6th Grade Science Science

Transcription

1 Course The sixth grade science course work will develop a greater understanding of basic scientific principles. This understanding will be achieved by working through the process of scientific inquiry to explore the scientific fields of life, earth, physical, and technology. Scope And Sequence Timeframe Unit Instructional Topics 6 Week(s) 7 Week(s) 7 Week(s) 7 Week(s) Ongoing Ongoing Ongoing Matter and Energy Living Organisms Ecology Earth's Systems Scientific Inquiry, Technology, and Human Impact English Language Arts within and Technology Content Course Rationale The sixth grade science concepts lead students to a deeper understanding of living things in their environment, the earth and its processes, and properties of matter and electrical energy. These understandings will be achieved through the use of scientific inquiry and technology. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. Matter is made of particles too small to see that change from one form to another. Living things share common characteristics and meet their needs through interactions with the environment. Matter and energy move among Earth's rocks and soil, atmosphere, waters, and living things. Key Resources Park Hill Middle School 8th Grade Scoring Guides McDougal Littell middle school science series: 1. Properties of Objects 2. Forms of Energy 3. Properties of Mixtures 4. Changes of Matter 1. Needs of Organisms 2. Biological Classifications 3. Cells 4. Photosynthesis and Cellular Respiration 1. Ecosystems 2. Adaptations 1. Human Impact of the Earth 2. Water Cycle 3. The Earth's Crust 4. Earth's Changes 1. Developing Investigations 2. Conducting Investigations 3. Evaluating and Analyzing Results 4. Communicating Results 1. Technology 2. History and Human Impact 1. English Language Arts within and Technology Content Cells + Heredity Chemical Interactions Matter + Energy can be used as a supplement Earth's Surface Changing Earth Human Body Board Approval Date Board Approved 6/26/2014 Unit: Matter and Energy Course Details Duration: 6 Week(s) Page 1

2 Students will describe forms of matter, properties of mixtures, and changes of matter. Matter is anything that has mass and volume and they can be measured. Mixtures can be physically separated. Different materials transfer energy, such as electricity, at different rates. Electricity can be described as static or current, which travels in a closed circuit. How is matter defined? How are mass and volume measured? How is mass different than weight? How are mixtures different than elements and compounds? How are mixtures separated? Why is understanding conductivity important? How are current and static electricity alike and different? How does current electricity travel? Find the mass and volume of various objects. Describe the process and the best method for determining these measurements. Write a short essay defending the definition for matter. Use the terms mass and volume in your essay. Also use examples to support your statement. Use the proper tools to measure and compare water in liquid and solid form. Determine possible causes of the changes. Design an experiment that illustrates the relationship between the change in the volume of water and the changes of temperature as it relates to the properties of water (e.g., large volume of water and small glass tube column which is sealed to make the expansion of the water visible). Explain how environmentalists are able to contain and extract oil from the ocean after an oil tanker has cracked and spilled its contents. Explain the signs of a chemical change. Demonstrate a method to verify that the mass of an object is not changed during a physical change of the object. Design an experiment to show how various objects will behave in a density tower of different liquids. Draw simple diagrams to compare and contrast static charges and electric current. Draw a simple diagram of the first floor of your house. Show all the resistors and the complete path of electric current starting from the entrance to the home. Talk with members of the household to find out how many circuits are on this level of your home or apartment. atom mass matter molecule compound element physical change chemical change states of matter volume density quantitative qualitative conductor insulator electrical current magnetism parallel circuit resistor series circuit static electricity Topic: Properties of Objects Duration: 2 Week(s) Substances are made from different types of atoms, which combine with one another in various ways. Page 2

3 The student will generalize that matter is moving particles too small to be seen without tremendous magnification. Assessment: Students will demonstrate understanding by developing a models to describe the atomic composition od simple molecules. Guided Practice The student will measure the properties of matter including mass, volume, and density. Assessment: Classroom Observation The student will distinguish materials as conductors or insulators. The student will categorize materials as pure substances (i.e., elements, compounds) or mixtures (i.e., homogeneous or heterogeneous). Topic: Duration: 2 Week(s) Forms of Energy The student will evaluate static and current electricity as forms of energy. The student will use models to demonstrate how electrical circuits provide a means of transferring electrical energy in parallel and series circuits. Properties of Mixtures The student will determine how properties of mixtures depend upon the concentrations, properties, and interactions of particles. The student will describe appropriate ways to separate the components of different types of mixtures (sorting, evaporation, filtration, magnets, boiling, chromatography, screening). Changes of Matter The student will compare and contrast properties of objects and states of matter. The student will design a method to observe a chemical reaction which forms new substances (compounds) with different characteristic properties. The student will assess how matter can change chemically and/or physically. (i.e., melting, freezing, dissolving, burning, rusting.) Unit: Living Organisms Duration: 7 Week(s) Page 3

