SCIENCE Course of Study

Transcription

1 6 th GRADE SPECIAL EDUCATION SCIENCE Course of Study Findlay City Schools TH GRADE

2 BENCHMARK: (A) Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description and explanation). TOPIC/UNIT: 6 th : Scientific Ways of Knowing/Science & Technology Time Line: Indicator (#1): Identify that hypotheses are valuable even when they are not supported. Indicator (#2): Describe why it is important to keep clear, thorough and accurate records. Indicator (#3); Identify ways scientific thinking is helpful in a variety of everyday settings. KNOW DO How to distinguish between qualitative and quantitative observations. What an observation is. How to describe an object (qualitative or quantitative). Why people do not always make the same observations. Distinguish observations from inferences. What are investigative questions. The meaning of a model. How to write a hypothesis that can be investigated. How to identify the cause and effect in a hypothesis (ifthen). That variables must be controlled in order to conduct a fair test (controlled experiment). What technology is and how it impacts your life. Records of inventions need to be accurate and kept. Discuss observations and practice identifying observations as qualitative or quantitative. Discuss point of view when making observations, tie into life applications (i.e., views of car accidents). Generate lists of possible inferences for a given statement. Discuss vocabulary involved in doing an experiment. Experiment to test a hypothesis Perform a controlled experiment according to a suggested format, which includes an investigative question, hypothesis and variables. Provide examples of technology in everyday life.

3 Brainstorm What if questions such as What if Edison didn t write down how to make a telephone? PRE-ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: Scientific Method Recording Chart Flow Chart ASSESSMENT: Accurately follow the steps given in class to conduct an experiment. Identify given statements as observations or inferences. TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: RESOURCES: TESTING VOCABULARY: Quantitative observations Qualitative observations Observation Inference Prediction Fair experiment Hypothesis HISTORICAL/MODERN LINK:

4 BENCHMARK: (C) Give examples of how thinking scientifically is helpful in daily life. TOPIC/UNIT: 6 th : Scientific Ways of Knowing/Science & Technology Time Line: Indicator (#3): Identify ways scientific thinking is helpful in a variety of everyday settings. Indicator (#4): Describe how the pursuit of scientific knowledge is beneficial for any career and for daily life. Indicator (#5): Research how men and women of all countries and cultures have contributed to the development of science. KNOW Who scientists are and what they do and why they are important to everyone. How scientific knowledge has benfited our lives. DO Discuss what scientists do. Talk about inventions and how they have changed the way we live. Visit a museum or web site to see the process some inventions have gone through to get to what they are today. (i.e., Dry Ice Box»Propane Icebox»Refrigerator»Frost Free Refrigerator OR Typeset»Typewriter»Electric Typewriter»Keyboard of Computer)

5 PRE-ASSESSMENT: ASSESSMENT: Write or draw the steps an object in our every day life has gone through to get from initial invention to the form we know it as today. GRAPHIC ORGANIZER & OR TECHNOLOGY: Sequence Webs Web Sites TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: RESOURCES: TESTING VOCABULARY: Scientist Inventions HISTORICAL/MODERN LINK:

6 BENCHMARK: (A) Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter. TOPIC/UNIT: 6 th : Physical Science/Investigating Matter Time Line: Indicator (#1): Explain that equal volumes of different substances usually have different masses. Indicator (#3); Describe that in a physical change (e.g., state, shape and size) the chemical properties of a substance remain unchanged.know There are 3 states (forms) of matter. There are chemical, physical, and biological properties of matter. Recognize that each type of matter has a unique set of properties. Matter occupies space and therefore has volume. That mass is a property of matter that can be measured. Recognize that metric units are based on multiples of 10. Understand which common metric units are used to measure common items. How to use a graduated cylinder to measure volume. Use a balance scale to measure mass. That the difference between melting, freezing and boiling is determined by temperature. A solid placed in a liquid will displace the liquid. DO Observe and classify matter as either a solid, a liquid, or a gas. Discuss the properties that characterize each state of matter. Use the terms relevant to changes of state in their correct context. Provide examples of each change of state. Discuss the metric system s use for scientific measurements. Practice measuring matter using a graduated cylinder and a balance scale (tri-beam). Define melting point, freezing point, and boiling point. Displacement experiment- Drop objects into water and observe the effect. Relate to life body in the tub, dishes in the sink.

