Rangely RE 4 Curriculum Development 6 th Grade Science Content Area Science Grade Level 6 th Grade

Transcription

1 Content Area Science Grade Level 6 th Grade Standard Grade Level Expectations (GLE) GLE Code 1. Physical Science 1. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles 2. Atoms may stick together in well defined molecules or be packed together in large arrangements. Different arrangements of atoms into groups compose all substances. 3. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model SC09 GR.6 S.1 GLE.1 SC09 GR.6 S.1 GLE.2 SC09 GR.6 S.1 GLE.3 4. Distinguish among, explain, and apply the relationships among mass, weight, volume, and density SC09 GR.6 S.1 GLE.4 2. Life Science 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem 3. Earth Systems Science 1. Complex interrelationships exist between Earth s structure and natural processes that over time are both constructive and destructive 2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere 3. Earth s natural resources provide the foundation for human society s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled SC09 GR.6 S.2 GLE.1 SC09 GR.6 S.2 GLE.2 SC09 GR.6 S.3 GLE.1 SC09 GR.6 S.3 GLE.2 SC09 GR.6 S.3 GLE.3 March 2015 Page 1 of 20

2 Colorado 21 st Century Skills Invention Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self Direction: Own Your Learning Invention: Creating Solutions Reading & Writing Standards for Literacy in Science and Technical Subjects 6 12 Reading Standards Key Ideas & Details Craft And Structure Integration of Knowledge and Ideas Range of Reading and Levels of Text Complexity Writing Standards Text Types & Purposes Production and Distribution of Writing Research to Construct and Present Knowledge Range of Writing Unit Titles Length of Unit/Contact Hours Unit Number/Sequence Changing Environments 6 9 weeks 1 Water 5 7 weeks 2 Building Blocks of Life 5 7 weeks 3 Environmental Systems 5 7 weeks 4 March 2015 Page 2 of 20

3 Unit Title Changing Environments Length of Unit 6 8 weeks Focusing Lens(es) Inquiry Questions (Engaging Debatable): CCSS Reading Standards for Literacy in Science & Technology 6 8 Unit Strands Concepts Change Interactions How do changes in one (population) affect balance in an ecosystem? How would life / ecosystems be different if Earth s surface did not change? RST RST RST RST RST Life Science, Earth Systems Science Standards and Grade Level Expectations Addressed in this Unit CCSS Writing Standards for Literacy in Science & Technology 6 8 SC09 GR.6 S.2 GLE.1 SC09 GR.6 S.2 GLE.2 SC09 GR.6 S.3 GLE.1 WHST WHST WHST WHST WHST change, equilibrium/stability, ecosystems, environment, population, energy, matter, flow, cycle, surface features, constructive/destructive forces, interaction, patterns Generalizations My students will Understand that Factual Guiding Questions Conceptual The interactions among organisms in an ecosystem facilitate the flow of energy and cycling of matter and follow predictable patterns. (SC09 GR.6 S.2 GLE.2 EO.c; IQ.2; N.3) The interaction between Earth s constructive and destructive forces explains both the pattern and changes in surface features on Earth. (SC09 GR.6 S.3 GLE.1 EO.a; IQ. 2; RA.1) What biotic and abiotic factors comprise ecosystems? (SC09 GR.6 S.2 GLE.1 EO.c) What are ways that we can describe and measure populations and ecosystems? (SC09 GR.6 S.2 GLE.1 EO.a) How does a food web show the flow of energy through an ecosystem? patterns (SC09 GR.6 S.2 GLE.2 EO.b) What jobs do organisms do to facilitate the flow of energy and cycling of matter? patterns (SC09 GR.6 S.2 GLE.2 EO.c; IQ.2) What constructive and destructive forces affect Earth s surface features? How does Earth s surface change over time? (SC09 GR.6 S.3 GLE.1 EO.b,c; IQ.2; RA.2; N.2) How do biotic and abiotic factors interact in an ecosystem? (SC09 GR.6 S.2 GLE.1 EO.c) Why are there generally more producers than consumers in an ecosystem? (SC09 GR.6 S.2 GLE.1 EO.c) How does the flow of energy compare and contrast with the cycling of matter? patterns (SC09 GR.6 S.2 GLE.2 EO.c) How do forces inside the Earth and on the surface build, destroy, and change Earth s crust? (SC09 GR.6 S.3 GLE.1 EO.a; IQ. 1; RA.1) How do changes in Earth s surface alter the nonliving environment of ecosystems? (SC09 GR.6 S.3 GLE.1 EO.b; RA.1) March 2015 Page 3 of 20

4 Changes in the environment can determine the survival of populations and the stability of ecosystems. (SC09 GR.6 S.2 GLE.1 EO.a; IQ.1) A general understanding of ecosystems and environmental change allows scientists to predict and model potential impacts on populations of organisms. (SC09 GR.6 S.2 GLE.1 EO.b, d; N.1) Rangely RE 4 Curriculum Development What types of environmental changes can occur? (SC09 GR.6 S.2 GLE.1 EO.a) What is meant by equilibrium of an ecosystem? (SC09 GR.6 S.2 GLE.1 EO.c; IQ.2) How do models help scientists to predict future events? (SC09 GR.6 S.2 GLE.1 EO.d; RA.1; N.3) How do environmental changes explain why populations decrease or increase? (SC09 GR.6 S.2 GLE.1 EO.a) How do environmental changes affect the survival of individual organisms, populations and species? (SC09 GR.6 S.2 GLE.1 EO.a) How might future environmental changes affect the survival of individual organisms, populations and species? (SC09 GR.6 S.2 GLE.1 EO.d; N.3) and (SC09 GR.6 S.3 GLE.1 EO.ac, N.2) Critical Content: My students will Know Key Skills: My students will be able to (Do) The difference between biotic and abiotic (SC09 GR.6 S.2 GLE.1 EO.c) The reasons why there are generally more producers than consumers in an ecosystem (SC09 GR.6 S.2 GLE.1 EO.c) o Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species How food webs help us visualize the flow of energy through and ecosystem (SC09 GR.6 S.2 GLE.2 EO.b) o Design a food web diagram to show the flow of energy through an ecosystem (DOK 1 2) Matter cycles within ecosystems (SC09 GR.6 S.2 GLE.2 EO.c; IQ.1) o Compare and contrast the flow of energy with the cycling of matter in ecosystems (DOK 2) What "jobs" do organisms do to facilitate the flow of energy and cycling of matter? Earth s surface is constantly changing (SC09 GR.6 S.3 GLE.1 EO.c; IQ.1) o Use a computer simulation for Earth's changing crust (DOK 1 2) How do forces inside Earth and on the surface build, destroy, and change Earth s crust? Develop, communicate and justify an evidence based explanation about why there generally are more producers than consumers in an ecosystem (SC09 GR.6 S.2 GLE.2 EO.a) Design a food web diagram to show the flow of energy through an ecosystem (SC09 GR.6 S.2 GLE.2 EO.b) Compare and contrast the flow of energy with the cycling of matter in ecosystems (SC09 GR.6 S.2 GLE.2 EO.c) Gather, analyze and communicate an evidence based explanation for the complex interaction between Earth s constructive and destructive forces (SC09 GR.6 S.3 GLE.1 EO.a) Gather, analyze and communicate evidence from text and other sources that explains the formation of surface features (SC09 GR.6 S.3 GLE.1 EO.b) Use or create a computer simulation for planets changing surface (SC09 GR.6 S.3 GLE.1 EO.c) Practice the collaborative inquiry process that scientists use to identify local evidence of constructive and destructive forces (SC09 GR.6 S.3 GLE.1; N.1) Create and compare models of natural processes that affect structures (SC09 GR.6 S.3 GLE.1; N.2) Interpret and analyze data about changes in environmental conditions (SC09 GR.6 S.2 GLE.1 EO.a) o Interpret and analyze data about changes in environmental conditions such as climate change and populations that support a claim describing why a specific population might be increasing or decreasing Develop, communicate, and justify and evidence based explanation about how ecosystems interact (SC09 GR.6 S.2 GLE.1 EO.b) o Develop, communicate, and justify an evidence based explanation about how ecosystems interact with and impact the global environment (DOK 1 3) Model equilibrium in an ecosystem (SC09 GR.6 S.2 GLE.1 EO.c) o Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a March 2015 Page 4 of 20

