grade sci qtr 1.d… · web viewsequencing, pacing, time frames, and aligned resources. our hope...

Science 1st Nine Weeks Grade 6

Purpose of the Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

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Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without

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engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models

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are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and the Science Framework (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

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Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

State Standards Embedded Standards Outcomes Content Connections

Standard 2 - Interdependence - 5 weeksSCS 2016-2017

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GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community.

GLE 0607.2.2 Describe how matter and energy are transferred through an ecosystem.

GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment.

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.

Scaffolded (Unpacked) ideas

1. Every environment contains non-living (abiotic) and living (biotic) components.

2. The number and kinds of organisms an environment can support depends on the available biotic resources and abiotic conditions, such as the amount of rainfall, climate, and soil composition.

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0607.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.

Interpret how materials and energy are transferred through an ecosystem.

Identify the biotic and abiotic elements

Identify the environmental conditions and interdependencies among organisms found in the major biomes.

Tennessee Holt Science and Technology, Chapter 2, Section 1: Everything is Connected and Section 2: Living Things Need Energy, and Section 3: Types of Interactions, pp. 46-73.

Glencoe Tennessee Science Grade 6 TWE, Chapter 2 Interactions of Life, Section 1: Living Earth and Section 2: Populations, p. 40-53, Section 3: Interactions Within communities, p. 54-58.

Recommended activities

Science Teacher’s Activity a Day:

● Population growth rate pg. 132

● Population estimations pg. 134

● The importance of niches pg. 135

● Plant growth requirements pg.138

Labs:

Relationships and Interdependence – Investigate the interdependence of living systems and environment, as well as competition for resources.

Ecosystems at school - To observe and identify the

Academic vocabulary: biome, biosphere, ecosystem, ecology, population, community, habitat, limiting factor, carrying capacity, producer, consumer, symbiosis, mutualism, commensalism, parasitism, niche, biotic, abiotic, atmosphere, soil, climate, food chain, food web, prey, predator, swamp, marsh, succession, pioneer species, climax community, tundra, desert, grassland, savanna, plankton, estuary, wetland, coral reef, symbiosis

Performance task: Give students an opportunity to identify organisms in local habitats that have different niches. Research an organism and write descriptive paragraphs in their science journals about how the organism survives, obtains food and shelter, selects a mate, cares for the young and avoids danger. (Science Practice 8/LITERACY.RST.6-8.2)

Performance task: Allow students to imagine that they are molecules of water. Create a story about how they travel and what they will encounter as they go through one complete cycle of

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3. The survival needs of organisms and the conditions that exist in particular habitats must complement each other.

4. Depending on the needs of different organisms, some types of plants and animals thrive in a particular habitat, some do not do well, and some cannot survive at all.

5. A biological community consists of the sum total of the different organisms that live there.

6. Different organisms have different roles in a biological community that cause them to be interdependent.

7. Most producers are plants that use sunlight, CO2 and water to make food.

8. First order consumers are animals that obtain food by eating plants to make materials needed for growth, maintenance, and repair.

components of an ecosystem.

Mini ecosystem - To investigate diversity in a pond water ecosystem.

Squirrel island – Students will explain how adaptations help organisms survive in different environments.

Population calculation - Explore the factors influencing the size of Dall sheep populations

Informational text:

World of 7 Billion – Student reading on populations

Populations – “Life in a community”

Lessons:

Invasive species - Over the course of four days, students will be introduced to the topic of “invasive species” and watch video clips showcasing some well-known examples.

PBS learning – Students learn how energy flow ties together the organisms in an ecosystem.

Pond Water Food Webs In this lesson, students identify different types of consumers. Students begin by building food webs and then combine the food webs into a food chain.

the water cycle. (Science Practice 6/CCSS.ELA-LITERACY.RST.6-8.2)

Performance task: Explore the school grounds outdoors. Have students work in groups to describe the different levels of organization found on the grounds. They should describe an organism, a population, the community of populations, and the abiotic elements of the school-grounds ecosystem. (Science Practice 1)

Performance task: Write and describe the various ecosystems. Encourage the students to explain why each ecosystem is important to the life in that area. Show the locations of these areas on a Google map after students describe and present them to the class. (Science Practice 6/CCSS.ELA-LITERACY.RST.6-8.8)

Performance task: Biome Travel Brochure Project- Design a travel brochure to convince their audience to visit there. (Science Practice 2)

Performance task: Energy Transfer in

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9. Second order consumers and higher eat other animals.

10. Decomposers include bacteria and fungi that break down dead organisms or their products into food.

11. The food interactions among the biotic elements of a community can be illustrated through simple food chains, or more complex food webs.