7 PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: Concept Web (Basic state) Cause and Effect Maps (changes in states of matter) Venn Diagrams or compare/contrast BEST PRACTICES: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: RESOURCES: TESTING VOCABULARY: Matter Metric measurement Physical properties Chemical properties Volume Meniscus (mention but not test) Displacement method Biological properties Mass Interface (mention but not test) Freezing Melting Boiling Particle model of matter HISTORICAL/MODERN LINK:

8 Molecule Solid Liquid Gas

9 BENCHMARK: (A) Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter. TOPIC/UNIT: 6 th : Physical Science/Chemical Changes Time Line: Indicator (#2): Describe that in a chemical change new substances are formed with different properties than the original substance (e.g., rusting, burning). Indicator (#4); Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking and industry). KNOW DO Understand that they should not touch, taste, or smell chemicals unless instructed to do so by the teacher. Know the steps to take in case of accidental poisoning. State the common names for a number of substances. Identify and explain the warning symbols used on household chemicals and drugs. Learn which common household substances are poisonous. What the following words mean element, compound, acid, base, periodic table. That chemical changes create new substances (cannot become what it was before the change). That physical change changes how an object looks but does not create a new substance (it is still the object). Difference between a mixture and a solution. Discuss chemical use safety and first aid practice it. Practice identifying photos of common household chemicals and drugs and tell what the warning symbols mean. Distinguish between elements and compounds. Identify examples of elements Identify examples of compounds. Recognize the periodic table. Understand the organization of the periodic table. State two properties of acids and bases. Safely perform acid-base indicator tests on a variety of household substances. Identify substances as acidic or basic. Demonstrate chemical change (egg left in vinegar, eating a soda cracker, burning a candle). Demonstrate physical change how many different things can you do to paper and still have

10 paper (fold, cut, crumble, etc.). Given a cereal, nut and pretzel mixture students separate items (physical change). Make Kool Aid and bake a cake (these are solutions and chemical changes). PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: Periodic Table of Elements Concept Webs Charts Flow Chart (Steps of first aid) BEST PRACTICES: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: RESOURCES: TESTING VOCABULARY: Chemical Chemical change Physical change HISTORICAL/MODERN LINK:

11 Properties Elements Compounds Periodic table Acids Bases Poison Safety Mixture Solution

12 BENCHMARK: (C) Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources. (D) Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant. TOPIC/UNIT: 6 th : Physical Sciences/Energy and You Time Line: Indicator (#5): Explain that the energy found in nonrenewable resources such as fossil fuels (e.g., oil coal and natural gas) originally came from the sun and may renew slowly over millions of years. Indicator (#6); Explain that energy derived from renewable resources such as wind and water is assumed to be available indefinitely. Indicator (#7): Describe how electric energy can be produced from a variety of sources (e.g., sun, wind and coal). Indicator (#8): Describe how renewable and nonrenewable energy resources can be managed (e.g., fossil fuels, trees and water).

13 KNOW Know what energy is and classify different forms of it. Know the safe use of electricity. Think about the energy savings that can be made by changing some activities in a family s lifestyle. Classify energy sources and renewable or nonrenewable. The different sources of energy and advantages and disadvantages of each. Relationship between energy supplies and lifestyles. DO Observe and describe photographs in terms of what energy changes are taking place. Write a working definition of energy. Demonstrate potential and kinetic energy using a rubber band. Draw and color a poster showing safe use of electricity. Observe the areas in a home through which heat energy escapes. Brainstorm ways to prevent the loss. Make a chart showing renewable and non-renewable forms of energy illustrate. List sources of energy that are available. List advantages and disadvantages of different energy sources. Compare and contrast energy supply and lifestyle today to energy supply and life style of the future.

14 PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER & OR TECHNOLOGY: Chart If/Then Chart Sequence Web TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: BEST PRACTICES: RESOURCES: Bureau of Land Management Hancock Soil & Water Litter Landing TESTING VOCABULARY: Kinetic energy Potential energy Renewable resources Nonrenewable resources Electricity Energy Source HISTORICAL/MODERN LINK: