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Harnett County Schools6th Grade Science

Expanded Pacing Guide

Lesson Planning Requirements

● Lesson Plan Format○ Learning Goals, Standards, Students Will Know..., Students Will Be Able To…, Lesson Essential Question○ Activating Strategy, Key Vocabulary to Preview & Vocabulary Strategy○ Lesson Instruction - Learning Activities, Assessment Prompts, Graphic Organizer, Assignment○ Summarizing Strategy

● The top five research-based strategies must be integrated into all Learning Focused lessons. At least 3 of the 5 high-yield strategies should be used daily.

○ Higher Order Thinking○ Summarizing○ Vocabulary in Context○ Advance Organizers○ Non-Verbal Representations

● All Learning Focused lessons should include opportunities to write and to utilize collaborative pairs.

Click here for 6th grade unpacking document

**Uncovering Student Ideas: Formative Assessment Probes by Page Keeley are digitally available on the HCS Website under Staff Pages -> Staff Forms and Resources -> Curriculum: Grades 6-8 -> Science: Formative Science Probes.

Click here for Probe Alignment Guide (Revised June 2016)

WEEK FIRST NINE WEEKSEssential Standard Goals: 6.P.2 - Intro. to Matter, 6.P.3 – Energy Transfer & Interaction with Matter

Suggestions, corrections or additions? Email Michelle Vuncannon at [email protected] Revised: July 2016



1

Admin (Class Expectations, Lab Safety, Equipment) & Scientific Method

EQ: How do lab procedures keep myself and my classmates safe this school year?How can we use the scientific method to design and implement an experiment?

Students Will Know:● All steps of the steps scientific method● Distinguish between control, independent, dependent variables● Proper, grade appropriate, lab procedures for the school year● Identification and use of grade appropriate lab equipment for the school year● Location and operation of any eyewash stations present in the room● Location of all exits in the classroom should evacuation be necessary● Location and operation of any chemical wash shower(s) present in the room● Location of any fire safety blanket located in the room● Location and appropriate use of any first aid kit available in the room● Appropriate use of PPE (Personal Protective Equipment) such as apron, goggles and gloves

Resource Alignment

none

Key/Tier 2 Vocabularyscientific methodresearchhypothesisexperimentdataconclusionindependent variabledependent variableaccording




RecommendedActivities & Strategies:

● Room scavenger hunt- Allows students to familiarize themselves with your classroom and safety equipment in the room.● Lab safety rules and contract, Presentation, rap song (various ones available on youtube) or skits● Lab scenarios- provide students with lab scenarios and, working in small groups students will decide what safety needs to be addressed and equipment needed.● Illustrate 1 lab safety rule (poster)● Zombie College Safety Rules Video: https://www.youtube.com/watch?v=S6WARqVdWrE● Spongebob Science Safety Rules - http://sciencespot.net/Media/scimthdsafety.pdf● YouTube songs – Search scientific method Mr. Lee● Any science lab to teach scientific method (Gummy Bear Lab http://sciencespot.net/Media/mmaniabearlab.pdf or Creating own airplane lab)● Spongebob - Controls and Variables Part 1 http://sciencespot.net/Media/scimethodconvar.pdf● Spongebob- Controls and Variables Part 2 http://sciencespot.net/Media/scimethodconvar2.pdf● Lab Safety Contract - Requirement (received at County level Science Safety Training)

Activating Strategy

YouTube songs – Search scientific method Mr. Lee

Graphic OrganizerIdea Web for Safety and/or

Flowchart/process essay organizer for scientific

method

Summarizing StrategyCreate a comic strip of rules being broken. In collaborative pairs, use summarizing strategy, “The Important Thing” http://carnegiescience.edu/first_light_case/horn/labsafety.html

2

Atoms6.P.2.1- Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements.

EQ: What is the relationship between atoms & elements?How are atoms of one element similar to and different from atoms of other elements?

Students will know:● that there are more than 100 elements that combine in a multitude of ways that

make up all of the living and nonliving things that we encounter.● that matter is composed of extremely small particles, too small to be seen with a

classroom microscope, called atoms. Atoms have all of the properties of matter in that all atoms have mass and occupy space. Atoms are the smallest part of an element that has the chemical properties of the element.

● that all atoms of the same element have the same properties; i.e. all iron atoms have the same mass and occupy the same amount of space; therefore, all matter made of iron has the same properties because of the iron atoms. Also, iron atoms are different from carbon atoms or from any other element.

NOTE: It is not essential for students to know the subatomic particles, for example, protons, neutrons, and

Resource Alignment

Matter: Atoms and Elements Review

Key/Tier 2 Vocabulary

atommatterelementinterpret



Expanded Pacing Guideelectrons, which compose atoms. Atomic models do not need to be constructed or drawn.


● Study Jams: Elements & Compounds Video Clip ● http://www.chem.purdue.edu/gchelp/atoms/states.html● It Really Does Matter WebQuest http://mrscienceut.net/MatterWebQuest.html● Bill Nye Atoms (first 12 minutes)

Activating Strategy

Formative Assessment Probes: Is It Matter (V1-p79) Suggestion for

implementation: place into sort cards for students to work with throughout the

week.

Graphic Organizer

Category Arrangement Organizer from LFS Engaged

Summarizing Strategy

Pretend you’re helping your younger brother or sister who knows little about matter. Explain the relationship between atoms and elements to your younger brother or sister.

States of Matter6.P.2.2- Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

EQ: What happens to the molecular motion of matter when a substance is heated or cooled?




3

Students will know:● solid phase is relatively rigid, has a definite volume and shape. The atoms that comprise a

solid are packed close together and are not compressible. Because all solids have some thermal energy, its atoms do vibrate. However, this movement is very small and very rapid, and cannot be observed under ordinary conditions. When heat is added a solid can become a liquid.

● liquids have a definite volume, but are able to change their shape by flowing. Liquids are similar to solids in that the particles touch. However the particles are able to move around. Since particles are able to touch the densities of liquid will be close to that of a solid (water is a special exception). Since the liquid molecules can move they will take the shape of their container. When heat is added a liquid can become a gas.