12. There is less food energy able to be transmitted among organisms at higher levels of the food chain.

13. Interactions among living things can be neutral (commensalism), detrimental (predator/prey, or parasite/host), or mutually beneficial (symbiosis).

14. Biomes are large biological communities characterized by the predominant vegetation and by organisms that have become adapted to these

Lessons on photosynthesis and biomass growth. Bioenergy

Lesson plan on 10% rule of energy transfer. Written for high school but can be adapted to middle school

Energy pyramid Another lesson plan on energy transfer across trophic levels written on lower level.

Lesson plan on biogeochemical cycles. Cycles

Tennessee Holt Science and Technology Chapter 3, Section 1: Cycles of Matter, p. 74-79.

Glencoe Tennessee Science Grade 6 TWE Chapter 3 The Nonliving Environment, p. 68-95.

Recommended activities

Science Teacher’s Activity a Day:

● Energy flow through the food chain pg. 131

● Food web pg. 133● Packaging and the environment pg. 139

Labs:

Biotic and abiotic factors – Check for understanding, worksheet, and video on living and

an Ecosystem – Article explaining how energy moves through the ecosystem. Use this article to identify the claims, evidence, and reasoning of how organisms obtain energy. (Science Practice 7)

Performance task: Using a graphic organizer, compare and contrast differences between communities and populations. Share the information with classmates during a brief oral presentation. (Science Practice 8/CCSS.ELA-LITERACY.RST.6-8.8 )

Performance task: Consider the climate in Memphis. Conduct research on the different kinds of seeds and soils that are available. When thinking about the different plants, remember to think about these factors. (Sunlight requirements, Water requirements, Soil requirements, Proper plant spacing, Style of growth (groundcover, vertical, bushy, etc.), Expected yield, Cost, Other special requirements (Science Practices 4 and 5)

Performance task: Create a “pyramid foldable”, label each side of the pyramid with water cycle, carbon cycle, and

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particular environments.

15. Different biomes exist around the world.

non-living things

STEM unit – Investigation on p. 14

Evaporation - This three-part activity consists of an activity that student groups develop themselves, a given procedure, and an optional demonstration.

Informational text:

Where does food come from? – p. 14

The Water Cycle – article on the natural process

Text dependent questions – The Water Cycle

Lessons:

Virtual Owl Pellet Dissection lesson Plan - This lesson is virtual dissection of Owl Pellets. This interactive website gives the option of dissecting pellets from many kinds of owls. This would be great to use before actually dissecting, because it would help student learn to identify the bones before the actual dissection.

Tennessee Holt Science and Technology, Chapter 4, The Earth’s Ecosystems, p. 91-119.

Glencoe Tennessee Science Grade 6 TWE

nitrogen cycle. As students research and read text, they should describe each cycle by writing the steps of each on the appropriate pyramid side. (Science Practice 6)

Performance task: Divide the class into cooperative groups and assign each group a biome. Students will brainstorm and list biotic and abiotic factors that exist within the biome. Students are asked to consider one organism found in the biome, list the organism’s needs, list things within the biome on which that organisms depends, and list other organisms within the biome that are dependent on that organism. Explain the relationships between these organisms. Students will determine how a change in the ecosystem, such as a spike in temperature, a drought, the arrival of a new food source or predator, or the loss of a food source or predator would affect the ecosystem and the organism that they are investigating. Each group will then present their information to the class. Students may choose to construct an informative brochure, write and

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Chapter 4, Section 2 Biomes and Section 3 Aquatic Ecosystems, p. 102 – 117

Recommended activities:

Labs:

Biomes of the U.S. - To locate biomes of the United States. Research and input information about the biomes climate, location, and typical biodiversity. Use Google Earth to create a tour.

Local ecosystems - Investigate the habitats of local plants and animals and explore some of the ways animals depend on plants and each other.

Informational text:

Born to be wild – pp. 10-13

Prairie ecology

Ecosystems – two page reading selection

Lessons:

Human Impact on Ecosystems Unit plan focusing on the human impact on ecosystems.

Interaction in Ecosystems Planet foundation

Movement of energy materials

illustrate a magazine article, create a public service announcement, etc. for their oral presentation. (Science Practices 6 and 8)

Performance task: Ecosystems and food webs - Students can identify producers, consumers, and decomposers; identify populations versus consumers; describe relationships between populations; and predict changes in populations based on the food web. (Science Practice 6)

Performance task: The Carbon Cycle – Draw the carbon cycle and have students to write an essay on the significance of this cycle on the environment. Afterwards, create a 3-dimensional model, that shows the effects biotic and abiotic factors. (Science Practice 2/CCSS.ELA-LITERACY.RST.6-8.7)

Performance task: A team of hydrologists has taken samples from the Mississippi River and concluded that the aquatic system is full of bacteria. Considering the information that you’ve learned in this unit, plan an

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A Little Water goes a Long Way

Build a Biome -Students observe and analyze the interrelations between plant and animal survival. They learn how to build ‘ecosystem’ structures that mimic various ecosystems.

