 104-108McDougal LittellSC Lab Manual p.135Teacher’s Choice

1 6-2.5

4b SC Essentials: Defensive Structures of Plants

Structures for Survival and Defense

Magic School Bus Gets Planted

McDougal Littell Science p.561 and 59-60Teacher’s Choice

2 6-2.4

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SEPUP Activity





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K 3

5 Thinning andTransplanting

Structures of a plant for survival

See pg 52 TG for materials list. Check water levelBegin graphing plant’s height Observe true leaves and flower buds develop

1 What observable structures do you see that ensure the survival of the plant?Student Activity Book pp. 28-29, question 3,6,7, and “Idea to Explore”

6-1.26-1.46-2.16-2.46-2.7

5a SC Essentials:Land Adaptations and Plants are Producers TEXTBOOK

Photosynthesis, Transpiration, Respiration

McDougal Littell Science pp.92-95 and 57-59Teacher’s Choice

2-3 Summarize the plant processes necessary for survival.

6-2.7

6 Lesson 6Getting a Handle onYour Bee

Structures of a plant for reproduction

See pg 59 for materials list. Activity sheet 4Reading selection SG page 35-36.

1 Summarize the importance of pollinators to the reproduction and survival of plants.

6-2.4

WEE

K 4

7 Pollination andInterdependence

Functions of the structures for reproduction

See SG pg 33Check water level and ObserveGrowth SpurtObserve flowers openReading selection p.40-41

1-2 Summarize the functions of the structures for reproduction. Student Activity Bookpp.37-38, questions 1, 2, and 4

6-1.2, 6-1.46-2.4, 6-3.26-3.4, 6-2.56-2.6

7a SC Essentials: Seeds and Pollen are Reproductive Adaptations TEXTBOOK

Reproduction Fertilization and Seed Production

McDougal Littell Science pp.104-109Magic School Bus Goes to SeedTeacher’s Choice

1 6-2.46-2.5

7b SC Essentials: Reproduction of Flowering Plants TEXTBOOK

Sexual and AsexualReproduction

McDougal Littell Science p. 562Teacher’s Choice

1-2 Compare and contrast asexual and sexual reproduction in flowering plants.

6-2.6

6


7


SEPUP Activity





CurriculumW

EEK

5

7 Pollination and Interdependence Note: Maintenanceactivity from Kit Lesson 7

Pinch off unopened buds and check water level. Observe seed pods develop

1

7c SC ESSENTIALS: Most Ferns and Mosses Live in a Moist Environment TEXTBOOK

Nonvascular- MossesSpores – Ferns

McDougal Littell Science pp. 98-103Gather moss and fern plants for this activity the day before you begin the lesson.Teacher’s Choice

1 Compare the structures of vascular and non vascular plants.

6-2.3

7d SC Essentials:PineTrees Reproduce with Pollen and Seeds TEXTBOOK

Vascular TissueCone bearing

McDougal Littell Science pp. 106-109Collect cones prior to activityTeacher’s Choice

1 Compare the structures of vascular and nonvascular plants.

6-1.56-2.3

7e SC Essentials: Many Plants Reproduce With Flowers and Fruit TEXTBOOK

Fruit and Flower SC Lab Manuel“Investigate Flower Parts” p.133McDougal Littell Science pp. 113-117Teacher’s Choice

1 Summarize the basic functions of structures of a flowering plant for reproduction.

6-2.36-1.1

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SEPUP Activity





CurriculumW

EEK

6

7f Teacher’s Choice Monocot/Dicot The Science of Life: The World of Plants STREAMLINE VIDEOS http://www.ucmp.Berkeley.edublos- sary/gloss8/monocot.htmlhttp://homepage.smc.edu/hodson_ID/basics.htm#root

http://library.thinkquest.org/3715/index.html

1 Compare the characteristic structures of monocots and dicots.

6-2.3

7g SC Essentials: TropismTEXTBOOKTeacher’s Choice

Tropism McDougal Littell p.563SC ESSENTIALS: PLANT RESPONSES http://plantsinmotion.bio.indiana.edu/plantmotion/stathere.html

2 Illustrate and explain the forms of tropism.

6-2.8

7h SC Essentials: Fungi Can Be Helpful or Harmful to Other Organisms TEXTBOOK

Fungus McDougal Littell pp. 76-77Teacher’s Choice

1-2 Construct a cause-effect model of the ways that plants are affected by fungi.

