Westbrook Public Schools Science Curriculum Grade 6

Transcription

1 Westbrook Public Schools Science Curriculum Grade 6 Unit 1: Introduction to Science Anticipated Length: 5 weeks Standards: Scientific Inquiry Scientific Literacy Scientific Numeracy 6.1 Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties. Knowledge: Students will know/understand: SCIENTIFIC INQUIRY Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists. SCIENTIFIC LITERACY Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. Scientific literacy includes also the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media. SCIENTIFIC NUMERACY Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas. 6.1.a Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means. Skills: Students will be able to: Identify questions that can be answered through scientific investigation. (C INQ1) Read, interpret and examine the credibility of scientific claims in different sources of information. (C INQ2) Design and conduct appropriate types of scientific investigations to answer different questions. (C INQ3) Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. (C INQ4) Use appropriate tools and techniques to make observations and gather data. (C INQ5) Use mathematical operations to analyze and interpret data. (C INQ6) Identify and present relationships between variables in appropriate graphs. (C INQ7) Draw conclusions and identify sources of error. (C INQ8) Provide explanations to investigated problems or questions. (C INQ9) Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. (C INQ10) Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility and boiling point. (C3) 55

2 Explain that density (mass/volume) is a characteristic property that can be used to identify an element or substance. (C3-2) Essential Questions: How is scientific knowledge created and communicated? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Lab investigations, Lab report, Science fair project Unit Questions: What skills do scientists use to find answers and solve problems? What comprises a controlled experiment? Student Presentations Entrance/exit slips Group Projects Benchmark Assessment: Unit test Demonstrate proper and safe lab procedures Demonstrate cooperative learning Completion of Science Lab Report and Science Fair Project Final Exam Lab Practical Performance Task: Required Optional Goal: Role: Audience: Situation: Product, Performance, Purpose: Standards for Success: Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint Resources/Materials: Texts: o Introduction to Chemistry (Pearson) Chapter 1: Lesson 3 Internet Sites: o Videos/DVD (Multimedia): Speakers: 56

3 Other: o o o o Lab supplies/equipment Calculators PowerPoint Jeopardy game SMART notebook Sample Lessons/Learning Activities: LECTURE Guided notes on scientific method and variables Guided notes on metric measurement (length, volume, mass) Guided notes on density and buoyancy LABORATORY Scientific Method in Action Lab (to practice using steps of Scientific Method) Metric Measurement Lab Density of Liquids Lab ACTIVITIES Variables Review Chemical Investigation Writing a Simple Science Lab Report Vocabulary cards Jeopardy review game Demonstrations using triple beam balance, graduated cylinder, rulers Discussion of lab rules and how to use lab equipment 57

4 Westbrook Public Schools Science Curriculum Grade 6 Unit 2: Properties of Matter Anticipated Length: 3 weeks Standards: 6.1 Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties. Knowledge: Students will know/understand: 6.1.a Mixtures are made of combinations of elements and/or compounds, and they can be separated by using a variety of physical means. Essential Questions: How can materials be classified as pure substances or mixtures, depending on their chemical and physical properties? Skills: Students will be able to: Explain how mixtures can be separated by using the properties of the substances from which they are made, such as particle size, density, solubility and boiling point. (C3) Explain that density (mass/volume) is a characteristic property that can be used to identify an element or substance. (C3-2) Illustrate the differences in the physical and chemical properties of a molecule and the individual atoms that bonded to form that molecule. (C3-4) Differentiate between a mixture and an element or compound and identify examples. (C3-5) Conduct and report on an investigation that uses physical means such as particle size, density, solubility and magnetism to separate substances in a mixture. (C3-6) Describe the effect of heating on the movement of molecules in solids, liquids and gases. (C7) Investigate and report on how the introduction of heat affects the motion of particles and the distance between them. (C7-4) Illustrate the transfer of energy as matter changes phase. (C7-5) Unit Questions: How is matter classified in terms of its physical and chemical properties? How are shape, volume, and particle motion useful in describing solids, liquids, and gases? What information is needed in order to calculate density? 58