Unit plan with many lesson plans on the impact of humans on ecosystems. Human Impact

Lesson plan to introduce concept of invasive species. Great information for preparing students to write position paper. Ecosystems

Informational text:

Follow that Hurricane

Activities:

Virtual Owl Pellet Dissection - This site was designed to teach about the wonders of birds and the site has the Virtual Owl Pellet Dissection.

Oh, Deer! Game in which students learn about factors impacting ecosystems.

Exploring symbiosis - Students analyze and discover how different organisms have symbiotic relationships with one another.

The world's land areas are categorized by biome; a biome is a large geographical area that has a specific climate and distinctive plants and animals. In this activity you will be working in groups to learn

investigation including the tools and techniques as well as other resources that would be needed to immediately implement an action plan to alleviate the source of the bacteria. Be sure to include graphs to show data and create benchmarks for completing the emergency project within a period of three months. (Science Practice 3/CCSS.ELA-LITERACY.RST.6-8.3)

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enough about a particular biome to teach it to others. Biomes of the World

Additional resources:

Biomes –Background information on all the world’s biomes.

Biomes- Additional Background information on all the world’s biomes.

Assessments:

Ecosystems

Biomes – question bank

Producers, consumers and decomposers – 20 item sampler

Water cycle – unit test

Standard 8 – The Atmosphere - 4 weeksGLE 0607.8.1 Design and conduct an investigation to determine how the sun drives atmospheric convection.

GLE 0607.Inq. 3 Synthesize information to determine cause and

Analyze data to identify events associated with heat convection in the

Tennessee Holt Science and Technology Chapter 6 The Atmosphere pp. 150-179

Academic vocabulary: atmosphere, air pressure, troposphere, stratosphere,

mesosphere, thermosphere, anemometer,

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GLE 0607.8.2 Describe how the sun’s energy produces the wind.

Scaffolded (Unpacked) ideas

1. When sunlight strikes the earth’s surface it is either reflected or absorbed.

2. Sunlight that is absorbed heats the earth surface.

3. The heated surface of the earth causes air to rise.

4. When heated air rises, it begins to cool and sink.

5. Wind is the large-scale movement of air caused by the differential heating of the earth’s surface.

6. Ocean currents are caused by the sun.

7. At the equator evaporation exceeds condensation.

8. Excessive evaporation makes sea water more salty and dense

effect relationships between evidence and explanations.

GLE 0607. Inq. 5 Communicate scientific understanding using descriptions, explanations, and models.

atmosphere.

Recognize the connection between the sun’s energy and the wind.

Glencoe Tennessee Science Grade 6 TWE, Chapter 10, Atmosphere, pp. 294-321

Recommended activities:

Science Activity a Day:

● Heat Transfer (Spiraling Upward) p. 194

● Air has weight (Living under pressure) p. 197

● Winds (Air Masses in Motion) p. 199

Atmospheric Processes - Radiation - Students will investigate how different surfaces absorb heat and apply their experience with the surfaces to interpret real-world situations.

A Model of Atmospheric Gases - This activity introduces students to the atmospheric differences between the three "sister" planets in a graphic and hands-on way.

Labs:

What's in the wind? – Investigation allows students to observe particles collected and chart the data

Wind activities – over 10 experiments available

atmospheric convection, barometer, climate change, hygrometer,

meteorological data, ocean current, radiation, thermal conduction, convection, greenhouse effect, global warming, wind, Coriolis effect, polar easterlies, westerlies,

trade winds, jet stream

Performance task: Create a booklet and label each page with a main idea from the chapter. As you read the text, write what you learn about each main idea on the

appropriate page of the booklet. (Science Practice 6/CCSS.ELA-LITERACY.RST.6-8.8)

Performance task: Informational text strategies - After students have developed a basic grasp of the Earth’s spheres, ask them to read one of the selected articles

provided in the materials section. Tell them that as they read, they should look for descriptions of the Earth’s different

spheres within the text. (Science Practice 8/CCSS.ELA-LITERACY.RST.6-8.2)

Performance task: Develop a written argument that supports the concept of

convection and its effect in the atmosphere. (Science Practice 7)

Performance task: Weather Wizkids - Allow the students to read about the

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causing it to sink.

9. At polar regions, excessive condensation makes water less dense and salty causing it to remain at the surface.

10. Such temperature-related, density differences cause massive movements of ocean water.

11. Currents have an impact on the climate of a region.

12. Warm water currents make the surrounding areas warmer than expected, cold water currents produce the opposite effect.