6-2.9

9


STC Activity Number Title


Advance PrepNotes to teachers

Teaching periods Assessment


CurriculumW

EEK

7

7 Plant KitsSEE TEACHER INSTRUCTIONS

Remove plants from watering system.

7i SC Essentials: Dichoto- mous Keys and Field Guides Help Identify OrganismsTEXTBOOK

Dichotomous Key McDougal Littell Science pp. 28-30Teacher’s ChoiceClasszone.com

1-2 Explain how to use a dichotomous key.

6-1.3

7j SC Essentials: Unifying Principles of Life Science TEXTBOOK

Characteristics of all organisms

McDougal Littell, p. xxix, pp 9-14Teacher’s Choice

1 Summarize the characteristics that all organisms share.

6-2.1

7k SC Essentials: Scientists Develop Systems for Classifying Living Things TEXTBOOK

Kingdoms Classification of Living Things(Streamline)McDougall Littell pp. 15-28Teacher’s Choice

2 Identify the seven levels of the hierarchical structure of classification and examples of scientific names.

6-2.2

10







CurriculumW

EEK

8

8 Harvesting andThreshing the Seeds

Life cycle of flowering plants.Organizing and analyzing data in a controlled experiment

Activity Sheet 5Clean up and store equipment

1 Summarize the life cycle of a plant.Student Activity Book pp.43-44, questions 3, 7, &8.

6-2.46-2.56-1.2

9 Part 1Organizing andAnalyzing the Data

Organizing and analyzing data in a controlled experiment

Teacher Guide p.76, question 1Activity Sheet 6

1 Student Activity Bookpp. 45-46, questions 1-6

6-1.26-1.4

10 Part 2Organizing andAnalyzing the Data

Organizing and analyzing data in a controlled experiment

Teacher Guide p. 82, final activities

1 Student Activity Book p. 49, questions 1-4

6-1.16-1.4

11 CommunicatingExperimental Results

Communicating results of controlled experiment

Teacher Guide p.85Materials and procedure 1

1 Student Activity Book pp.51-52, question1

6-1.26-1.4

WEE

K 9

12 Review and Assess Communicating results of controlled experiment

4-5 Benchmark Assessment

Student conducted mini conferences

6-1 Inquiry6-2 Plants

11


GRADE 6 UNIT 3 – ENERGY



UNIT 3 – Energy (STC Module)

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

INQUIRY STANDARDS ***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and

sling psychrometer) safely and accurately when conducting a controlled scientific investigation. 6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.

6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. *** 6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem,

designing a solution or a product, implementing the design, and evaluating the solution or the product). 6-1.5 Use appropriate safety procedures when conducting investigations.


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Unit Dates: November 3- January 24Benchmark Window: January 9-27


GRADE 6 UNIT 3 – ENERGY

UNIT 3 – Energy (STC Module)



SCIENCE CONTENT STANDARDS6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.6-5.2 Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential

and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.6.5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets,

generators, and simple electrical motors.6-5.4 Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.6.5.6 Recognize that energy is the ability to do work (force exerted over a distance).6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force

required to do work.6-5.8 Illustrate ways that simple machine exists in common tools and in complex machines.

Notes:1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards.