● gases have no definite volume or shape. Unconstrained gases will spread out indefinitely. If confined, they will take the shape of their container. This is because gas particles have enough energy to overcome attractive forces. Each of the particles are well separated resulting in a very low density. Energy appears in different forms. Heat energy is in the disorderly motion of molecules.

● atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion so most substances expand when heated.

● most substances can exist as a solid, liquid or gas depending on temperature.

Resource Alignment

Matter: Atoms and Elements Review


thermal energyparticlesphasecontribute


● States of matter flip book● Changes of States Exploration (Discovery Education Techbook)● Study Jams Atoms: Protons, Neutrons, & Electrons Video Clip ● Study Jams: Solids, Liquids, & Gases Video Clip ● http://www.chem.purdue.edu/gchelp/atoms/states.html ● States of Matter Webquest *NEW*

Activating Strategy

Formative Assessment Probes: Hot and Cold Balloons (V3-p45)

Graphic Organizer

Category Arrangement Organizer from LFS Engaged


Revisit the Activating Strategy “Hot and Cold Balloons.” Have students re-assess their answers from the beginning of the week and correct any misconceptions now that learning has occurred.

Physical Properties of Matter (Dependent)6.P.2.3- Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.




4

EQ: How do the dependent physical properties of pure substances compare (mass, volume, & weight)?EQ: What happens to the overall mass of a substance when it changes state?

Students will know:● density is a property that describes the relationship between mass and

volume. Investigate the physical properties of pure substances in terms of the unique temperatures at which each substance undergoes state changes.

Teacher Notes:● physical properties involve things that can be measured without changing the chemical

properties.● matter can undergo physical changes which affect only physical properties. Physical

changes can involve changes in energy.

Resource Alignment

Matter: Characteristic Properties of Matter


physical propertiespure substancesvolumemassweightevident


● Study Jams: Physical and Chemical Changes of Matter Video Clip● Brainpop Measuring Matter● http://www.middleschoolchemistry.com/lessonplans/ ● What are pure substances? - https://www.youtube.com/watch?v=Ze0kG4yeFS0

Activating Strategy

Formative Assessment Probes: Solids and Holes (V2-p41), Floating Logs (V2-

p27)

Graphic Organizer

Pre-Writing Matrix Criteria Map


“Justified True/ False Statements” http://uncoveringstudentideas.org/templates/volume1

Physical Properties of Matter (Independent)6.P.2.3- Compare the physical properties of pure substances that are independent of the amount of matter present including density, boiling point, melting point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight

EQ: How do the independent physical properties of pure substances compare (density, boiling point, melting point, solubility)?




5

How are the boiling point & condensation point related? How are melting and freezing point related?

Students will know:● a substance has characteristic properties such as density, a boiling point, melting

point and solubility, all of which are independent of the amount of the substance and can be used to identify it.

● solubility means the amount of solute that can be dissolved in a specific volume of solvent under certain conditions. A solute’s solubility depends on the chemical nature of the solvent. Temperature of the system (the solute and the solvent) effects solubility. The most common solvent is water.

● melting and freezing of a pure substance takes place at the same temperature and the boiling temperature is the same as the maximum condensing temperature. The temperature remains constant during state changes of pure substances.

Resource Alignment

Matter: Characteristic Properties of Matter and Changes in States of Matter

Key/Tier 2 Vocab.

densityboiling pointmelting pointfreezing pointsolubilityinitial


● Candy Bar Density Lab - Snickers vs Three Musketeers ● Density Virtual Lab- http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT01/CT01.html● Discovery Education articles jigsaw● http://www.middleschoolchemistry.com/lessonplans/ ● http://streetplaymiddleschool.foamingaction.com/pathfinder/mcnally-matter/ ● http://www.superteacherworksheets.com/matter.html

Activating StrategyFormative Assessment Probes: Boiling

Time and Temperature (V2-p53), Freezing Ice (V2-p59), Turning the Dial

(V2-p47)

Graphic OrganizerChemical vs. Physical properties compare & contrast, Pre-Writing Matrix Criteria Map

Summarizing StrategyUsing “It is Okay to Pass Summary Notes” (LF Lessons flip chart), respond to the Essential Questions: “How are the boiling point & condensation point related?” “How are melting and freezing point related?

Energy Transfer6.P.3.1- Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result

EQ: What is the difference between heat and temperature?How is energy transferred and conserved?




6

Students will know:● thermal energy is transferred through a material by the collisions of atoms within the

material.● heat flows through materials or across space from warm objects to cooler objects, until both

objects are at equilibrium.● heat travels through solids, primarily by conduction. Heat is circulated in fluids, both liquids and gases,

through the process of convection.● radiation is energy that travels across distances in the form of electromagnetic waves. Over time, thermal

energy tends to spread out through a material and from one material to another if they are in contact (conduction).

● thermal energy can also be transferred by means of currents in air, water, or other fluids (convection)● the sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light.

A tiny fraction of the light reaches the earth, transferring energy from the sun to the earth.

Resource Alignment

DE Heat & Temperature

Key/Tier 2 Vocab

transferconductionradiationconvectionstructure


● http://www.slideshare.net/angel4all1/energy-transfer-worksheet ● Transfer of Energy Interactive Game ● How Cold is the Water activity (textbook pp. 614)● Radiation, Conduction, Convection Song ● Study Jams: Heat Video Clip ● Heat Transfer Reading (Connect with Textual Evidence in ELA) ● Convection, Conduction, or Radiation Sort● Heat on the Move Exploration (Discovery Techbook)

Activating StrategyFormative Assessment Probes: Objects and

Temperature (V1-p109), Warming Water (V4-p53)“STIP Template”

http://uncoveringstudentideas.org/templates/volume1

Graphic Organizer

Frayer Model


3-2-13- examples of conduction2- examples of convection1- example of radiation

Types of Energy Transfer6.P.3.1- Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result.

EQ: How is energy transferred and conserved?