13. Differential heating and cooling of land and water result in onshore and offshore breezes that affect local weather conditions in coastal areas.

14. Meteorological data display patterns that can be used to predict future weather conditions.

Conduction in the atmosphere – p. 26

Convection in Earth's atmosphere – p. 29

Need.org – activities 1-11

Informational text:

The Transfer of Heat Energy - The text explains the three ways heat passes into and through the atmosphere by relating examples from everyday life to atmospheric forms of heat transfer.

What is heat? – Readworks passage

Introduction to the atmosphere – A brief overview of the properties associated with the atmosphere.

Videos:

A Journey through the Atmosphere – Short clip

Radiation, conduction, and convection – 3 methods of heat transfer

Bill Nye Heat - Full length video, Bill Nye Heat Convection, conduction and radiation

Global warming – Discusses human roles in

causes of wind including land and sea breezes and cite specific textual evidence

to support analysis of science and technical texts. (Science Practice 8/CCSS.ELA-LITERACY.RST.6-8.1)

Performance task: Using a barometer, students should demonstrate how to observe and record daily pressure readings within the classroom and

outdoors. They should collect data and write their findings in the science journal.

Have them to rationalize why the readings vary. (Science Practices 3 and 5/ CCSS.ELA-LITERACY.RST.6-8.3)

Performance task: Heat – Math connection activities one and two that provide procedures on conducting the

investigations (Science Practice 5/CCSS.ELA-LITERACY.RST.6-8.3)

Performance task: The Sun and its Energy – Build a solar house p. 44

(Science Practice 3)

Performance task: Write three paragraphs describing examples from your life that show how you use or interact with heat. The first paragraph should include an

example of heat transfer by conduction. The second paragraph should include an

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affecting the environment

Simulation:

Animation – View land and sea

Lessons:

No zone of ozone – Explore the causes and effects of the Earth's ozone holes through discussion and an interactive simulation

Radiation, conduction, and convection – lesson that involves understanding properties and behavior of heat, light, and sound.

Tutorial - This website describes how numerous atmospheric convection/wind patterns affect aviation.

Absorbing sunlight - Identify the effects of solar energy on our planet and its systems by observing how 3 colored soils absorb sunlight differently.

Community connections

● Memphis Light, Gas, and Water

● Local news stations

example of heat transfer by convection. The third paragraph should include an

example of heat transfer by radiation. Be sure to explain: how molecules move in

warm matter versus cold matter. how heat flows from warmer matter to cooler matter.

how heat is transferred by conduction, convection, and radiation. (Science

Practices 6 and 8/CCSS.ELA-LITERACY.RST.6-8.8)

Performance task: Make a model of the ozone layer. (Science Practice 2)

Performance task: Jeopardy labs – In groups, students use knowledge and skills

to determine answer to the game questions. The level of rigor increases as

the players continue throughout the game. (Science Practices 5 and 6)

Performance task - Using Weather scientist, As part of a team of scientists,

you have been asked to educate members of the United States Department of Agriculture (USDA) regarding weather patterns and potential drought in farming

areas around the country. For your presentation, choose one region of the

United States to focus your work.

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● Meteorologists

● Clean Memphis

● City of Memphis

● Memphis International Airport

Assessments:

Conduction and convection - Test contains a task that promotes science literacy through the use of discipline-specific practices to collect, apply, and communicate content knowledge.

Atmosphere Test Review – assessment questions with the answer key provided

The Atmosphere – multiple choice questions linked to the atmosphere

What's in the air? – 5 E lesson template with questions

Science challenge/project ideas:

Science buddies - Weather & Atmosphere

CPO - Wind Turbine - Students explore concepts in engineering

Complete the products as highlighted on page 2. (Science Practices 4 and 5)

Community connections

Pink Palace Exhibits: Oxbow Lake, Mid-South Mammals

Labs- Journey to the Poles, Humpback Whales

CTImcgh Theater: Walking with Dinosaurs 3D, Humpback Whales 3D

Suitcase Exhibits: Skulls/Predator & Prey, Trees and Leaves

Passports: Weddell Seals, Sharks, Leaves, Tree Cookies

Lichterman Nature Center Exhibits:

Human Impact, Urban Wildfire, Backyard Wildlife Center

Programs: Habitat Detectives, Biowild, Wonders of Water Discovery Days, Nature2U - Poking in the Pond

Science fair/challenge ideas:

STEM-IT – Ecosystem design challenge

STEM works – choose from a variety of topics SCS 2016-2017

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Science fair adventure - Demonstrate how there is carbon in the atmosphere

Teachengineering.org - Investigate materials engineering as it applies to weather and the choices available to us for clothing to counteract the effects of weather.

and activities

Discovery education – ecosystem challenges

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