5 Examples of how forces inside the Earth contribute to changes in the surface of Earth's crust (SC09 GR.6 S.3 GLE.1 EO.a; IQ.1) o Gather, analyze, and communicate an evidence based explanation for the complex interaction between Earth's constructive and destructive forces (DOK 2 3) How do forces inside Earth and on the surface build, destroy, and change Earth's crust? The constructive and destructive forces brought about by changes to the Earth s surface (SC09 GR.6 S.3 GLE.1 EO.a; IQ.1) o Gather, analyze, and communicate an evidence based explanation for the complex interaction between Earth's constructive and destructive forces (DOK 2 3) How do forces inside Earth and on the surface build, destroy, and change Earth's crust? How environmental conditions affect the survival of individual organisms, populations and entire species (SC09 GR.6 S.2 GLE.1 EO.d; N.3) and (SC09 GR.6 S.3 GLE.1 EO.ac, N.2) o Gather, analyze, and communicate an evidence based explanation for the complex interaction between Earth's constructive and destructive forces (DOK 2 3) o Use a computer simulation for Earth s changing crust (DOK 1 2) N Create and compare and contrast models that show how natural processes affect Earth s structures. (DOK 2 3) Rangely RE 4 Curriculum Development change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species Examine, evaluate, question, and ethically use information from a variety of sources to investigate how environmental conditions affect survival (SC09 GR.6 S.2 GLE.1 EO.d) o Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1 2) Ask testable questions and make a falsifiable hypothesis about how environmental conditions affect organisms, populations, or entire species and design a method to find the answer. (DOK 2 4) (SC09 GR.6 S.2 GLE.1, N.1) Recognize and describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (SC09 GR.6 S.2 GLE.1, N.2) Use models and technology tools to show what might happen to individuals, populations, and species as environmental conditions change. (DOK 1 2) (SC09 GR.6 S.2 GLE.1, N.3 Scientists work from the assumption that the universe is a single system in which the basic rules are the same everywhere that energy follows the same rules in an ecosystem as it does in physics experiments. (DOK 1) (SC09 GR.6 S.2 GLE.2, N.1) Generate solutions to help mitigate environmental problems based on an understanding of the cycling of matter and energy. (DOK 2 4) (SC09 GR.6 S.2 GLE.2, N.2) Create and evaluate models that show how interactions create a flow of energy and a cycling of matter in an ecosystem. (DOK 2 3) (SC09 GR.6 S.2 GLE.2, N.3) Research and evaluate data and information to learn about the types and availability of various natural resources, and use this knowledge to make evidence based decisions (DOK 2 3) (SC09 GR.6 S.3 GLE..3.a) Identify and evaluate types and availability of renewable and nonrenewable resources (DOK 1 2) (SC09 GR.6 S.2 GLE.2.b) Use direct and indirect evidence to determine the types of resources and their applications used in communities (DOK 1 2) ) (SC09 GR.6 S.2 GLE.3.c) Research and critically evaluate data and information about the advantages and disadvantages of using fossil fuels and alternative energy sources (DOK 2 3) (SC09 GR.6 S.2 GLE.2.d) N Recognize and describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (SC09 GR.6 S.3 GLE.3. N.3) Cite specific textual evidence to support analysis of science and technical texts. (CCSS RST 6 8.1) PARCC Determine the central ideas or conclusions of a text; provide an accurate summary of the text March 2015 Page 5 of 20

6 distinct from prior knowledge or opinions. (CCSS RST 6 8.2) PARCC Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (CCSS RST 6 8.6) PARCC Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (CCSS RST 6 8.7) PARCC Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (CCSS RST 6 8.8) PARCC Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (WHST 6 8.6) Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS WHST 6 8.7) PARCC Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSSWHST 6 8.8) PARCC Draw evidence from informational texts to support analysis, reflection, and research. (CCSS WHST 6 8.9) PARCC Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. (CCSS WHST ) PARCC March 2015 Page 6 of 20

7 Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): Ecosystems change over time as populations interact with each other and the changing environment. Academic Vocabulary: analyze, interpret, evidence, interactions Technical Vocabulary: weathering, erosion, deposition, constructive forces, destructive forces, ecosystem, population, species, crust, survival, equilibrium, producers, consumers, food web, food chain, March 2015 Page 7 of 20

8 Unit Title Water, Water Everywhere Length of Unit 5 7 weeks Focusing Lens(es) Cycle Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging Debatable): CCSS Reading Standards for Literacy in Science & Technology 6 8 Unit Strands How do daily decisions impact the quality of water in the water cycle? Would a new visitor to Earth see five oceans or only one? Why is water an essential substance for supporting life? How would life be different if all matter had the same density? RST RST RST RST Physical Science, Earth Science CCSS Writing Standards for Literacy in Science & Technology 6 8 SC09 GR.6 S.1 GLE.3 SC09 GR.6 S.1 GLE.4 SC09 GR.6 S.3 GLE.2 WHST WHST WHST WHST WHST Concepts resources, cycle, balance, system, change, properties, structure/form, phase, water, activity, quality Generalizations My students will Understand that Factual Guiding Questions Conceptual The structure/form and availability of water changes as it cycles in predictable patterns (SC09 GR.6 S.3 GLE.2 EO.a; IQ.1) Some properties of water change based on its phase which leads to greater understanding of its limitations and benefits (SC09 GR.6 S.1 GLE.3 EO.a; RA.1) Many properties of water are interrelated; one property change (e.g., temperature) often causes changes in another property (chain reaction or cause and effect) (SC09 GR.6 S.1 GLE.3 EO.b; IQ.2) What states of matter can water exist as on Earth? (SC09 GR.6 S.3 GLE.2 EO.a) What processes (condensation, evaporation, freezing and melting) account for changes in states of matter of water? (SC09 GR.6 S.3 GLE.2 EO.b) How does the density of water change with the phase? (SC09 GR.6 S.1 GLE.3 EO.a; IQ.1) What objects of specific densities will float or sink in water? (SC09 GR.6 S.1 GLE.4 EO.c) What are the properties of water? How are volume, mass, weight and density measured (tools, units)? (SC09 GR.6 S.1 GLE.4 EO.c) How is water cycled on earth? (SC09 GR.6 S.3 GLE.2 EO.a) What would be the implications if solid water was denser than liquid water? (SC09 GR.6 S.1 GLE.4 EO.a; IQ.1) Describe situations in which mass, weight, volume, or density would be most useful to know about an object. (SC09 GR.6 S.1 GLE.4; IQ.3) How are the various properties of water inter related? Why does weight and not mass change due to gravitational force? (SC09 GR.6 S.1 GLE.4 EO.d) March 2015 Page 8 of 20