7

Students will know:● energy can be transferred from one system to another (or from a system to

its environment) in different ways:○ thermally, when a warmer object is in contact with a cooler one.○ mechanically, when two objects push or pull on each other over a distance.○ electrically, when an electrical source such as a battery or generator is

connected in a complete circuit to an electrical device.○ by electromagnetic waves.

Resource Alignment

Heat & Temperature


mechanicalelectricalthermalelectromagnetictransmit


● Transfer of Energy- http://www.learningscience.org/psc2ctransferenergy.htm● Rocket launcher textbook pp. 602● Heat Transfer WebQuest http://teacherweb.com/GA/LittleMillMiddle/KThomasScience/Unit-1-Heat-Transfer-Webquest-2013-Monday-10-07-13.pdf

Activating StrategyFormative Assessment Probes: Objects and Temperature (V1-p109), Warming

Water (V4-p53)“STIP Template”

http://uncoveringstudentideas.org/templates/volume1

Graphic Organizer

Biographical Sketch Map


Write a rap, poem or song detailing conduction, convection and radiation using examples from real-life or“Synectics Template” http://uncoveringstudentideas.org/templates/volume1




8

Heat & Electrical Energy (Single & Multiple Transformations)6.P.3.3- Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).

EQ: How do we determine which materials are suitable when transferring heat or electricity?Why do materials expand/contract?

How is thermal energy transferred through solids, liquids, and gas?

Students will know:● thermal energy is transferred through a material by the collisions of atoms within

the material. Over time, thermal energy tends to spread out through a material and from one material to another if they are in contact (conduction).

● thermal energy can also be transferred by means of currents in air, water, or other fluids (convection).

● 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.

● there are some things that we use daily that we want to conduct heat easily. Most of these items are made of materials that conduct heat readily: aluminum, steel, copper. We call these materials thermal conductors.

● there are things that we do not want to conduct heat (pot handles, spatula, cooking utensils) and these items are generally made of materials that limit heat transfer. We call such materials thermal insulators.

● expansion joint strips in bridges allow for the bridge to expand in hot weather and not break. These same joint strips allow for the bridge to contract in cold weather and not break.

● electrical energy also passes through conductors. An electrical conductor is a material through which an electrical current can flow easily. Electrical conductors include most metals.

● an electrical insulator is a material through which electrical current does not readily flow and most nonmetallic solids (rubber, glass, porcelain, ceramic) are insulators.

Resource Alignment

Heat & Temperature


heatcontractionexpansionconductorinsulatoremphasize


● Building tour locating examples of single transformations (include examples from home)● energy transformations - Region 9 (Google search—examples of energy transfers)● Energy Transformations (PDF) –Google search● Magic School Bus Heat Transfer Hands on Activity ● Bill Nye Heat Video




Activating StrategyTeacher will bring in 6-12 common

household items. There should be items that conduct heat/energy (ie. spoon) and others that don’t (ie. oven mitt). Lay the items out on display and ask students to determine whether those items conduct

heat and energy or not and provide explanation for their responses.

Graphic Organizer

Making Connections from LFS Engaged


Writing- “Card Sort Template” http://uncoveringstudentideas.org/templates/volume1




9

Waves and Energy6.P.1.1- Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound.

EQ: What is the relationship between waves and energy?

Students will know:● waves are moving energy. All waves transmit energy not matter.● waves are created when a source creates a vibration that spread away from

the source.● compare sound waves (longitudinal waves) to light waves (transverse waves).

○ Identify the basic characteristics of a transverse wave: trough, crest, amplitude, and wavelength.

○ Identify the basic characteristics of a longitudinal (compressional) wave: amplitude, rarefaction, and compression.

● wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the distance between successive peaks of the disturbance (the wavelength).

Resource Alignment

none

Key/Tier 2 Vocabularywavelengthtransverse wavelongitudinal wavecresttroughrarefactioncompressionamplitudeanalyze


● Brainpop: Waves● Bill Nye Waves● Slinky Demonstration - Transverse vs. Longitudinal Waves● http://www.bitesizephysics.com/energywaveslesso.html ● Types of Waves http://www.acs.psu.edu/drussell/demos/waves/wavemotion.html

Activating StrategyShow a brief (@2 min.) video

of an earthquake in action. Ask students what causes such

violent movement in the Earth. Continue with a class

discussion and probing questions that leads students to

suggest that waves

Graphic Organizer

Cause and Effect showing relationship between waves and energy


A Poem for Two Voices

Writing

“I Use to Think, but Now I Know Template” http://uncoveringstudentideas.org/templates/volume1




WEEK SECOND NINE WEEKSEssential Standard Goals: 6.P.1- Waves & Energy, 6.P.3- Sound, Light & EM Spectrum, 6.E.1- Sun, Earth, Moon

1

Waves and Energy6.P.1.1- Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound.

EQ: How do waves in earthquakes, light and sound compare?

Students will know:● compare sound waves (longitudinal waves) to light waves (transverse

waves).● all waves travel through matter (solids, liquids, and gas) except LIGHT.

Light can travel through a vacuum (space)● these and other waves move at different speeds in different materials- sound and

earthquake waves are examples.

Resource Alignment

None

(Science Explorer: pp. 187-189)

Key/Tier 2 Vocabularywavelengthtransverse wavelongitudinal wavecresttroughrarefactioncompressionamplitudeapproximate


● How Do Seismic Waves Travel through Earth? Textbook activity pp. 187● http://www.ehow.com/info_8003809_science-project-ideas-sound-vibrations.html

Activating Strategy

Pose the question: “Can light and sound waves travel through a black hole

(vacuum)?” Justify your reasoning.

Graphic Organizer

Compare & Contrast earthquake, light & sound

waves


Writing- “TAR Template” http://uncoveringstudentideas.org/templates/volume1




2

Sound6.P.1.3- Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing.

EQ: How do vibrations travel through various mediums?

Students will know:● sounds is a form of energy that is caused when vibrating material produce

waves that move through matter● sound results when vibrating materials produce waves that move through

matter.● how sound travels through different solid materials.● sound waves have different characteristics such as frequency and amplitude, which will

determine the properties of sound such as pitch and loudness.

Resource Alignment

Energy: Volume and Pitch; Transmission, Reflection, and Absorption


vibrationmediumelasticityassume


● Energy Transfer Exploration Discovery Education Techbook ● Discovery Education The Medium Affects how quickly Sound Travels Video● Foldable comparing how sound travels through solids, liquids, and gases● The Speed of Sound Exploration - Discovery Education Techbook ● http://www.exploresound.org/home/teachers-parents/good-vibrations ● Waves Brochure (culminating activity)- https://docs.google.com/a/harnett.k12.nc.us/document/d/1hio4u2HyirqVNhVJrnoP-

CfFOyrCKgQQwUznJJmO5ow/edit?usp=sharing

Activating Strategy

Formative Assessment Probes: Making Sound (v1-p43)

Graphic Organizer

Flow ChartCause & Effect

Summarizing StrategyPass notecards out to students with an example of waves passing through a medium (ie. dolphins communicating underwater). Have at least 5 different types of examples on different notecards so students aren’t responding to the same example. Then have students describe the wave movement, type and speed for this situation.

Alphabetical Summary (LF Lesson Flip Chart)




3

Sound (Hearing)6.P.1.3- Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing.

EQ: What connections are there between vibrations and sound?

Students will know:● how the ear works so sound can be heard: structures within the ear,

functions of those structures, conditions that affect hearing.● how the vocal cords work to produce sound: structure of vocal cords,

function of vocal cords and conditions that affect the sound vocal cords make.

Resource Alignment

Sound Energy: Hearing Process;Transmission, Reflection, and Absorption


decibelloudnesspitchfrequencyeardrumouter, middle, and inner earidentify


● http://faculty.washington.edu/chudler/chhearing.html ● http://www.2learn.ca/kids/listSciG3.aspx?Type=44 ● Science of Music Bill Nye Video

Activating Strategy

Formative Assessment Probe:Can It Reflect Light? (V1-p25)

Graphic Organizer

The Hearing Process


A & D Template http://uncoveringstudentideas.org/templates/volume1




4

Visible Light6.P.1.2- Explain the relationship among visible light, the electromagnetic spectrum, and sight.

EQ: What are the relationships among visible light, electromagnetic spectrum and sight?

Students will know:● something can be "seen" when light waves emitted or reflected by it enter

the eye.● human eyes respond to only a narrow range of wavelengths of

electromagnetic waves-visible light.● electromagnetic radiation in this range of wavelengths is called visible light or simply

light.● light is a form of energy emitted by the Sun as well as light-producing objects on Earth.● light can be absorbed or reflected by objects depending upon the properties of the object

and the type and angle of light when it hits the object.● some materials scatter light and others allow light rays to pass through, but refract the

light by changing its speed.● investigate how the eye works: structures within the eye, functions of these structures in

the eye. Optical illusions and conditions that impair vision.

Resource Alignment

Light Energy- Transmission and Absorption; Reflection


refractionelectromagnetic spectrumvisible lighttransparenttranslucentopaqueconcaveconvexconclude


● Electromagnetic Waves Webquest● Google Slides Presentation - Collaborative Groups - Each member will be assigned a wave from the electromagnetic spectrum. Students

will include information about the wavelength, a danger, and an example.● Create a classroom electromagnetic spectrum poster. Each group researches their part of the spectrum and students draw their portion of

the spectrum (teacher must have starting and stopping points per poster)

Activating StrategyFormative Assessment Probes:Can it Reflect Light? (V1-p25)Mirror on the Wall (V3-p51)Birthday Candles (V1-p37)

Graphic Organizer

Compare and Contrast Matrix


“KWL Template” http://uncoveringstudentideas.org/templates/volume1

Electromagnetic Wave and Visible Light




5

6.P.3.2- Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

EQ: How do electromagnetic waves interact with various materials?

Students will know:● light and other electromagnetic waves can warm objects. How much an

object’s temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, and how much of the light is absorbed.

● differences of wavelength within that range are perceived as differences of color. The structure of the human eye can detect many colors in visible light that are reflected by objects.

● when light interacts with matter it is either absorbed, transmitted, refracted) and/or reflected (scattered). An example of scattering is when the sky is blue.

● the sun’s energy arrives as light with a range of wavelengths, consisting of: Visible spectrum is the portion of the electromagnetic spectrum that is visible to (can be detected by) human eyes.

Resource Alignment

Light Energy- Color and the Electromagnetic Spectrum

Key/Tier 2 Vocab.electromagnetic spectrumelectromagnetic radiationultraviolet wavesabsorptionscatteringrefractedreflectedtranslucenttransmissionopaquetransparentalternative


● Let there be light! Exploration Discovery Techbook ● Reflecting On Mirrors Exploration Discovery Techbook ● missionscience.nasa.gov/ems/09_visiblelight.html ● http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT05/CT05.html ● electromagnetic spectrum.ppt (Google search)

Activating StrategyFormative Assessment Probes:

Apple in the Dark (V1-p31)Birthday Candles (V1-p37)

Mirror on the Wall (V3-p51)

Graphic Organizer

Visualize Chart


“The Important Thing” - (LF Lessons Flip Chart)

Electromagnetic Waves




6

6.P.3.2- Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

EQ: How are waves used to transfer energy and information?

Students will know:● how the wavelengths and frequencies change in the electromagnetic

spectrum● the different parts of the electromagnetic spectrum and their importance.

○ Infrared light has a longer wavelength than visible light and is detected most often by its heating effect. Infrared imaging has applications in space exploration and with satellite imaging.

○ Ultraviolet light has shorter wavelengths than visible light. These wavelengths are responsible for causing our sunburns. Most of these waves are blocked from entering Earth’s atmosphere by the ozone but some days, more ultraviolet waves get through our atmosphere. Scientists have developed a UV index to help people protect themselves from these harmful ultraviolet waves. These are the types of waves used in tanning beds.

Resource Alignment

Light Energy: Beyond Visibility

Key/Tier 2 Vocabelectromagnetic spectrumelectromagnetic radiationultraviolet wavesabsorptionscatteringrefractedreflectedtranslucenttransmissionopaquetransparentconsist


● Writing- “Feedback to Feed Forward Template” http://uncoveringstudentideas.org/templates/volume1

Activating Strategy Graphic Organizer

5 circle web (may need to add more circles)


Feedback to Feed Forward Templatehttp://uncoveringstudentideas.org/templates/volume1




7 & 8

Position and Motion of Earth, Sun and Moon (Seasons & Tides)6.E.1.1- Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses.

EQ: How do the Earth, sun, and moon move in space?Why do we have seasons on Earth?

What are the tides and why do they occur? How do the relative locations of the sun, moon, and Earth affect the tides?

Students will know:● how the tilt of the Earth causes our seasons.

○ The revolution of the Earth around the Sun on its tilted axis along with its daily rotation causes varying lengths of daylight on the Earth’s surface as well as changes in the directness and intensity of sunlight

○ The tilt of the Earth’s axis also results in the seasons being ‘reversed’ in the Northern and Southern hemispheres. (e.g.: winter in North America corresponds to summer in South America.)

● the differences between rotation and revolution.● how the relationship of the Earth, sun, and moon affect tides

○ The moon and the Sun each exert a gravitational pull on the Earth. These gravitational forces can be aligned or in opposition to one another.These forces as well as the Earth rotation have a major impact on the Earth’s ocean tides.

○ Ocean tides follow a predictable pattern.● the differences between high tide and low tide.

Resource Alignment

The Earth-Sun- Moon System: Rotation, Orbits, and the Seasons; Tides.


revolutionrotationaxisgravitational pullorbittidespring tideneap tidedefinitedistinct


● mrscienceut.net/phasesofthemoonwebquest.html ● http://www.neok12.com/Eclipse.htm ● http://www.education.com/activity/article/solar-eclipses/

Activating StrategyFormative Assessment Probes:

The Two Rs (AS-p27)How Far Away is the Sun? (AS-p61)

Provide pictures side by side of low tide and high tide. Ask students to explain why the tides

changed between the two pictures.

Graphic OrganizerDrawing of the Earth in 4 different positions around the sun (seasons)Compare & Contrast

Summarizing StrategyJustified TF Template http://uncoveringstudentideas.org/templates/volume1Divide the students into 6 groups: the 4 seasons, low tide and high tide. Using content vocabulary, explain why each occur.




9

Positions and Motion of Earth, Sun and Moon (Phases of the Moon & Eclipses)6.E.1.1- Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses.

EQ: How do the phases of the moon occur?How do the phases of the moon compare to each other?

What are the differences between a solar and a lunar eclipse?

Students Will Know:● The Earth’s moon revolves around the Earth as both go through space and

revolve around the Sun● Phases of the moon and why we can see the phases of the moon.● From Earth, our moon appears in a series of phases that repeat in a regular cycle. Since

the rotational period of the moon is the same as its period of revolution around the Earth, the same side of the moon is always viewed from Earth.

● The alignment of the Sun, Earth and Moon can produce shadows on the Earth or Moon resulting in Lunar or Solar Eclipses. Eclipses are also predictable.

Resource Alignment

Lessons:


waxingwaningcrescentnew moonfull moonfirst quarterlast quartersolar eclipselunar eclipseexpand


● The inconstant moon Exploration Discovery Techbook ● Moon Phases Exploration Discovery Education Techbook ● Solar Eclipse Exploration Discovery Techbook ● Eclipses Exploration Discovery Techbook ● Bill Nye Phases of the Moon● mrscienceut.net/phasesofthemoonwebquest.html ● sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html● Track the moon (record shape and position of the moon for a month) textbook pp. 223● http://www.middleschoolscience.com/craters.pdf ● http://www.neok12.com/Eclipse.htm ● http://www.education.com/activity/article/solar-eclipses/




Activating StrategyFormative Assessment Probes: Moon Phases and Solar Eclipse (AS-p109),Comparing Eclipses (AS-113), Solar

Eclipse (V4-p173),Lunar Eclipse (V4-167), Crescent Moon

(AS-127), Seeing the Moon (AS-p91)

Graphic Organizer

Drawing of the moon in its different moon phases

Compare & Contrast


Justified TF Template http://uncoveringstudentideas.org/templates/volume1

WEEK THIRD NINE WEEKSEssential Standard Goals: 8.E.1 - Earth-Sun-Moon (cont.), 6.E.2- Structure of the Earth




1

Properties of Planets Needed to Sustain Life6.E.1.2- Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun.

EQ: Why can Earth sustain life while other planets cannot?What are the characteristics or features of Earth that allow it to support life?

Students will know:● the components of the solar system including the Sun, planets, moons,

asteroids, meteors, comets, dust, gases and primarily empty space. The Sun is the major source of heat and light for the solar system.

● everything in the solar system is under the direct influence of the Sun’s gravitational pull. Planets are the largest objects in the solar system and due to the Sun’s gravitational pull, they revolve around the sun with known frequencies.

● atmosphere is a layer of air, made up of many layers and gases that surround the Earth’s surface keeping humans safe from the sun’s radiation.

● the Earth formed in just the right place with just the right ingredients for life to flourish.● our planet has liquid water, a breathable atmosphere and a suitable amount of sunshine

to sustain life.

Resource Alignment

The Earth-Sun- Moon System: Earth


atmospheresurface featuresgravitational forceindicateindividual


● Design a Planet Interactive- http://astroventure.arc.nasa.gov/DAP/○ Unit Introduction, Astronomy training, Astronomy mission, Atmospheric training, and Atmospheric mission

● Can we make it to mars NASA video● Come to My Planet http://www.webquestuk.org.uk/Solar%20System/astronomy.html

Activating StrategyFormative Assessment Probes: How far

away is the Sun? (AS-p61)Pizza Sun (AS-p55)

Graphic Organizer

Word Analysis Chart

Summarizing StrategyCreate a travel brochure inviting guests to come live on your newly created planet. Detail all of the features it has making it as hospitable to live on as Earth, while explaining its novel features that are unlike Earth. (complete in conjunction with Design a Planet Interactive)

Space Exploration6.E.1.3- Summarize space exploration and the understandings gained from them.




2

EQ: How does information from space exploration impact us?What are the basic needs of humans when they travel into space?

What is the link between technology and our ability to explore and travel into space?

Students will know:● space exploration has allowed humans to learn much about the workings

of the solar system, the composition of planets and moons, and the effects of many types of solar radiation on the Earth and its inhabitants.

● in preparing for the challenges of space exploration, people have developed tools and products that have become very important in enriching our lives.

● the impact of the International Space Station, Hubble Telescope, Chandra X-Ray Observatory, Spitzer Space Telescope, Compton Gamma Ray Observatory, and Fermi-Gamma-ray Space Telescope.

Resource Alignment

Exploring Space


space stationHubble telescopeSatelliteintensemajor


● NASA Exercise: Survival on the Moon (Google search)● http://www.esa.int/esaKIDSen/LifeinSpace.html ● NASA’s Plans for Space Exploration (Google search)● History of Space Exploration (Google search)● NASA Home and City Interactive

Activating Strategy

Formative Assessment Probes: Human Space Travel (AS-p165)

Graphic Organizer

Acrostic Summary (LF Lesson Flip Chart)


Write a letter to an absent student summarizing space exploration and the understanding gained from them.

Stand and Deliver- Summarize one important finding from space exploration

Structure of the EarthPosition, Composition & Density

6.E.2.1- Summarize the structure of the Earth, including the layers, the mantle and core based on the relative position, composition and density.




3

EQ: How does the position, composition, and density among Earth’s layers compare?

Students will know:● the composition of the earth:

○ the earth is composed–primarily-of rock.○ three-fourths of the earth’s surface is covered by a relatively thin layer

of water (some of it frozen), and○ the entire planet is surrounded by a relatively thin layer of gas we call the atmosphere.

● layers of the Earth:○ the Earth has a solid inner core that is surrounded by a liquid outer core.○ the inner core is predominantly iron metal with significant amounts of nickel. This inner

layer in mutual combination with the rotational motion of the Earth creates a dynamo effect where a force field is generated.This field is also known as Earth’s magnetic field.

○ surrounding the dense core, is a thick, hot, convective layer called the mantle.○ the crust consists of many continental and oceanic plates that have slowly moved and

changed positions on the globe throughout geologic time.

Resource Alignment

Earth’s Structure: Structure Based on Composition

Key/Tier 2 Vocab

constructive forcesdestructive forcesinner coreouter coremantlecrustlithospherecontinental platesoceanic platesmethodpublish


● www.learner.org/interactives/dynamicearth/ ● Layers of the Earth Foldable http://mjksciteachingideas.com/pdf/EarthFoldable.pdf● clay model● Convection Currents lab (hot water and ice)● Astroventure - Geology Training Module

Activating Strategy

Comparing Earth to an Applehttp://www.iupui.edu/~ghw/lessons/

materials/EarthAppleFarmlandNov02.pdf

Graphic OrganizerCreate a Layers of the Earth Diagram/Frayer Model


Word Splash (LF Lessons Flip Chart)

Plate Tectonics6.E.2.2- Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflectforces within the earth.

EQ: How and why is Earth constantly changing?




4

Why do the continents move?

Students will know:● the earth's plates sit on a dense, hot, somewhat melted layer of the earth.● how tectonic plates move.

○ The plates move very slowly, pressing against one another in some places and pulling apart in other places, sometimes scraping alongside each other as they do.

● lithospheric plates on the scale of continents and oceans constantly move at rates of centimeters per year as a result of movements in the mantle coupled with characteristics of the plates themselves.

Resource Alignment

Earth’s Structure: Plate Tectonics


plate tectonicsplate boundariescontinental driftPangaeaillustrateexaggerate


● Dynamic Earth http://www.learner.org/interactives/dynamicearth/● Role Playing/Interview – Alfred Wegener, Harry Hess● Plate Tectonics- http://mjksciteachingideas.com/plate.html *NEW*● Tectonic Forces Integrated Science Simulation Discovery Education ● Dance of the Plates Exploration Discovery Education ● Prove they Move Interactive Discovery Education Techbook ● www.sciencea2z.com/z_courses/geoscience/students_2008/SarahH.doc - Edible Layers of the Earth Lab● https://www.polk-fl.net/staff/grants/pefgrants/documents/T2TGrants0708/NicoleMcClain.pdf - Edible Science Labs

Activating Strategy

Show brief video clips of large volcanic explosions, earthquakes and tsunamis. Have students reflect on what caused

these catastrophic events.

Graphic Organizer

Create a GO or visual for different plate boundariesCause & Effect


3-2-1 (LF Lessons Flip Chart)

Write a letter to an absent student describing the main plate boundaries and how they move.

Plate Tectonics: Effects on Earth6.E.2.2- Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflectforces within the earth.

EQ: How does the movement of tectonic plates impact the Earth?




5

Students will know:● what tectonic movements cause.

○ Mountains form as two continental plates, or an ocean plate and a continental plate, press together. There are worldwide patterns to major geological events (such as earthquakes, volcanic eruptions, and mountain building) that coincide with plate boundaries.

○ Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. The crustal plates range in thickness from a few to more than 100 kilometers.

● three types of plate boundaries and the landforms they cause.● ocean floors are the tops of thin oceanic plates that spread outward from mid-ocean rift

zones; land surfaces are the tops of thicker, less-dense continental plates.● during an earthquake, energy is released into the Earth as:Primary waves, Secondary

waves and Surface waves.