5 Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Lab investigations, Reading guides Student Presentations Entrance/exit slips Group Projects Benchmark Assessment: Unit test Demonstrate proper and safe lab procedures Demonstrate cooperative learning Performance Task: Required Optional Goal: Role: Audience: Situation: Product, Performance, Purpose: Standards for Success: Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint Resources/Materials and Technology Integration: Texts: o Introduction to Chemistry (Pearson) Chapter 1: Lessons 1, 4; Chapter 2: Lessons 1, 2; Chapter 5: Lesson 1 Internet Sites: o Videos/DVD (Multimedia): Speakers: Other: o Lab supplies/equipment o PowerPoint Jeopardy Game o SMART notebook Sample Lessons/Learning Activities: LECTURE Guided notes on physical and chemical properties of matter Guided notes on states of matter and phase changes Guided notes on mixtures LABORATORY Separating Mixtures Lab ACTIVITIES Reading guide using textbook Vocabulary cards Student-designed posters of phase changes 59

6 Westbrook Public Schools Science Curriculum Grade 6 Unit 3: Elements and the Periodic Table Anticipated Length: 5 weeks Standards: 6.1. Materials can be classified as pure substances or mixtures, depending on their chemical and physical properties. Knowledge: Students will know/understand: 6.1.b Pure substances can be either elements or compounds, and they cannot be broken down by physical means. Essential Questions: How does the structure of matter affect the properties and uses of materials? Skills: Students will be able to: Describe the properties of common elements, such as oxygen, hydrogen, carbon, iron and aluminum. (C1) Describe the structure of the atom and its component parts. (C1-1) Compare and contrast the properties of a metal (aluminum, iron, etc.) with a nonmetal (oxygen, carbon, etc.). (C1-3) Use the patterns in the Periodic Table to locate metals, semimetals and nonmetals and to predict the general characteristics of an element. (C1-7) Describe how the properties of simple compounds, such as water and table salt, are different from the properties of the elements of which they are made. (C2) Illustrate the differences in the physical and chemical properties of a molecule and the individual atoms that bonded to form that molecule. (C2-4) Unit Questions: What characteristics differentiate elements, compounds, and mixtures from each other? What is the structure of an atom? What information does the periodic table present? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Lab investigations, Individual project Student Presentations Entrance/exit slips Group Projects 60

7 Benchmark Assessment: Unit quiz Unit test Demonstrate proper and safe lab procedures Demonstrate cooperative learning Performance Task: Metal Contamination Required Optional Goal: The goal of the students is to convince the audience (community) of their viewpoint. Role: Students will be split into 4 groups: environmental experts who want a cleaner Earth, builders who want to use the site, residents who live near the site, and factory workers who work at the site. Audience: The class represents the community that the site is being built in. Situation: Builders want to build on a contaminated site but there are arguments for and against this. Product, Performance, Purpose: Students will read the article Cleaning Up Metal Contamination in the Prentice Hall Physical Science Textbook (p. 95). After this, they will be split up into 4 groups: environmental experts who want a cleaner Earth, builders who want to use the site, residents who live near the site, and factory workers who work at the site. They will take on the viewpoint of their assigned role and defend a position as to why builders should or should not build on a site with metal contamination. They will have 5 minutes to come up with at least 4 reasons to defend their view point. They will then have 5 minutes to present their argument to the class. After they have presented their argument, the class may ask questions or refute any of the groups statements. This will help students get a look at the viewpoints of others on this issue, as well as introduce them to debating techniques. Standards for Success: Students will be successful if they have at least 4 reasons to defend their argument. Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint Resources/Materials: Texts: o Introduction to Chemistry (Pearson) Chapter 3: Lessons 1,2,3,4; Chapter 4: Lessons 1, 2 Internet Sites: o o Tom Leher Element Song ( Videos/DVD (Multimedia): Speakers: Other: o Lab supplies/equipment o PowerPoint Password Review Game o SMART notebook Sample Lessons/Learning Activities: LECTURE Guided notes on elements and compounds Guided notes on atomic model Guided notes on the Periodic Table Guided notes on bonding and valence electrons Venn diagrams 61

8 LABORATORY Elements vs. Compounds vs. Mixture Lab Atomic Number and Mass Lab ACTIVITIES Reading guide using textbook Vocabulary cards Questions and activities using Periodic Table Element Project I Have Who Has Review game Password review game 62