9 Human activities (including increased atmospheric pollution) can determine the quality and availability of water locally and worldwide (SC09 GR.6 S.3 GLE.2 EO.c, d; IQ.3; RA.1) Rangely RE 4 Curriculum Development What factors determine water quality? (SC09 GR.6 S.3 GLE.2 EO.c; IQ.3; RA.1) What water sources exist on Earth, and how do they vary in distribution? (SC09 GR.6 S.3 GLE.2 EO.a) Where does water go after it is used in houses or buildings? (SC09 GR.6 S.3 GLE.2 EO.e) Critical Content: My students will Know Key Skills: My students will be able to (Do) The distribution and recycling of water in various forms and locations (SC09 GR.6 S.3 GLE.2 EO.a) o Gather and analyze data from a variety of print resources and investigations to account for local and world wide water circulation and distribution patterns (DOK 1 3) How to describe water by its properties ( including mass, weight, volume, and density) (SC09 GR.6 S.1 GLE.4 EO.c) o Predict how mass, weight, and volume affect density (DOK 1 2) Different phases of water (solid, liquid, and gas) and each phase s unique properties. The reasons why changes in temperature are not always equivalent to changes in state. (SC09 GR.6 S.1 GLE.3 EO.b) o Distinguish between changes in temperature and changes of state using the particle model of matter (DOK 1 2) The unique properties of solids, liquids and gasses that make them useful in different situations. (SC09 GR.6 S.1 GLE.3; RA.1) Ṟ Solids, liquids, and gasses all have unique properties that make them useful in different situations. For example, solids are useful building materials. Ask testable questions and make falsifiable hypotheses about water distribution (SC09 GR.6 S.3 GLE.2; NA 1) (DOK 2) Use evidence to model how water is transferred throughout the earth. (SC09 GR.6 S.3 GLE.2 EO.b) (DOK 1 3) Create and evaluate models to represent water circulation and distribution. (SC09 GR.6 S.3 GLE.2; NS. 2) (DOK 2 3) Gather and analyze data from a variety of print resources and investigations to account for local and world wide water circulation and distribution patterns. (SC09 GR.6 S.3 GLE.2 EO.a) (DOK 1 3) Calculate the density of a sample, predict its ability to float or sink in a liquid of known density, design and perform the experiment, and justify discrepancies. (SC09 GR.6 S.1 GLE.4; NS.1) (DOK 1 4) Ask testable questions and make a falsifiable hypothesis about density and design an inquiry based method to find an answer. (SC09 GR.6 S.1 GLE.4;NS.2) (DOK 2 4) Select proper tools to measure the mass and volume of an object and use appropriate units. (SC09 GR.6 S.1 GLE.4; NS.3) (DOK 1 2) Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (CCSS RST 6 8.3) PARCC Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. (CCSS RST 6 8.4) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. ( CCSS RST 6 8.5) PARCC Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (CCSS RST 6 8.9) PARCC Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CCSS WHST 6 8.4) PARCC March 2015 Page 9 of 20

10 How gravitational force can change the weight (and not the mass)of an object. (SC09 GR.6 S.1 GLE.4 EO a,.d) o Explain that the mass of an object does not change, but its weight changes based on the gravitational forces acting upon it. (DOK 1) o Measure mass and volume, and use these quantities to calculate density (DOK 1) The reasons why mass, weight and volume affect density. (SC09 GR.6 S.1 GLE.4 EO.c) o Predict how mass, weight, and volume affect density (DOK 1 2) Specific tools used to gather information about mass, weight, volume and density. (SC09 GR.6 S.1 GLE.4 EO.e) o Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (DOK 1 2) The causes and effects of water pollution in local and world water distributions (SC09 GR.6 S.3 GLE.2 EO.d) o Identify the various causes and effects of water pollution in local and world water distributions (DOK 1 2) The relationships between water systems and local, regional, and world population development. (SC09 GR.6 S.3 GLE.2; RA.2) Ṟ Water systems affect local, regional, and world population development. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (WHST 6 8.6) PARCC Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS WHST 6 8.7) PARCC Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSSWHST 6 8.8) PARCC Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. (CCSS WHST ) PARCC March 2015 Page 10 of 20