Resource Alignment

Earth’s Structure: Plate Tectonics

Key/Tier 2 VocabularyridgetrenchsubductiondivergentconvergenttransformepicenterfocusRichter scaleseismic wavescomplicatemodify


● Plate Tectonic Box- http://www.mysciencebox.org● Plate Tectonic Lab- salemsupernovas.weebly.com/uploads/7/8/3/0/.../ plate _ tectonics _ lab .doc ● Plate Tectonics- http://mjksciteachingideas.com/plate.html *NEW*● Modeling sea floor spreading lab (textbook pp. 166)● Convection Current lab (textbook pp. 173)● Discovery Education Plate Tectonics - Evaluate Tab Brief Constructed Response Geography and Features

Activating StrategyOrally read a brief story of Pompeii and

it’s catastrophic volcanic explosion. Discuss as a class what was happening in the Earth (connecting to last week’s

learning).

Graphic OrganizerContinue on last week’s GO

or visual describing how tectonic movement impacts

the Earth

Summarizing StrategyWrite a letter to the citizens of the city of Pompeii (or other deathly volcanic explosion or earthquake) dated a month prior to the deathly volcanic explosion. Warn the citizens of what’s about to happen and why it’s about to happen.

Layers of Continental Crust6.E.2.3- Explain how the formation of soil is related to the parent rock type and the environment in which it develops.

EQ: What are the conditions that lead to rock formation of the Earth’s crust?




6

Students will know:● although weathered rock is the basic component of soil, the composition

and texture of soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, rodents, and other organisms.

● the upper-most layer of the continental crust is covered by soil.● rock cycle.

Resource Alignment

Earth’s Soil


bedrockhorizonssoilparent rocksedimentarymetamorphicigneouscementationcompactionprecisetradition


● Simulating Plasticity of the Mantle lab –Google search● Layers of Soil https://www.google.com/search?

q=layers+of+the+continental+crust&oq=layers+of+the+conti&aqs=chrome.1.57j0l3.12341j0&sourceid=chrome&ie=UTF-8#q=soil+layer+webquest

Activating Strategy

Formative Assessment Probes: Where do People Live? (AS-p11)

Graphic Organizer

Flow Chart


Summaries on a Ring(LF Lessons Flip Chart)




7

Soil Composition6.E.2.3- Explain how the formation of soil is related to the parent rock type and the environment in which it develops.

EQ: How do different properties and weathering of parent rock create different soils?

Students will know:● the composition and texture of soil and its fertility and resistance to

erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, rodents, and other organisms.

● the upper-most layer of the continental crust is covered by soil.● the ingredients in soils can vary from place to place and around the Earth..● different soils have many properties such as texture, particle size, pH, fertility and ability

to hold moisture.● depending upon the combination of properties, soils have great variability in their ability

to support structures and plant growth● forces deep inside Earth and at the surface produce a slow cycle that builds, destroys,

and● changes the rocks in the crust● plate movements start the rock the cycle by helping to form magma, the source of

igneous rocks.● plate movements also cause motions of the crust that help to form sedimentary and

metamorphic rock● soil is a mixture of: rock particles, minerals, decayed organic matter, water and air

Resource Alignment

Earth’s Soil


decomposerorganismpHloamhumusrestrictnegative

Recommended Activities & Strategies:● Ecology Box- http://www.mysciencebox.org● Soil Absorption lab (PDF Google search)● http://www.doctordirt.org/teachingresources/soilfilter ● Comparing soil lab (textbook pp. 125)

Activating Strategy

Formative Assessment ProbeBeach Sand (V1-p163)

Graphic OrganizerChange Organizer

(From LFS Engaged)

Summarizing StrategyContinue Summaries on a Ring(LF Lessons Flip Chart)




8

Maintaining Soil Quality and Stewardship6.E.2.4 - Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.

EQ: What role do humans have in maintaining soil quality and stewardship?

Students will know:● the environment may contain dangerous levels of substances that are

harmful to human beings.● the good health of individuals requires monitoring the soil, air, and water

and taking steps to make these factors safe for all organisms.● evaluate ways in which human activities have affected Earth’s pedosphere.● technology, such as remote sensing, has allowed humans to better study the human

impact on soil quality.● technologies can also assist in finding ways to help prevent erosion● it is important that humans be stewards of the pedosphere

Resource Alignment

Human Impact on the Environment


fertilityweatheringerosioncontour plowingconservationplowingcrop rotationconvertconsequent


● Research: The Dust Bowl of the Great Plains (1935 Black Sunday)● Earth as an Apple lab (demonstrating the importance of preserving Earth’s soil)● Field trip around campus recording signs of erosion and weathering● Chemical weathering lab pp. 108

Activating Strategy

Show flashing images of types of soil pollution. Pose the question to the students: How do our actions affect soil quality?

Graphic Organizer

Circle Map (ideas for how to be a good steward)


Write a letter to future generations answering the EQ




9 & 1 (of 4th

quarter)

Structure of Plant / Ecosystems6.L.1.1- Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.6.L.2.2 - Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.

EQ: What are the structures and functions required for the survival of flowering plants?How do organisms live, grow, and respond to their environment, and reproduce to enhance survival?

Students will know:● animals and plants have a great variety of body parts and internal

structures that contribute to their being able to make or find food and reproduce.

● some parts of the flower are directly involved in fertilization and seed production.● other flower parts have functions in pollination.● a flower is made up of six parts: petals, sepals, stamen, anther, pistils, ovules● changes in environmental conditions can affect the survival of individual organisms and

entire species.● dormancy is a period of inactivity in a mature seed prior to germination; seed remains

dormant until conditions are favorable for growth and development of the new plant.● plants have mechanisms that enable them to respond to their environment.● plants grow, reproduce, and shift the position of their roots, stems and leaves in response

to environmental conditions such as gravity, sunlight, temperature and day length.● tropism is a plant’s turning or bending movement of an organism toward or away from

an external stimulus such as light, heat or gravity.