4 Students will compare and contrast the different organisms and their cells, determine the needs and characteristics of organisms, and sort organisms using the biological classification system. All organisms have similar characteristics and needs. All living things are made of single or multiple cells. Different organisms have different cells and multicellular organisms have specialized cells. How are all living things similar? How are all living things organized? How are multicellular organisms organized? Give examples of how a dog is organized, grows, responds and reproduces. Design a single-celled organism and describe the life processes your organism needs for survival. Develop an example (e.g., pond water) that supports the idea that most organisms on Earth are unicellular. Compare and contrast how plants and animals get their energy. Identify the structures necessary for each organism to carry out this process. Make a model of a plant and animal cell. Label the main parts of each. Identify parts that are unique to either a plant or animal cell. Design and perform an experiment to prove or disprove plants are dependent on the sun for life. Describe the process of photosynthesis from the intake of carbon dioxide and absorption of solar energy to the cellular respiration of the leaf. biodiversity biome kingdom scavenger symbiosis biotic factor abiotic factor energy pyramid virus Topic: Needs of Organisms Duration: 2 Week(s) Living systems at all levels of organization demonstrate the complimentary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. The student will describe the common life processes necessary to the survival of organisms (i.e., growth, reproduction, life span, response to stimuli, energy use, exchange of gases, use of water, elimination of waste. The student will gather data using digital tools to prove that all organisms have common needs. Topic: Duration: 2 Week(s) Biological Classifications All organisms are composed of cells the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular. The student will describe and illustrate characteristics and interactions of living organisms. The student will use concept mapping software to form conclusions how biological classifications are based on how organisms are related. The student will make and defend an organizational chart to classify organisms into the appropriate kingdom. Topic: Duration: 2 Week(s) Cells Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. The student will conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells Page 4

5 The student will use models of the cell to describe the structures called organelles that interact to carry out life processes through physical and chemical means. The student will compare and contrast the characteristics and functions of plant and animal cells. Photosynthesis and Cellular Respiration For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs The student will recognize plants use energy from the Sun to produce food and oxygen through the process of photosynthesis. The student will differentiate the processes of cellular respiration and photosynthesis. Unit: Ecology Students will describe major ecosystems, and how organisms adapt to their environment. Duration: 7 Week(s) Organisms are affected by the abiotic, or non-living, factors in the environment. Organisms interact with one another both positively and negatively. Energy is transferred from one organism to another. Fossils give scientists evidence of the characteristics of once-living orgnanisms. How do biotic and abiotic factors impact organisms? How do organisms have positive and negative impacts on each other? Why is the sun the original source of energy for all organisms on Earth? How does energy transfer from one organism to another? How does fossil evidence provide scientists information about the past? List ways in which you interact with biotic and abiotic factors within your ecosystem. Describe how temperature, light, and soil affect an ecosystem. Create a poster describing beneficial and detrimental impact a chosen organism has on other Draw a food chain and a food web for an ecosystem in your neighborhood. Make a diagram depicting organisms in a food web. Identify the organisms as primary, secondary and tertiary consumers. Research and write an essay of an animal that existed for at least a thousand years. What adaptations have they developed to sustain their livelihood? Are they found in different types of environments? biodiversity fossils qualitative quantitative biome energy pyramid scavenger symbiosis abiotic factor biotic factor biodiversity natural resources Topic: Ecosystems Duration: 3 Week(s) The student will organize compare and contrast the different levels of the physical environment. (i.e., organism, population, community, ecosystem, biome) The student will describe the biotic and abiotic factors that make up an ecosystem and explain how the type and number of these factors affect how much an ecosystem can support. The student will create an analogy of how populations living together within a community interact with one another and with their environment in order to survive and maintain a balanced ecosystem. The student will explain beneficial or detrimental impact that some organisms may have on other organisms. Page 5

6 The student will use models to demonstrate how energy flows from organism to organism in an ecosystem. Topic: Duration: 3 Week(s) Adaptations All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. An organism s behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species evolutionary history. The student will evaluate the ways that organisms interact including predation, cooperation, competition, and symbiosis. The student will predict how certain adaptations, such as behavior, body structure, or coloration, may offer a survival advantage to an organism in a particular environment. The student will relate examples of adaptations (specialized structures or behaviors) within a species to its ability to survive in a specific environment. Unit: Earth's Systems Students will describe the formations of rock, the composition of soil, and how land is shaped by weathering and erosion. The different kinds and formations of rock inform scientists about the past. Components of soil have an impact on the ecosystem. The Earth's surface is constantly changing due to the forces of nature. How are rocks formed? Why do the components of soil impact the ecosystem? How do the forces of nature affect the Earth's surface? Design an experiment using soil with sand and soil with clay to compare the differences in water run-off. Duration: 7 Week(s) In a short essay, describe the properties of soil. Explain how land-use practices in farming, construction and development and mining affect soil. In a short essay, explain how biotic and abiotic things are dependent on water (e.g., life process, breakdown of minerals, land shaping). Develop a model (e.g., create aluminum foil mountain and spray different colors of water to show run-off) to demonstrate the affect of pollution of our land has on our waterways and soils. Examine various rocks with fossils in them. Determine the type of organism found in the fossil. Use this information to research similar organisms living today. Describe changes of an organism over time. Explain the cause and effect relationship of the extinction of a species and environmental changes. natural resource abiotic factor biotic factor weathering erosion deposition sedimentary rocks Topic: Human Impact of the Earth Duration: 2 Week(s) The student will research and investigate the positive and negative impact of humans on the earth's systems including human use of finite natural resources, introduction of pollutants to the environment, and effects on biodiversity. Water Cycle Page 6