11 Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): Water on earth exists in many different forms, each with its own properties. Mass, weight, volume, and density are properties of water that can be measured with the right tools. Academic Vocabulary: predict, measure, calculate, model (noun), model (verb) Technical Vocabulary: condensation, evaporation, melt, freeze, mass, weight, volume, density, units, grams, kilograms, liters, milliliters, g/cm3, g/ml, tools, gravity, March 2015 Page 11 of 20

12 Unit Title Building Blocks of Life Length of Unit 5 7 weeks Focusing Lens(es) Inquiry Questions (Engaging Debatable): CCSS Reading Standards for Literacy in Science & Technology 6 8 Complexity Structure Standards and Grade Level Expectations Addressed in this Unit Are space travel and the colonization of places like the moon or mars possible? Do the Laws of Physics apply constantly across the universe? How would the human body be affected by space travel? Is anything in the world not made of matter? RST RST RST RST CCSS Writing Standards for Literacy in Science & Technology 6 8 SC09 GR.6 S.1 GLE.1 SC09 GR.6 S.1 GLE.2 SC09 GR.6 S.1 GLE.4 WHST WHST WHST WHST WHST Unit Strands Concepts Physical Science properties, structure, function, substance, energy, relationship, foundation, order, patterns, bonds, interaction, matter, atoms, molecules, mass volume, density, weight Generalizations My students will Understand that Factual Guiding Questions Conceptual Relationships between atoms and molecules determine the complexity and properties of matter (SC09 GR.6 S.1 GLE.1 EO.a) and (SC09 GR.6 S.1 GLE.2 EO.b) Structure of matter creates predictable patterns in the universe. (SC09 GR.6 S.1.GLE.1 EO.b,c) Gravitational forces interact and act with matter in the universe in predictable ways. (SC09 GR.6 S.1 GLE.4) Mass, weight, and volume determine an object s or a liquid s density. (SC09 GR.6 S.1 GLE.4 EO.c) The arrangement of atoms in matter defines the density of matter. (SC09 GR.6 S.1 GLE. 3 EO.c,d) In what ways does the relationship between atoms and molecules determine the complexity of matter? (SC09 GR.6 S.1 GLE.1,2) In what ways does the arrangement of atoms in elements create predictable structures of matter? (SC09 GR.6 S.1.GLE.1 EO.b,c) What is the relationship between mass, volume and density, and do these terms relate to weight? (SC09 GR.6 S.1.GLE.2 EO.b) What are the differences between mass, volume, and weight? What state of matter is the densest? How does the interaction of things we can t see affect what we can see? How does the understanding of the basic building blocks of matter help us to predict the substance of the universe? (SC09 GR.6 S.1.GLE.1 EO.b; IQ.1; RA.1) If weight and mass are not the same thing, why might people use the words interchangeably? (SC09 GR.6 S.1.GLE.4; IQ.2) If two objects have the same mass, how would the density differ if one was larger than the other? Why is the solid state of matter usually the most dense? Why do balloons float? March 2015 Page 12 of 20