13




Advance Prep

Notes to teachers



Curriculum

WEE

K 1

1 Circuit of Inquiry Assessment of student prior knowledge of energy, machines, and motion

See TG BINDER pg 5-12(8 models to build and set up.)*Reading Selection fromStudent Guide pg. 9-11Teacher can add two stations : balance beam and spring scale

2 Pre-assessment of student knowledge. None required

6-5.16-5.26-5.36-5.46-5.66-5.76-5.8

2 Making a Battery Describe what makes up a battery. (transfor- mation of energy/ chemical to electrical)

see TG pg 25Premix solution prior to activity.*Reading Selection fromStudent Guide pg.16-19

1 The goal of this lesson was to build a battery. Did you succeed? Support your answer with evidence.

6-5.16-5.2

3 RechargeableBatteries

Energy transformations See TG pg 33Need dead dry cell batteries prior to activity. See TG 265*Reading Selection fromStudent Guide pg.24 – 25

1 From your observations, do you think the motor or the light needs more energy to operate? Support your answer with evidence.

6-5.16-5.2

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Advance Prep

Notes to teachers



Curriculum

WE

EK

2

4 Storing and UsingEnergy in a Battery

The amount of energy stored in a rechargeable battery is proportional to the time the battery is charged.

see TG pg 39Make sure dry cell batteries are dead prior to activity.*Reading Selection fromStudent Guide pg.30- 35

2 Discuss with your lab partners any patterns you observe in data that come from class averages. Why isit better to use the class average instead of results from only one pair of students?

6-1.26-5.16-5.4

4a SC Essential Energy exists in different forms TEXTBOOK

Energy Sources andTransformations

McDougal Littell Pg. 351- 356Teacher’s Choice

1 List three way you use energy. How does each example involve a change?

6-5.1

4b SC EssentialEnergy can change forms but is never lost TEXTBOOK

Conservation of Energy McDougal Littell Pg. 358 – 363Teacher’s Choice

1 Suppose you are jumping on a trampoline. Describe the conver- sions that occur between kinetic energy and potential energy.

6-5.2

4c SC Essential Technology improves the way people use energy.TEXTBOOK

Solar Energy and WindEnergy

McDougal Littell Pg. 366 – 370Teacher’s Choice

1 List two advantages and two dis- advantages of solar power.

6.5-2

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STC Kit Activities Title




Alignment to HCS/SC

Core Curriculum

WE

EK

3

5 Introduction toForces

A force is a push or a pull on an object. Using a spring scale to measure force.

see TG pg 50-51*Reading Selection fromStudent Guide pg.42-47

2 From your observations, explain why different objects have different weights .What do you think determines the weight of an object? Support your answer with data.

6-1.1

6 The Force of Friction Inquiry 6.2 Changing the Load (only)

Measure the force needed to pull a load of different weights.

see TG pg 63- 65*Reading Selection fromStudent Guide pg.54 – 61

1 How does the difference in load size effect the force needed to pull the load. Support your answer with evidence.

7 The Force Exerted by a Motor

Motors exert forces and forces can be measured.

see TG pg 79Apparatus assembly required*Reading Selection from Stu- dent Guide pg.68 – 71

2 What is the maximum force exerted by the motor?

6.5-3,6.5-4

WE

EK

4

8 Work and the Motor The scientific definition of work.

see TG 88Sled assembly required*Reading Selection fromStudent Guide pg.80-81

2 How much work did the motor do on the sled? Show your work.

6-5.6

8a SC Essential Electromagnet TEXTBOOKTeacher’s Choice

Explain how magnetism and electricity are interrelated: electromagnets, generators, and simple electric motors.

McDougall Littell pg 538Streamline Video: Dr. Dad’s PH3 Three: Electromagnetism

2 Explain how an electromagnet works.

6-5.3

8b Motors (TCA) TEXTBOOKTeacher’s Choice

Explain how magnetism and electricity are interrelated: electromagnets, generators, and simple electric motors.

McDougall Littell pg 540-542

1 Explain the components of a motor and how they work together to transform electrical energy to mechanical energy.

6-5.3

16






Alignment to HCS/SC

Core Curriculum

WEE

K 5

8c SC Essential Generators TEXTBOOK

Explain how magnetism and electricity are interrelated: electromagnets, generators, and simple electric motors.

McDougall Littell pg544, 550-551Teacher’s Choice

1 Explain how a generator converts mechanical energy into electrical energy.

6-5.3

*9 Power of a Motor Calculate the power of a motor

See TG pg 100 1 Did the amount of work done each time by the motor to lift the load depend on the number of batteries used? Why or why not?

10 Assessing What YouKnow

Demonstrate knowledge of energy, forces, work, and power

See TG pg.109

*Reading Selection fromStudent Guide pg.95 – 97*Omit power related questions on assessment if you do not complete Lesson 9.

2 Performance Assessment, Data Analysis, Multiple Choice Questions, Short Answer Response

11 Inclined Plane Incline planes are simple machines that decrease the amount of force needed to do work.

See TG pg. 135

*Reading Selection fromStudent Guide pg.106-107

2 Why are ramps for people with physical disabilities long and gently sloping, rather than short and steep?

6-5.7

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CurriculumW

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6

12 The Pulley Pulleys are simple machines that decrease the amountof force needed to do work.

See TG pg 150Assembly needed*Reading Selection fromStudent Guide pg.116- 119

2 What did you observe about the effort force with the different pulley combinations?

6-5.7

13 The Lever Levers are simple machines that decrease the amountof force needed to do work.

See TG pg. 159*Reading Selection fromStudent Guide pg.125-129

2 Was the amount of work done by the lever when it lifted the sled the same each time or different? Explain your reasoning.

6-5.7

Wee

k 7

14 Machines Assessment: A Technological Design Challenge

Combining understanding of machines, forces and work to develop a plan for solving a design challenge.

See TG pg. 188

*Reading Selection fromStudent Guide pg.135-139

3-4 Rubrics – TG. pg 193 and 194Self Assessment in TG. Pg 197 – 198

6-5.86-1.4

14a SC EssentialModern technology uses compound machines. TEXTBOOK

Simple machines exist in common tools and in complex machines.

McDougal Littell pg. 436 –441Teacher’s Choice

1 Design a complex machine and draw it labeling the simple machines.

6-5.8

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EEK

8

*14b SC EssentialTemperature depends on particle movement. TEXTBOOK

Temperature and KineticEnergy

McDougal LittellPg. 383 – 388Teacher’s Choice

1 How can you explain thermal expansion as kinetic energy?

14c SC Essential Energy flows from warmer to cooler objects TEXTBOOK

Heat and thermal energy


1 Describe the relationship among kinetic energy, heat, temperature, and thermal energy.

6-5.1

WE

EK

9

14d SC EssentialThe transfer of energy as heat can be controlled TEXTBOOK

Conduction, Convection and Radiation


2-3 Compare and contrast conduction, convection, and radiation.

6-5.5

Review and Assess 4-5 Benchmark

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GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE

Unit Dates: January 25- March 21Benchmark Window: March 12- 30

Weather (SEPUP Weather & Atmosphere Module)

ESSENTIAL QUESTIONSHow does the composition and structure of the Earth’s atmospheric layers affect life on Earth?

How do you think the shape and type of clouds effects weather conditions and weather patterns? Explain how solar energy is important to the water cycle.

Why are direct observations and measurements useful in predicting weather?


INQUIRY STANDARDS

***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.

6-1.2 Di f fe rent ia te between observation and inference during the analysis and interpretation of data. 6-1.3 Class i fy organisms, objects, and materials according to their physical characteristics by using a dichotomous key.

6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).

6-1.5 Use appropriate safety procedures when conducting investigations.6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and

pressure within the layers).*** Inquiry standard(s) tested on quarterly benchmark exam.

20


GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE

Weather (SEPUP Weather & Atmosphere Module) ESSENTIAL QUESTIONS

How does the composition and structure of the Earth’s atmospheric layers affect life on Earth? How do you think the shape and type of clouds effects weather conditions and weather patterns?

Explain how solar energy is important to the water cycle.Why are direct observations and measurements useful in predicting weather?


SCIENCE CONTENT STANDARDS

6-4.2 Summar ize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow).

6-4.3 Class i fy shapes and types of clouds according to elevation and their associated weather conditions and patterns.6-4.4 Summar ize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms

(including thunderstorms, hurricanes, and tornadoes) and other weather conditions.6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air

pressure).6-4.6 Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather

maps, satellites, and radar.6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).6-4.8 Explain how convection affects weather patterns and climate.6-4.9 Explain the influence of global winds and the jet stream on weather and climatic conditions.


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SEPUP Activity Number



Teaching periods

Assessment& Key

Question

Alignment to HCS/SC

Core Curriculum

WEE

K 1

50 Weather EffectsStudents are introduced to four kinds of careers related to weather and look at maps of weather risks.

Weather, risk Chart paper (optional), copy SS (student sheets)50.1, 50.2

1 How does weather affect your daily life?SB E-8, AQ4

6-1.2

51 Investigating Local Weather Students record, graph, and analyze five days of local weather data.

Daily vs. monthly data (mean, median, mode), precipitation, meteorology,

TR E-14, reserve computer room or print copies of data; copy SS 51If possible, collect news papers for a week prior to teaching this lesson www.weather.com

1 Proc: ODStudents graph monthly weather data. SB E-11 to E-14

6-1.26-4.6

52* Local Weather HistoryStudents conduct a survey to learn about the history of local weather disasters.

Weather, risk, atmosphere, career of an at-mospheric scientist

Copy student sheets*Homework assignment

1 How are weather disasters different from everyday weather?

6-1.26-4.6

WEE

K 2

53 Weather and Climate Students use climate maps to identify local climate and compare it to similar areas.

Weather, climate, climatologist, literacy, mathematics

Get overhead projector, or multimedia projector

copy student sheets 53.1

1-2 AQ4, SB E-22, Predict weather conditions and patterns from data

6-1.26-4.6

54 The Earth’s SurfaceStudents use a world map to estimate amounts of earth’s surface covered by water and land.

Hydrologist, mean, median, mode,

Overhead projector & calculators (optional), copy student sheets

1 Where is most of the water on earth’s surface? Issue: groundwater

6-1.26-4.66-4.2

55 Heating Earth SurfacesStudents measure how the sun’s energy heats land and water and how each cools, important deter- miners of climate.

Climate, sun’s energy

Prepare sand and water in large basins, gather watches, light sources, overhead projector, graph paper,

2 Proc: DIQuick Check: Q3, SB E-29. Explain how the sun’s energy heats different surfaces of the earth.

6-1.2 6-4.7

6-5.5*

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Teaching periods

Assessment& Key Question

Alignment to HCS/SC

Core Curriculum

W

eek

3

56 Ocean TemperaturesStudents investigate the range of mean ocean surface temperatures around the globe, then map and discuss patterns.

Climate, ocean temperatures, latitude

Overhead projector, calculators,copy student sheets

1-2 Pr: GIExplain why hurricanes form over ocean areas with water temps above 26.5oC

6-1.26-4.7

57 Oceans and ClimateStudents learn more about how oceans affect climate. A role play discusses the identificationof the Gulf Stream and how data is gathered.

Climate, ocean currents, climatologist, hydrologist

Copy student sheets,role-play props (optional)

1-2 How do oceans affect climate? SB E-42 AQ 3

6-4.76-4.8

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k 4

58 The Causes of ClimateStudents read about more factors affecting climate, including the sun’s energy.

Climate, sun’s energy, oceans, landforms, literacy

Get heat lamp (optional) 1 What three factors affect climate? SB E-48, AQ 4

6-4.76-4.86-4.96-1.2

59* Water as a SolventStudents compare the solubility of solids in three different solvents, and learn about water as the universal solvent and that most water on earth contains salts.

Climate, salinity, solvent

Need safety goggles, overhead projector, prepare containers of tap and distilled water

1-2 How well do different liquids dissolve the same solid?

