State Resources: None Identified IFD Legend Bold, italic black: Knowledge and Skills Statement (TEKS); Bold black: Student Expectation (TEKS) Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR. Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit Blue: Supporting Information / Clarifications from TCMPC (Specificity) Italic blue: Provides unit level clarification Black text: Notes from the American Association for the Advancement of Science (AAAS) Project 2061 and the Texas College and Career Readiness Standards (TxCCRS) RUBRIC(S) FOR PERFORMANCE INDICATORS Grade 06 Science Unit 06 Rubric 01 Grade 06 Science Unit 06 Rubric 02 UNIT TEST Science Grade 6 Unit 06: Conservation of Energy RATIONALE: This unit bundles SEs that address the transformation of energy into different forms and transfer of energy from one system to another in order to introduce the law of conservation of energy. Prior to this unit, in Grades 3 5, students have explored different forms of energy including mechanical, light, sound, and heat/thermal energy. During this unit, students will demonstrate energy transformations, such as the energy in a flashlight battery changing from chemical to electrical and then to light (and heat) energy. Potential and kinetic energy will be compared and constrasted as well. Additionally, students will investigate predictable patterns in the movement of thermal energy, such as in an ice cube melting. Finally, students will investigate page 1 of 13
methods of thermal energy transfer, including conduction, convection, and radiation. With the exception of transformation of energy within photosynthesis and within the digestive system, this content is not taught again in Grades 7 or 8. STAAR Note: This is an important foundational piece for the understanding of transformation and transference energy. It is the first time students have been directly introduced to both predictable patterns in thermal energy transfer and the transformation of energy from one form to another. This content is not addressed specifically in Grades 7 or 8, but 6.9C is marked as a Supporting Standard and will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion and Energy. Although 6.9A and 6.9B are not identified as Supporting or Readiness Standards, they build content for STAAR Physics, Reporting Category 3: Momentum and Energy. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], at this level students should be introduced to energy primarily through energy transformations. Students should trace where energy comes from (and goes next) in examples that involve several different forms of energy along the way: heat, light, motion of objects, chemical, and elastically distorted materials. To change something's speed, to bend or stretch things, to heat or cool them, to push things together or tear them apart all require transfers (and some transformations) of energy. American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved April 28, 2008, from http://www.project2061.org/publications/bsl/online/bolintro.htm. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think temperature is the measure of heat. Students may think that "cold" is being transferred from a colder to a warmer object. Students may think energy transformations involve only one form of energy at a time. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS page 2 of 13
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Systems Energy Energy cannot be created or destroyed. Grade 06 Science Unit 06 PI 01 Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. Standard(s): 6.2E, 6.9C ELPS ELPS.c.1A, ELPS.c.1C Constancy Energy Change Energy Nature of Science Communicating Conclusions Energy can be transformed from one form to another. Grade 06 Science Unit 06 PI 02 Investigate methods of thermal energy transfer in order to develop a podcast or other presentation describing the transfer of thermal energy. Include conduction, convection, and radiation and how they relate to the law of conservation of energy. Demonstrate that thermal energy moves in a predictable pattern. Standard(s): 6.2E, 6.4A, 6.9A, 6.9B ELPS ELPS.c.3B, ELPS.c.3C, ELPS.c.3E Systems Energy Constancy Energy Change Energy Nature of Science Communicating Conclusions Energy cannot be created or destroyed. Energy can be transferred from one object or system to another. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Energy the ability to cause change or do work Heat transfer of thermal energy between substances that are at different temperatures Temperature measure of the average kinetic energy of the particles in a substance page 3 of 13
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS UNIT LEVEL SPECIFICITY 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology Plan, Implement COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS Comparative and descriptive investigations Making observations Asking well-defined questions Using appropriate equipment and technology STAAR Notes: Comparative and descriptive investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air page 4 of 13
TEKS UNIT LEVEL SPECIFICITY temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A fair test * can be designed to measure variables so that the relationship between them is determined. Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. 6.2E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends Analyze DATA Formulate reasonable explanations. Communicate valid conclusions supported by data. Predict trends. 2061 Note: By the end of the 8th grade, students should know that: page 5 of 13
TEKS UNIT LEVEL SPECIFICITY Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Journals/(science) notebooks Thermometers Computers Timing devices Other equipment as needed to teach the curriculum 6.4B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. Use SAFETY EQUIPMENT Preventative safety equipment Chemical splash goggles 6.9 Force, motion, and energy. The student knows that the Law of Conservation page 6 of 13
of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: TEKS UNIT LEVEL SPECIFICITY 6.9A investigate methods of thermal energy transfer, including conduction, convection, and radiation Investigate METHODS OF THERMAL ENERGY TRANSFER Thermal energy can be transferred from one system to another (or from a system to its environment) in different ways. Conduction Convection Radiation 2061 Note: By the end of the 8th grade, students should know that: Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves. 4E/M2* Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, the thermal energy tends to spread out through a material and from one material to another if they are in contact. Thermal energy can also be transferred by page 7 of 13
TEKS UNIT LEVEL SPECIFICITY means of currents in air, water, or other fluids. In addition, some thermal energy in all materials is transformed into light energy and radiated into the environment by electromagnetic waves; that light energy can be transformed back into thermal energy when the electromagnetic waves strike another material. As a result, a material tends to cool down unless some other form of energy is converted to thermal energy in the material. 4E/M3* TxCCRS Note: VIII. Physics H1 Understand the gain and loss of heat energy in matter. VIII. Physics H2 Understand the basic laws of thermodynamics. 6.9B verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting Investigate, Verify THAT THERMAL ENERGY MOVES IN A PREDICTABLE PATTERN FROM WARMER TO COOLER UNTIL ALL THE SUBSTANCES ATTAIN THE SAME TEMPERATURE Investigate, Verify THAT THERMAL ENERGY MOVES IN A PREDICTABLE PATTERN Thermal energy movement From warmer to cooler Until all the substances attain the same temperature Ice cube melting page 8 of 13
TEKS UNIT LEVEL SPECIFICITY 2061 Note: By the end of the 8th grade, students should know that: Thermal energy carried by ocean currents has a strong influence on climates around the world. Areas near oceans tend to have more moderate temperatures than they would if they were farther inland but at the same latitude because water in the oceans can hold a large amount of thermal energy. 4B/M9* TxCCRS Note: VIII. Physics H1 Understand the gain and loss of heat energy in matter. VIII. Physics H2 Understand the basic laws of thermodynamics. 6.9C demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting Standard Demonstrate ENERGY TRANSFORMATIONS Energy in a flashlight battery changes from chemical energy to electrical energy to light energy. 2061 Note: By the end of the 8th grade, students should know that: Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that page 9 of 13
TEKS UNIT LEVEL SPECIFICITY the effect of the transferred energy is imperceptible. 4E/M1* SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards 6.1B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology 6.2B design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology 6.2C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers 6.2D construct tables and graphs, using repeated trials and means, to organize data and identify patterns 6.2E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends 6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: page 10 of 13
SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 6.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 6.3B use models to represent aspects of the natural world such as a model of Earth's layers 6.3C identify advantages and limitations of models such as size, scale, properties, and materials 6.3D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum 6.4B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a page 11 of 13
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 ELPS.c.1 ELPS.c.1 ELPS.c.1A ELPS.c.1C ELPS.c.3 ELPS.c.3 ELPS.c.3B ELPS.c.3C ELPS.c.3E Cross-curricular second language acquisition/learning strategies The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: use prior knowledge and experiences to understand meanings in English use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary Cross-curricular second language acquisition/speaking The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired share information in cooperative learning interactions page 12 of 13
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