7 This topic covers water cycle as well as the nitrogen cycle, carbon cycle, and the flow of energy through organisms. The student will describe how water, carbon, and nitrogen travels across the Earth's surface, under the Earth's surface, and across the atmosphere. The student will describe how energy travels across an ecosystem. Topic: Duration: 2 Week(s) The Earth's Crust The student will describe the key parts that compose soil. (i.e. rock particles, water, and organic matter). The student will illustrate using models or diagrams how the surface of the earth constantly changes. The student will compare and contrast the three types of rocks. (i.e., sedimentary, metamorphic, and igneous) Topic: Duration: 2 Week(s) Earth's Changes The student will evaluate how rock and fossil evidence are used to describe the changes that the Earth has undergone. The student will describe changes of the earth's surfaces through natural forces and manmade causes. The student will classify fossils based on their formation. (i.e., cast, mold, trace, true form) Unit: Scientific Inquiry Duration: Ongoing Page 7

8 Students will conduct experiments written with the guidance of the teacher and evaluate and communicate results. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. How can scientists use the scientific method to develop a test that answers a question? Why does an experiment often not prove a hypothesis to be true? Why do scientists analyze and communicate results? Given a sixth grade scientific scenario students will be able to write about the steps of scientific method that were used to develop a fair test and answer a hypothesis from the scenario. Describe a situation in which analyzing and communicating results has led to further investigations with improved, more accurate, or refined results. Given a problem such as: Does sunlight have a direct effect on how plants grow? Design an experiment using the steps of the scientific method. Identify the independent variable, dependent variable and the method for carrying out the experiment. In a short essay, explain why the scientific method is not always a viable way of conducting an experiment. Use various objects to determine the mass, volume and the density of each object. Explain how volume can be measured as milliliters or in centimeters. Test the time for water to cool to room temperature in various containers. Build a data table to record measurements. Use qualitative and quantitative observations to show changes in different gums before chewing, during chewing, and after chewing. In your conclusion, determine similarities and difference of the gums. Build a data table to record information from an experiment. Graph the data using the proper type of graph. Write a conclusion based on the results of the experiment. hypothesis dependent variable independent variable testable question qualitative quantitative Topic: Developing Investigations Duration: Ongoing The student will develop a grade level appropriate scientific investigation with assistance. Topic: Duration: Ongoing Conducting Investigations The student will conduct a grade level appropriate scientific investigation given a developed investigation. The student will demonstrate how to collect qualitative and quantitative data using appropriate tools, techniques, and units. Topic: Duration: Ongoing Evaluating and Analyzing Results The student will compare and contrast qualitative and quantitative data to evaluate the results of a scientific investigation. Topic: Duration: Ongoing Communicating Results The student will summarize and communicate the results from a scientific investigation using a variety of media and formats. Unit:, Technology, and Human Impact Page 8 Duration: Ongoing

9 Students will discover developments in science and technology and analyze the history and impact of science. Technological improvements have positive and negative effects on our society. Scientific discoveries come out of a vigorously debated historical context. Social, political, economic, ethical, and environmental factors affect the way science and society interacts with each other. explain how technological improvements have led to the invention of new products that may improve lives on Earth. How have technological advancements benefited and had adverse effects on our society? How has historical context affected the development of scientific ideas? How have the social, political, economic, ethical, and environmental factors affected the way science and society interacts? Write a summary of a new product or technology that benefits us as a society. Give your opinion of the information given. Present this information in a question and answer session to the class. Research how technology and procedures have influenced chemistry or another field of science. Research and write an essay depicting a person of a different race, gender or culture and their contribution to science. Describe some of the trials they went through to allow their research to be noted. technology Technology The student will explain ways in which technology improves data collection and increases scientific information. The student will research scientists of different gender and ethnicity and describe their impact to scientific knowledge. History and Human Impact The student will evaluate how social, political, economic, ethical, and environmental factors strongly impact, and are impacted by, scientific advances and knowledge. Unit: English Language Arts within and Technology Content Duration: Ongoing The following unit is aligned with Common Core and focused on the importance of reading and writing in the content areas. This unit is specifically focused on science and technology. Reading scientific pieces include various elements that are different than in other contents. Writing scientific pieces has various elements that are different than in other contents. How do reading scientific texts vary from other content areas? How to you express your idea and knowledge differently in scientific writings? Topic: English Language Arts within and Technology Content Duration: Ongoing The student will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. The student will write arguments focused on discipline-specific content. - Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. - Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. - Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from or supports the argument presented. Page 9

10 The student will write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. - Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. - Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. - Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). The student will 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. The student will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The student will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The student will use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. The student will conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. The student will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Page 10