6-1.26-4.2

60 Water Changes StateStudents learn how water changes from one phase to another. Teachers model changes in the state of water and the water cycle.

States of water (solid, liquid, gas), water vapor, clouds, condensation, evaporation, water cycle, literacy

safety goggles, gather hot plate, plastic bottle and board, beaker, matches, incense, tongs, ice, black paper, chart paper

1 Quick check: Q2Discuss the relationships between the changing states of water and the water cycle.

6-4.26-4.3

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24





Teaching periods


Alignment to HCS/SC

Core Curriculum

Wee

k 5

61 Investigating Groundwater Students investigate the ability of water to filter through gravel and sand, to introduce groundwater.

Groundwater, hydrologist

Get overhead projector, two buckets, paper towels

1-2 How does water interact with earth materials?

6-4.2

61a SC EssentialLab: Investigate CondensationTEXTBOOK

Clouds; elevation, type, shape, and associated weather

McDougal Littell Science257-261Collect several clear plastic bottles.

1-2 How does a cloud form?

6-4.3

61b SC EssentialLab: Investigate precipitationTEXTBOOK

Use appropriate instruments and tools to collect weather data (rain gauge)

McDougal Littell Science265May need to monitor weather to collect data.

1 How does a precipitate form? How is it measured?

6-4.5

61c Water Cycle

Teacher Choice

Summarize the interrelationship among the dynamic processes of the water cycle.

Streamline Video: The Magic School Bus Wet All Over

1 Draw and label the different processes of the water cycle.

6-4.2

25






& Key Question

Alignment to HCS/SC

Core Curriculum

Wee

k 6

62 Traveling on the Water Cycle Students use a board game and literacy strategies to investigate the conversion of water from one form to another.

Models, states of water (solid, liquid, gas), water vapor, clouds, condensation, evaporation, water cycle, literacy

Gather pictures of water cycle optional), 1-L container optional), 50 mL graduate tube, overhead projector, copy student sheets

1-2 Q4: SIHow does water circulate through earth’s crust, oceans and atmosphere?

6-1.26-4.26-1.4

63 Investigating AirStudents explore the natureof air by making observations of air pressure and by using a chemical indicator.

Air, substance, literacy

Safety goggles needed, test BTB solution before use, get overhead projector, copy student sheets

1-2 Q4: Understanding Concept Question E-1 46Is air a substance or is it just empty space? Support your answer with evidence from the investigation.

6-4.1

Wee

k 7

63a Barometer/ Sling Psychrometer

Use appropriate instruments and tools to collect weather data

Teacher Choice Activity 1 Record accurate measurements using the barometer and the sling psychrometer.

6-4.5

64 Earth’s AtmosphereStudents use a computer simulation to sample air composition, temperature, and pressure at different altitudes above earth’s surface and compare the properties of the different layers.

Layers of atmosphere, atmospheric composition,air pressure, water vapor, mathematics

Internet access, overhead projector, gather calculators, copy student sheets

1-2 How does the earth’s atmosphere change at different elevations from the earth’s surface?

6-4.16-1.2

26





Teaching periods


Alignment to HCS/SC

Core Curriculum

Wee

k 8

65 History of Earth’s Atmosphere Students use a card sort to look at the relative composition of gases at different times in earth’s history, and the role of living organisms in shaping the air.

Atmospheric composition, geologic time

Get overhead projector 1 Has the earth’satmosphere always been the same as it is today?

6-4.16-1.2

66 Atmosphere and Climate Students read about the relationship between earth’s atmosphere and its weather and climate.

Atmosphere, wind, atmospheric layers and composition, literacy

Use students sheets from Lesson 64

1 UC: AQ 2What role does atmosphere play in weather and climate?

6-4.1

67 Measuring Wind Speed andDirectionStudents are introduced to the Beaufort Wind Scale. They design an instrument to measure wind speed and direction.