13 Critical Content: My students will Know Key Skills: My students will be able to (Do) Chemical and nuclear reactions based on atomic and molecular structure (SC09 GR.6 S.1 GLE.1) The fundamental building blocks of matter(sc09 GR.6 S.1 EO.a) o Identify evidence that suggests there is a fundamental building block of matter (DOK 1) Particle theory of matter and characteristics of the particle model (SC09 GR.6 S.1 EO.b) o Use the particle model of matter to illustrate characteristics of different substances (DOK 1 2) The atomic model as the foundation for all chemistry (SC09 GR.6 S.1 EO.c) o Develop an evidence based scientific explanation of the atomic model as the foundation for all chemistry (DOK 1 3) The history of the scientific investigations and the relationship to the understanding of the nature of matter. (SC09 GR.6 S.1 EO.d) o Find and evaluate appropriate information from reference books, journals, magazines, online references, and databases to compare and contrast historical explanations for the nature of matter (DOK 1 2) The consistency of living things in relation to the matter in the rest of the universe. (SC09 GR.6 S.1 GLE.1;RA.1) Ṟ Living things consist of the same matter as the rest of the universe. The similarities and differences between elements and compounds. (SC09 GR.6 S.1 GLE.2 EO.a) o Explain the similarities and differences between elements and compounds (DOK 1 2) Why atoms form into molecules with different properties than their components.. (SC09 GR.6 S.1 GLE.2 EO.b) o Identify evidence suggesting that atoms form into molecules with different properties than their components (DOK 1 2) The structure of a molecule. (SC09 GR.6 S.1 GLE.2 EO.c) o Find and evaluate information from a variety of resources about molecules (DOK 1 2) How gravitational force can change the weight (and not the mass) of an object. (SC09 GR.6 S.1 GLE.4 EO.d) Apply an understanding of atomic and molecular structure (SC09 GR.6 S.1 GL.1) Identify evidence that suggests there is a fundamental building block of matter (SC09 GR.6 S.1 GL.1 EO.a) (DOK 1) Use the particle model of matter to illustrate characteristics of different substances(sc09 GR.6 S.1 GL.1 EO.b) (DOK 1 2) Develop an evidence based scientific explanation of the atomic model (SC09 GR.6 S.1 GL.1 EO.c) (DOK 1 3) Find and evaluate appropriate information from reference books, journals, magazines, online references, and databases to compare and contrast historical explanations for the nature of matter(sc09 GR.6 S.1 GL.1 EO.d) (DOK 1 2) Work in groups using the writing process to effectively communicate an understanding of the particle model of matter. (SC09 GR.6 S.1 GL.1;N.1) (DOK 1 2) Use technology to share research findings about historical explanations for the nature of matter and to publish information to various audiences. (SC09 GR.6 S.1 GL.1;N.2) (DOK 1 2) Create models that explain the particle theory of matter. (SC09 GR.6 S.1 GL.1;N.3) (DOK 2 3) Recognize and describe the ethical traditions of science: (SC09 GR.6 S.1 GL.1;N.4) Explain the similarities and differences between elements and compounds (SC09 GR.6 S.1 GL.2.EO.a) (DOK 1 2) Identify evidence that atoms form into molecules with different properties than their components. ((SC09 GR.6 S.1 GL.2.EO.b) (DOK 1 2) Find and evaluate information from a variety of resources. (SC09 GR.6 S.1 GL.2.EO.c) (DOK 1 2) Use models and/or electronic media to show and understand how molecules are made of atoms (SC09 GR.6 S.1 GL.2;N.1) (DOK 1 2) Investigate how our current understanding of matter has developed through centuries of scientific investigations (SC09 GR.6 S.1 GL.2;N.2) (DOK 2 3) Predict how changes in acceleration due to gravity will affect the mass and weight of an object (SC09 GR.6 S.1 GL.4.EO.b) (DOK 1 2) Predict how mass, weight, and volume affect density (SC09 GR.6 S.1 GL.4.EO.c) Measure mass and volume, and use these quantities to calculate density (SC09 GR.6 S.1 GL.4.EO.d) (DOK 1) Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (SC09 GR.6 S.1 GL.4.EO.e) (DOK 1 2) March 2015 Page 13 of 20

14 Rangely RE 4 Curriculum Development o Measure mass and volume, and use these quantities to calculate density (DOK 1) The relationship between acceleration due to gravity wand the mass and weight of an object. (SC09 GR.6 S.1 GLE.4 EO.b) o Predict how changes in acceleration due to gravity will affect the mass and weight of an object (DOK 1 2) The relationship between mass, volume, and density. (SC09 GR.6 S.1 GLE.4 EO.d & e) o Measure mass and volume, and use these quantities to calculate density (DOK 1) o Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (DOK 1 2) Units of measure for mass, volume, and density. (SC09 GR.6 S.1 GLE.4;N.3) N Select proper tools to measure the mass and volume of an object and use appropriate units. (DOK 1 2) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. (CCSS RST 6 8.4) Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. ( CCSS RST 6 8.5) PARCC Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (CCSS RST 6 8.6) PARCC Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (CCSS RST 6 8.7) PARCC Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (CCSS WHST a f) PARCC Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CCSS WHST 6 8.4) PARCC With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (CCSS WHST 6 8.5) PARCC Draw evidence from informational texts to support analysis, reflection, and research. (CCSS WHST 6 8.9) PARCC Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. (CCSS WHST ) PARCC PARCC Evidences Written Expression: March 2015 Page 14 of 20

15 Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1 by using clear and convincing reasoning, details, text based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion2 and includes a strong introduction, conclusion, and a logical, well executed progression of ideas, making it easy to follow the writer s progression of ideas. Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domainspecific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Substances behave differently based upon their atomic and molecular structure. Compounds are a combination of elements and have different properties then their individual elements. Mass is the amount of matter in an object and is independent of gravitational force. Weight is a measure of gravitational force on an object. compare and contrast, interactions, processes, illustrate, explain, examine, interact, analyze, predict, communicate, evaluate, gather, develop, design, justify, apply, interpret, relationship, identify, model, determine, similarities, differences, evidence, investigate, calculate, measure, function Technical Vocabulary: matter, atoms, elements, compounds, properties, particles, building blocks of matter, particle model, particle theory of matter, molecules, arrays, substances, components, mass, weight, volume, density, gravitational force, acceleration, atomic structure, molecular structure, chemical reactions, nuclear reactions March 2015 Page 15 of 20

16 Unit Title Environmental Systems Length of Unit 5 7 weeks Focusing Lens(es) Interconnections Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging Debatable): Do human behaviors influence the destructive and constructive forces that already naturally shape our Earth? What, if any, are the connections between human behavior and natural disasters? (i.e. Hurricane Sandy)? How do natural disasters affect human behavior? SC09 GR.6 S.2 GLE.1 SC09 GR.6 S.2 GLE.2 SC09 GR.6 S.3 GLE.1 SC09 GR.6 S.3 GLE.2 CCSS Reading Standards for Literacy in Science & Technology 6 8 RST RST RST RST RST CCSS Writing Standards for Literacy in Science & Technology 6 8 WHST WHST WHST WHST WHST Unit Strands Earth Science, Life Science Concepts cycle, systems, energy, rules, interactions, change, environment, survival, model, natural event, process, dynamics, universal, foundation, forces, conservations, earth and human activity, interrelationships, biotic, abiotic Generalizations My students will Understand that Factual Guiding Questions Conceptual Survival of organisms depends on the interaction of complex systems. (SC09 GR.6 S.3.GLE.2) and (SC09 GR.6 S.2.GLE.1) How does the lack or abundance of water impact human civilizations and populations? (SC09 GR.6 S.3.GLE.2; IQ.2) Why do all organisms value survival? How do your daily decisions impact the quality of water in the water cycle? (SC09 GR.6 S.3.GLE.2; IQ.3) Earth and human activity impact the overall balance of Earth s systems. (SC09 GR.6 S.2.GLE.2) Different systems undergo cyclical changes that follow specific rules. (SC09 GR.6 S.2.GLE.2) Changes in the environment have a dynamic effect on cycles. (SC09 GR.6 S.2 GLE.1) What understandings of the cycling of matter and energy have helped mitigate environmental problems? (SC09 GR.6 S.2.GLE.2 EO.b) How does climate change affect ecosystems? What job do organisms do to facilitate the flow of energy and cycling of matter? (SC09 GR.6 S.2.GLE.2 EO.b; IQ.1) What is climate change? (SC09 GR.6 S.2 GLE.1 EO.a) Why would humans want to have balanced systems? Why do the choices that humans make impact overall balance of Earth s systems? Why does one change in a system affect another system? How do changes in the environment impact cycles? (SC09 GR.6 S.2 GLE.1 EO.a) March 2015 Page 16 of 20

17 The flow of energy relates to the cycling of matter in an ecosystem which contributes to conservation of mass and energy (SC09 GR6 S.2 GLE.2 EO.c) Rangely RE 4 Curriculum Development How does energy flow through a food web? (SC09 GR6 S.2 GLE.2 EO.c) Why is it important to protect endangered species? Critical Content: My students will Know Key Skills: My students will be able to (Do) The differences and interactions between the abiotic and biotic environment (SC09 GR6 S.2 GLE.1) That changes in environmental conditions such as climate change and populations (SC09 GR6 S.2 GLE.1.EO.a) o Interpret and analyze data about changes in environmental conditions such as climate change and populations that support a claim describing why a specific population might be increasing or decreasing The impact of ecosystems interactions with the global environment (SC09 GR6 S.2 GLE.1.EO.b) o Develop, communicate, and justify an evidence based explanation about how ecosystems interact with and impact the global environment (DOK 1 3) What equilibrium in an ecosystem looks like, including basic inputs and outputs (SC09 GR6 S.2 GLE.1 EO.c) The effects of changes in an ecosystem (e.g., climate change can impacts organisms, populations, and species through the removal of a predator) (SC09 GR6 S.2 GLE.1 EO.c) o Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species Environmental conditions that affect the survival of individual organisms (SC09 GR6 S.2 GLE.1 EO.d) o Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1 2) There are generally more producers than consumers in an Explain and illustrate with examples how living systems interact with the biotic and abiotic environment (SC09 GR6 S.2 GLE.1) Interpret and analyze data about changes in environmental conditions (SC09 GR6 S.2 GLE.1.EO.a) Develop, communicate, and justify an evidence based explanation about how ecosystems interact with and impact the global environment (SC09 GR6 S.2 GLE.1.EO.b) (DOK 1 3) Model equilibrium in an ecosystem (SC09 GR6 S.2 GLE.1 EO.c) Predict how a change in ecosystems impacts an organism, population and species(sc09 GR6 S.2 GLE.1 EO.c) o Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species Examine, evaluate, question, and ethically use information from a variety of sources. (SC09 GR6 S.2 GLE.1 EO.d) o Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1 2) Develop, communicate, and justify why there are more producers and consumers in an ecosystem (SC09 GR6 S.2 GLE.2 EO.a) o Develop, communicate, and justify an evidence based explanation about why there generally are more producers than consumers in an ecosystem (DOK 1 3) Design a food web to show the flow of energy in an ecosystem (SC09 GR6 S.2 GLE.2 EO.b) (DOK 1 2) Compare and contrast the flow of energy with the cycling of matter in an ecosystem (SC09 GR6 S.2 GLE.2 EO.c) (DOK 2) Gather, analyze, and communicate an explanation for the interactions between Earth s constructive and destructive forces(sc09 GR6 S.3 GLE.1 EO.a) (DOK 2 3) Gather, analyze and communicate evidence that explains the formation of Earth s surface features (SC09 GR6 S.3 GLE.1 EO.b) (DOK 1 3) Use a computer simulation for Earth s changing crust (SC09 GR6 S.3 GLE.1 EO.c) (DOK 1 2) Gather, analyze data to investigate the account for local and world wide water circulation and distribution patterns (SC09 GR6 S.3 GLE.2 EO.a) (DOK 1 3) Use evidence to model how water is transferred throughout the earth (SC09 GR6 S.3 GLE.2 EO.b) March 2015 Page 17 of 20

18 ecosystem (SC09 GR6 S.2 GLE.2 EO.a) o Develop, communicate, and justify an evidence based explanation about why there generally are more producers than consumers in an ecosystem (DOK 1 3) The flow of energy through an ecosystem using a food web (SC09 GR6 S.2 GLE.2 EO.b) o Design a food web diagram to show the flow of energy through an ecosystem (DOK 1 2) Examples of how the interaction between constructive and destructive forces shape the Earth s structure (SC09 GR6 S.3 GLE.1 EO.a) o Gather, analyze, and communicate an evidence based explanation for the complex interaction between Earth's constructive and destructive forces (DOK 2 3) Tools and sources which can be used to find information about the Earth s surface features (SC09 GR6 S.3 GLE.1 EO.b) o Gather, analyze and communicate evidence form text and other sources that explains the formation of Earth's surface features (DOK 1 3) Models that illustrate how water is transferred throughout the earth (SC09 GR6 S.3 GLE.2 EO.b) o Use evidence to model how water is transferred throughout the earth (DOK 1 3) Some solutions and proposed solutions related to problems of water quality, circulation, and distribution both locally and worldwide (SC09 GR6 S.3 GLE.2 EO.c) o Identify problems, and propose solutions related to water quality, circulation, and distribution both locally and worldwide (DOK 1 4) The causes and effects of water pollution in local and world water distributions (SC09 GR6 S.3 GLE.2 EO.d) o Identify the various causes and effects of water pollution in local and world water distributions (DOK 1 2) Where water goes after it is used in houses or buildings (SC09 GR6 S.3 GLE.2 EO.e) o Describe where water goes after it is used in houses or buildings (DOK 1 2) Rangely RE 4 Curriculum Development (DOK 1 3) Identify problems, and propose solutions related to water quality, circulation, and distribution both locally and worldwide (SC09 GR6 S.3 GLE.2 EO.c) (DOK 1 4) Identify the various causes and effects of water pollution local and world water distributions (SC09 GR6 S.3 GLE.2 EO.d) (DOK 1 2) Describe where water goes after it is used in houses or buildings (SC09 GR6 S.3 GLE.2 EO.e) (DOK 1 2) Use simulations to understand the Earth s changing crust (SC09 GR6 S.3 GLE.1 EO.c) (DOK 1 2) Use resources and investigations to account for local and world wide water circulation and distribution patterns (SC09 GR6 S.3 GLE.1 EO.a) (DOK 1 3) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. (CCSS RST 6 8.4) Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (CCSS RST 6 8.6) PARCC Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (CCSS RST 6 8.7) PARCC Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (CCSS RST 6 8.9) PARCC By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. (CCSS RST ) PARCC Write arguments focused on discipline specific content. (CCSS WHST a e) Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (CCSS WHST 6 8.1A) Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (WHST 6 8.6) PARCC Gather relevant information from multiple print and digital sources, using search terms effectively; March 2015 Page 18 of 20

19 assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSSWHST 6 8.8) PARCC Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. (CCSS WHST ) PARCC PARCC Evidences Written Expression: Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1 by using clear and convincing reasoning, details, text based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion2 and includes a strong introduction, conclusion, and a logical, well executed progression of ideas, making it easy to follow the writer s progression of ideas. Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. March 2015 Page 19 of 20

20 Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: Mark Twain exposes the hypocrisy of slavery through the use of satire. A student in can demonstrate the ability to apply and comprehend critical language through the following statement(s): Climate change is the result of human interactions and environmental changes. Human behaviors affect the flow of energy in an environmental system. Academic Vocabulary: Technical Vocabulary: compare and contrast, interactions, processes, illustrate, explain, examine, interact, analyze, predict, communicate, evaluate, gather, develop, design, justify, apply, interpret, relationship forces, energy, matter, survival, biodiversity, biosphere, ecosystems, organisms, abiotic, biotic, environmental changes, cycling of matter, crust, geologic events, natural events, water distributed, water circulated, local water circulation, world wide water circulation, local water distribution patterns, water quality, water circulation, water distribution, water pollution, water cycle, water conservation, water systems, water use, irrigation patterns March 2015 Page 20 of 20