9 Westbrook Public Schools Science Curriculum Grade 6 Unit 4: Water and the Long Island Sound Anticipated Length: 5 weeks Standards: 6.4. Water moving across and through certain materials carries with it the products of human activities. Knowledge: Students will know/understand: 6.4.a Most precipitation that falls on Connecticut eventually reaches Long Island Sound. Skills: Students will be able to: Explain the role of septic and sewage systems on the quality of surface and ground water. (C10) Design and conduct a scientific investigation to explore the porosity and permeability of soils and their ability to support different plant life. (C10-2) Compare and contrast the general structures, processes and limitations of a septic system to a secondary wastewater treatment plant. (C10-7) Explain how human activity may impact water resources in Connecticut, such as ponds, rivers and the Long Island Sound ecosystem. (C11) Discuss and chart the reasons why water is essential for life. (C11-1) Observe, analyze and record the unique physical and chemical properties of water. (C11-2) Research the differences in quantities between fresh water (solid and liquid) and salt water covering the Earth s surface and report on the impact to humans. (C11-3) Investigate and explain in writing how substances, both harmful and beneficial, dissolve in and are carried by surface and ground water. (C11-4) Use appropriate maps to locate and identify the major watersheds that drain into Long Island Sound and analyze how the topography influences the way water moves in the Long Island Sound watershed. (C11-5) Research and evaluate in writing the effects of common point and nonpoint water pollutants in Connecticut. (C11-6) 63

10 Debate the effectiveness of a law designed to protect water resources. (C11-8) Essential Questions: How does water affect the quality of our lives? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Lab investigations, Individual project Unit Questions: How is Earth s water distributed throughout the world and how do people use it? How does Earth s water get recycled through both the atmosphere and lithosphere? Student Presentations Entrance/exit slips Group Projects Benchmark Assessment: Unit test Demonstrate proper and safe lab procedures Demonstrate cooperative learning Complete state embedded performance task Performance Task: Required Optional Embedded Performance Task: Dig In Connecticut Grade 6 Curriculum Embedded Performance Task, Middle School Science, Content Standard 6.4 Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint, Videos Resources/Materials: Texts: o Water and the Atmosphere (Pearson) Chapter 1: Lessons 1, 2, 3 o Long Island Sound Study (Sea Grant Article) o Long Island Sound Curricular Resource Guide; Earth Science (Prentice Hall) p.399, 402, 403, Internet Sites: o Bill Nye the Science Guy: Water Cycle and Wastewater Treatment Plant ( o Fresh Water ( o Videos/DVD (Multimedia): o Bill Nye the Science Guy: Water Cycle Video o United Streaming Videos: Fresh Water ; Wastewater Treatment Plant Speakers: Other: o Lab supplies/equipment o PowerPoint Password Review Game o SMART notebook 64

11 Sample Lessons/Learning Activities: LECTURE Guided notes on properties of water Guided notes on watersheds Guided notes on point and nonpoint source pollution Guided notes on water treatment and Clean Water Act LABORATORY Making a Model Watershed Lab State Lab: Dig In Embedded Task Cleaning Up Polluted Water Lab ACTIVITIES Water, Water Everywhere! demonstration and survey Pollution Mystery Project Student designed water posters Password review game 65

12 Westbrook Public Schools Science Curriculum Grade 6 Unit 5: Weather Anticipated Length: 7 weeks Standards: 6.3 Variations in the amount of the sun s energy hitting the Earth s surface affect daily and seasonal weather patterns. Knowledge: Students will know/understand: 6.3.a Local and regional weather are affected by the amount of solar energy the area receives and proximity to a large body of water. Skills: Students will be able to: Explain how local weather conditions are related to the temperature, pressure and water content of the atmosphere and the proximity to a large body of water. (C8) Compare the composition and structure of the Earth s atmospheric layers. (C8-1) Demonstrate how changes in temperature, pressure, moisture and density of air affect weather patterns (e.g., air masses and air pressure). (C8-2) Design, conduct and report in writing an investigation that reveals different substances absorb and release heat at different rates. (C8-6) Research and give examples of heat transfer and local weather differences in Connecticut. (C8-7) Design a weather forecast based on collected weather data. (C8-10) Explain how the uneven heating of the Earth s surface causes winds. (C9) Describe in writing how solar energy drives Earth s weather systems. (C9-3) Investigate and explain the movement of local winds, including sea breezes and land breezes, based on the uneven heating of the Earth s surface and a change in air pressure. (C9-8) Examine and explain that global winds are caused by uneven heating of the Earth s surface and the rotation of the Earth. (C9-9) Essential Questions: Unit Questions: 66

13 How do external and internal sources of energy affect the Earth s systems? What is the composition of Earth s atmosphere and how is it important to living things? How do air pressure, wind, relative humidity, and heat affect the weather that will occur in an area? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Lab investigations, Group project Student Presentations Entrance/exit slips Group Projects Benchmark Assessment: Unit test Demonstrate proper and safe lab procedures Demonstrate cooperative learning Performance Task: News Channel 6 Required Optional Goal: The goal of the students is to present the weather forecast to the viewers watching the newscast. Role: The entire grade will be split into groups of eight student news teams. In each group, two students will be census reporters, two students will be news anchors, two students will be marketing executives (commercial designers), and two students will be meteorologists. Audience: Other students acting as TV viewers. Situation: News teams need to use information learned in all subject areas to put together a successful newscast. Product, Performance, Purpose: The entire group will examine a weather map and use information they have learned about weather in science class to come up with a weather forecast that the two meteorologists will present during the news broadcast. They will be required to include information about weather fronts, high and low pressure systems, and physical features that appear throughout the United States. Each news team will act out their entire minute newscast in front of a video camera. All of the broadcasts will then be combined together to make a larger broadcast that will be viewed by all 6 th graders. Standards for Success: Students will be successful if they earn at least 20 out of 25 points on their grading rubric. (see attachment) Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint, Videos Resources/Materials: Texts: o Water and the Atmosphere (Pearson) Chapter 3: Lessons 1, 2, 3, 5, 6; Chapter 4: Lessons 1, 2, 3, 4, 6 Internet Sites: o Sea Breeze and Land Breeze Animation ( cfm) 67

14 Videos/DVD (Multimedia): o Student designed newscast Speakers: o Art Horn (retired meteorologist) one hour presentation Other: o Lab supplies/equipment o PowerPoint Review Game o SMART notebook Sample Lessons/Learning Activities: LECTURE Guided notes on atmospheric layers Guided notes on air pressure Guided notes on local and global winds Guided notes on relative humidity Guided notes on cloud formation Guided notes on types of clouds Guided notes on movement of heat Guided notes on air masses and air fronts LABORATORY Relative Humidity (Sling Psychrometer) Lab Weather Map Lab Heat Absorption Lab ACTIVITIES Atmosphere web diagram Wind barb practice Vocabulary worksheet (adapted from Robert Marzano s method for learning new terms) Student designed clouds poster Conduction, convection, radiation demonstration Newscast/weather forecasting project (interdisciplinary lesson with math, language arts, geography, and world language teachers) Westbrook Public Schools Science Curriculum Grade 6 68

15 Unit 6: Ecosystems Anticipated Length: 7 weeks Standards: 6.2. An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. Knowledge: Students will know/understand: 6.2.a Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply. 6.2.b Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter. Skills: Students will be able to: Describe how abiotic factors, such as temperature, water and sunlight, affect the ability of plants to create their own food through photosynthesis. (C4) Analyze and interpret how biotic and abiotic factors interact within a given ecosystem. (C4-1) Design and conduct a scientific investigation to explore the porosity and permeability of soils and their ability to support different plant life. (C4-2) Defend the statement, The sun is the main source of energy on Earth. (C4-3) Express in general terms how plants and other photosynthetic organisms use the sun s energy. (C4-4) Investigate and report on the effects of abiotic factors on a plant s ability to photosynthesize. (C4-5) Explain how populations are affected by predator-prey relationships. (C5) Identify local examples of predator-prey relationships and justify the impact of each type of population on the other. (C5-7) Create and interpret graphs that illustrate the fluctuation of populations over time. (C5-8) Predict what will happen to a population based on current trends (fires, disease, overhunting, development) and defend the prediction. (C5-11) Describe common food webs in different Connecticut ecosystems. (C6) Compare and contrast how energy and matter flow in a Connecticut ecosystem, emphasizing the interactions among producers, consumers and decomposers. 69

16 Essential Questions: How do matter and energy flow through ecosystems? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Lab investigations, Journal entry, Reading guides, Review games (C6-6) Distinguish a food chain from a food web and identify local examples of each. (C6-9) Explain the impact of environmental conditions such as climate, elevation, and topography or water quality on food chains. (C6-10) Unit Questions: What biotic and abiotic factors make up an ecosystem? How are populations affected by limiting factors? Why is the sun important to plants and all other living things on the planet? Student Presentations Entrance/exit slips Group Projects Benchmark Assessment: Unit test Demonstrate proper and safe lab procedures Demonstrate cooperative learning Performance Task: Required Optional Goal: Role: Audience: Situation: Product, Performance, Purpose: Standards for Success: Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint, Videos Resources/Materials and Technology Integration: Texts: o Ecology and the Environment (Pearson) Chapter 1: Lessons 1, 2, 3; Chapter 2: Lessons 1, 3; Chapter 4: Lesson 1 70

17 o Sound Facts: Long Island Sound Internet Sites: o Videos/DVD (Multimedia): o United Streaming Video The World of Plants: Photosynthesis ; YouTube Photosynthesis Song Speakers: Other: o Lab supplies/equipment o PowerPoint Review Game o SMART notebook Sample Lessons/Learning Activities: LECTURE Guided notes on abiotic and biotic factors Guided notes on limiting factors Guided notes on photosynthesis Guided notes on energy roles in ecosystems Guided notes on nutrients and soil LABORATORY Whooping Crane Population Fluctuation Predator/Prey Interactions Deer Population Lab Soil Mystery Investigation ACTIVITIES Abiotic and biotic factors diagram Food web diagram of Long Island Sound Maruzian ecosystem story (interdisciplinary lesson with reading teacher) Limiting factors in the world s ecosystems Ecosystem expedition journal entry (interdisciplinary lesson with language arts teacher) Westbrook Public Schools Science Curriculum Grade 6 71

18 Unit 7: Invertebrate Animals Anticipated Length: 4 weeks Standards: Invertebrate animals have structures and behaviors that help them survive in different environments. Knowledge: Skills: Students will know/understand: Students will be able to: Invertebrate animals have structures and behaviors that help them survive in different environments. Essential Questions: What are invertebrate animals and how do they interact in environments that meet their basic needs? Possible Assessments: Teacher Created Tests Unit Tests Quizzes Others: Homework assignments, Review Describe how different invertebrate animals are adapted to obtain air, water, food, and protection in water habitats. Compare and contrast the external features and behaviors that enable different invertebrate animals to get food, water, find mates, and be protected in water habitats. Give examples of ways invertebrate animals benefit from camouflage. Evaluate whether an adaptation gives an invertebrate animal a survival advantage in a given environment. Classify the six main groups of invertebrate animals according to their features and distinctive characteristics. Evaluate the Latin meaning for each group of invertebrate animals to determine the organisms that fit into that criteria. Describe the type of symmetry each complex invertebrate animal exhibits Compare and contrast how invertebrate animals capture prey and defend themselves. Unit Questions: What general characteristics do all invertebrate animals have in common? What specific differences exist between each group of invertebrate animals? Student Presentations Entrance/exit slips Group Projects Benchmark Assessment: Unit test Demonstrate cooperative learning Performance Task: Required Optional Goal: 72

19 Role: Audience: Situation: Product, Performance, Purpose: Standards for Success: Assessment Techniques: Lab report guidelines Middle school lab rubric for science lab reports Project rubrics Technology Integration: Internet Sites, SMART board, PowerPoint, Videos Resources/Materials and Technology Integration: Texts: o Sound Facts: Long Island Sound, Ocean Life by Sally Morgan and Pauline Lalor Internet Sites: o for review game o o o o Videos/DVD (Multimedia): o United Streaming Videos: A Closer Look at Crustacean, Arachnids: Spiders, Clams, Common Spiders, Echinoderms: Facts and Fun, Essential and Endangered: Coral Reef Biomes, Giant Squid, Introduction to Insects, Jellyfish, Mollusks, Phylum Echinodermata, Phylum Mollusca, Social Insects: Ant and Bees, The Phylum of Worms, The Worm Phyla, o Youtube Videos; BBC and Discovery Channel DVD - Blue Planet: The Deep Speakers: Other: o SMART notebook o PowerPoint Presentation Sample Lessons/Learning Activities: LECTURE Guided notes on symmetry Guided notes on Porifera Guided notes on Cnidarians (with video clips) Guided notes on Mollusks (with video clips) Guided notes on Worms (with video clips) Guided notes on Arthropods (with video clips) Guided notes on Echinoderms (with video clips) ACTIVITIES Sponge Bob Squarepants comic strip Pass around and discuss samples of porifera, mollusk shells, arthropods, etc BBC and Discovery Channel DVD - Blue Planet: The Deep 73