Wind, anemometer, wind vane

Gather two large fans, chart paper, stop watches, scissors, staplers, glue, markers, tape, overhead projector

2 Procedure: DI E-180-What do all wind instruments have in common?

6-1.16-1.26-1.46-4.16-4.56-4.66-4.86-4.9

27





Teaching periods


Alignment to HCS/SC

Core Curriculum

Wee

k 9

68 Worldwide WindStudents use a computer simulation to identify wind direction and speed, mapping wind patterns.

Prevailing wind Get overhead projector, arrange for internet access, copy student sheets

1-2 What is the pattern of prevailing winds on different parts of the earth?

6-1.26-4.9

68a SC EssentialThe Effect of moving air masses, pressure systems, and frontal boundaries on weather. TEXTBOOK

Summarize the relationship of the movement of air masses; high and low pressure systems, and frontal boundaries to storms and other weather conditions.

McDougal Littell Science277, 279, 244 (barometer)Teacher’s Choice of activities

2-3 How does an air mass form?What happens when air masses collide?

6-4.4

69 Forecasting WeatherStudents work in groups to interpret a weather map and construct a weather report, finally presenting the report to the class. Stu- dents use this information to forecast the next day’s weather.

Weather maps, weather fronts, high and low pressure systems

Gather local weather maps, copy student sheets

2-3 Procedure: CS

What information is found on a weather map? How can a weather map be used to forecast weather?

6-4.46-4.56-4.6

Wee

k 10

70 People and WeatherStudents analyze reports from a hydrologist, climatologist, and meteorologist about the imaginary town of Sunbeam City. They consider the role people play in affecting a region’s weather.

Weather, atmosphere, weather careers

Overhead projector, calculators, copy student sheets

2-3 ET: Q3

Discuss the relationship between human population growth and changes in the local weather.

6-1.26-4.5

Review and Assess 4-5 Benchmark

28


29


GRADE 6 UNIT 5 – ANIMALS

Science S3 Sixth Grade Modules Unit Dates: March 22- May 7Benchmark Window: April 30- May 18

ESSENTIAL QUESTIONSWhat effect do environmental stimuli have on physical responses in animals?

Identify the structures and their primary functions for food obtainment, movement, and defense.Compare the structures of vertebrates and invertebrates.


INQUIRY STANDARDS

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.

***6-1.2 Di f ferent iate between observation and inference during the analysis and interpretation of data. ***6-1.3 Class i fy organisms, objects, and materials according to their physical characteristics by using a dichotomous key.

6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).6-1.5 Use appropriate safety procedures when conducting investigations.


30


GRADE 6 UNIT 5 – ANIMALS

Science S3 Sixth Grade Modules

ESSENTIAL QUESTIONSWhat effect do environmental stimuli have on physical responses in animals?

Identify the structures and their primary functions for food obtainment, movement, and defense.Compare the structures of vertebrates and invertebrates.


SCIENCE CONTENT STANDARDS6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the

response to stimuli, the ability to reproduce, and process of physical growth and development).6.3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms,

mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals)6.3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain

resources.6.3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature

with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.6.3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating,

panting, and food gathering).6.3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.6.3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.6.3.7 Compare learned to inherited behavior in animals.


31


Science Module

(Indicator) TitleAdvance P r e p. Notes to T e a ch e r s

*Additional Digital Resources are located on the Workspace (Animal Unit Animal Module Folder)

Teaching Period (Days)

Focus Questions

Alignment to Inquiry Standards

Wee

k 1

6-3.1 Lesson A: Classification of Vertebrates & Invertebrates

Materials Needed: Make a set of cards with the animal pictures for each group.

1. See workspace for additional animal pictures. 2. During “Explain” section make sure to address the “It is

essential for students to…” on the support document as it is not covered in the lesson.

1-2 How can you develop a classification system for animals?What are the common characteristics of all vertebrates and invertebrates?

6-1.3

6-3.1 Lesson B: Ectothermic or Endothermic Vertebrate Animals(Classifying Vertebrates)

Materials Needed: books and pictures of vertebrate animals, vertebrate picture cards for each group, color coded chart, colored pencils, index cards, chart paper, white boards, and expo markers.

1. This lesson is intended to introduce the terms “endothermic” and “ectothermic” for purposes of identifying characteristics to classify vertebrates into groups. This lesson is not intended to focus on the concepts of endothermic and ectothermic. (addressed in a later lesson)

3 What are the characteristics of the five groups of vertebrates?

6-1.3

Wee

k 2

6-3.1 Lesson C: Invertebrates

Materials Needed: magnifying glasses, earthworms, crayfish, cricket, sea urchin, snail, pictures of invertebrates, copy of “I have…, Who has…” game cards, chart paper, pictures of invertebrates, and index cards.

1. See workspace for “Animal Classification” PowerPoint activity & worksheet.

2 What are the characteristics of the five groups of invertebrates?

6-1.36-1.5

6-3.1 Assessment Possible time to review and assess animal and inquiry indicators covered this week..

1

6-3 .2 Lesson A:Moving, Defending,& Obtaining Resources

Materials Needed: Animal pictures, Animal books and/or Internet access

1. Need to create a blank chart on page 8 in Module 6-3.2. (One is available on the workspace under the name “Module 6-3.2 Chart) for students. The “Animal” and “Structure/Characteristic” columns were switched because it made more sense. Give some practice samples for the

3 In what ways do animals defend themselves, move, and obtain resources?

6-1.2

32


students on the chart.2. For “Explain” Section #11&12 visit the “Work Space” for

“Animal Structures for Defense, Movement, and Obtaining Resources”

Wee

k 3

6-3.2 Lesson B: Birds’ Beaks Activity

Materials Needed: animal books and pictures, “Bird Beak Activity”, Blue Tweezers, Clothes Pins, Spoons, Cups of small objects-beads, coins, sequins, marbles, different seeds, etc.

1 What structures do birds use for obtaining resources?

6-1.2

6-3.3 Lesson A: Endothermic & Ectothermic Organisms

Materials Needed: paper, markers, thermometer, goldfish, beakers, bowls, temperature graph, ice, and warm water

3 What are the characteristics of endothermic and ectothermic animals?How does the temperature affect the respiration rate of goldfish?

6-1.46-1.2

6-3.2 6-3.3

Assessment Possible time to review and assess animal and inquiry indicators covered this week.

1

33


Science Module

(Indicator) Title Advance Prep. Notes to TeachersTeaching

Period (Days)

Focus Questions

Alignment to Inquiry Standards

Wee

k 4

6-3.4 Lesson A: Environmental Stimuli

Materials Needed: plastic sheet, crumpled paper, water, paper towels, paper, animal books and/or Internet access

1. Include “cause and effect” section in the flipbook

2 How do environmental stimuli cause physical responses in animals?

6-1.2

6-3.5 Lesson A: Behavioral Responses

Materials Needed: animal books and/or Internet access, “5W’s” Graphic Organizer, Concept Map

1. Explain Section: #6-10 can be omitted if there are time constraints.

2. Explore: See workspace for hibernation, migration, and courtship video clips.

4 (3 if omit part

of Explain section)

In what ways do animals respond behaviorally to environmental stimuli?

6-1.2

Wee

k 5

6-3.6 Lesson A: Internal Stimuli

Materials Needed: Major Concepts Synthesis Chart*Alternate Chart that simplifies concepts is located on the

workspace.

1 How do internal stimuli help animals survive?

6-1.2

6-3.7 Lesson A: Inherited and Learned Behaviors

Materials: Streamlined Video, index cards, cards for card sort1. Explore section: Pre-made behavior cards for this activity

can be found on the workspace.2. Streamline Video title is not correct. The correct title of

the video is “Animal Instincts”.3. Additional Resources: Streamline Video on learned and

inherited behaviors “Animal Intelligences”.

2 How do learned behaviors in animals differ?

6-1.2

6-3.1-3.7 Cumulative Unit Assessment

Possible time to review and assess animal and inquiry indicators covered this week.

2

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