Resource Alignment

Investigating Living Things

Key/Tier 2 Vocabstempetalstamenpistilantherovaryovuleleafstigmastyledormancytropismexternal stimuliphotosynthesischlorophylltranspirationrespirationstomataimpactpotential


● The Great Plant Escape Case 4 http://urbanext.illinois.edu/gpe/index.cfm● Types of Soil Impact Plant Growth One Tomato, Two Tomato Discovery Education ● Flower Dissection Lab (numerous labs available online)● Explore Learning Flower Parts and Pollination ● Explore Learning Flower Parts: Flower to Fruit




Activating StrategyFormative Assessment Probes: Light and

Dark (LS-V1-p63)

Graphic Organizer

Flow Map

Summarizing StrategyAnswer the EQ: How do organisms live, grow, and respond to their environment, and reproduce to enhance survival?

WEEK FOURTH NINE WEEKSEssential Standard Goals: 8.E.1 - Earth Systems, Structures and Processes, 8.L.3 – Ecosystems




1(cont.

from end of 3rd

quarter)

Structure of Plant / Ecosystems6.L.1.1- Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.6.L.2.2 - Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.

EQ: What are the structures and functions required for the survival of flowering plants?How do organisms live, grow, and respond to their environment, and reproduce to enhance survival?

Students will know:● Animals and plants have a great variety of body parts and internal structures that

contribute to their being able to make or find food and reproduce.● Some parts of the flower are directly involved in fertilization and seed production.● Other flower parts have functions in pollination.● A flower is made up of six parts: petals, sepals, stamen, anther, pistils, ovules● Changes in environmental conditions can affect the survival of individual organisms and entire

species.● Dormancy is a period of inactivity in a mature seed prior to germination; seed remains dormant

until conditions are favorable for growth and development of the new plant.● Plants have mechanisms that enable them to respond to their environment.● Plants grow, reproduce, and shift the position of their roots, stems and leaves in response to

environmental conditions such as gravity, sunlight, temperature and day length.● Tropism is a plant’s turning or bending movement of an organism toward or away from an

external stimulus such as light, heat or gravity.

Resource Alignment

Investigating Living Things

Key/Tier 2 VocabStem tropismPetal stomataStamen respirationpistilantherovaryovuleleafstigmastyledormancyexternal stimuliphotosynthesischlorophylltranspiration


● The Great Plant Escape Case 4 http://urbanext.illinois.edu/gpe/index.cfm● Types of Soil Impact Plant Growth One Tomato, Two Tomato Discovery Education ● Flower Dissection Lab (numerous labs available online)● Explore Learning Flower Parts and Pollination ● Explore Learning Flower Parts: Flower to Fruit

Activating StrategyFormative Assessment Probes: Light and

Dark (LS-V1-p63)

Graphic OrganizerFlow Map


Answer the EQ: How do organisms live, grow, and respond to their environment, and reproduce to enhance survival?

Plant Survival6.L.1.2- Explain the significance of the processes of photosynthesis, respiration and transpiration to the survival of green plants and other organisms.




2

EQ: What is the significance of photosynthesis, respiration, and transpiration to the survival of plants and other organisms?

Students will know:● Photosynthesis and cellular respiration are complementary processes.● Plants carry on photosynthesis and cellular respiration where food is broken down into

energy.● The requirements of one process are the products of the other.● Leaves have an epidermis with a waxy cuticle and stomata that help prevent water loss.● The loss of water through the stomata is called transpiration.● The opening and closing of guard cells regulate transpiration.

Resource Alignment

Essential Living Processes


photosynthesischlorophylltranspirationrespirationstomata


● Photosynthesis- Seasons in the Cell Discovery Education ● Removing chlorophyll from leaves- http://www.ehow.com/how_5789711_remove-chlorophyll-leaves.html● Photosynthesis & Cellular Respiration Foldable http://www.alsd.k12.ca.us/cms/lib7/CA01001126/Centricity/Domain/571/Photosynthesis%20and%20Cellular

%20Respiration%20Foldable%20Presentation.pdf● Google search ~ How Do Plants Use Water? - A Child's Place in the Environment …● Field Trip to Botanical Gardens in Fayetteville

Activating StrategyFormative Assessment Probes: Chlorophyll (LS-

V1-p51),Respiration (V3-p131),

Functions of Living Things (V1-p147), No More Plant (V2-p113)

Graphic Organizer

Flow Chart


3-2-1(LF Lessons Flip Chart)

Ecosystems (Food Chains and Webs)6.L.2.1- Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain or food web (terrestrial and aquatic) from producers to consumers to decomposers.

EQ: How is energy (sun) transferred within a food chain and food web?




3

Students will know:● Food provides molecules that serve as fuel and building material for all

organisms.● Plants use the energy from light to make sugars from carbon dioxide and

water.● Green plants are the producers of food that is used directly or indirectly by consumers.● Plants can use the food they make immediately or store it for later use.● Energy flows through ecosystems in one direction, from the sun through producers to

consumers to decomposers.● Matter is transferred from one organism to another and between organisms and their

environments.● Water, nitrogen, carbon are substances cycled between the living and non-living

environments.● Explore the importance and role of bacteria in the guts of animals and plant roots at it

relates to the recycling of matter.

Resource Alignment

none


producersconsumersspeciespopulationcommunitypredatorpreyterrestrialaquatic


● Ecology Box- http://www.mysciencebox.org● Writing- “I used to think, but now I know” (http://uncoveringstudentideas.org/templates/volume1)

Activating StrategyFormative Assessment Probes:Is it a Consumer (LS-V1-p85),

Food Chain Energy (LS-V1-p91)

Graphic Organizer

Food Webs & Food Chains


I used to think, but now I know(http://uncoveringstudentideas.org/templates/volume1)

Biomes6.L.2.3- Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.

EQ: How do abiotic and biotic factors affect an organism’s ability to survive in a variety of biomes?




4

Students will know:● The world contains a wide diversity of physical conditions, which creates a wide variety of

environments: freshwater, marine, forest, desert, grasslands, mountain, and others.● In any particular environment, the growth and survival of organisms depend on the physical

conditions.● Environmental factors that affect an organism’s ability to survive in its environment, such as food availability,

predators, and temperature, are limiting factors.● A limiting factor is any biotic or abiotic factor that restricts the existence, number, reproduction, or distribution

of organisms. For example, at high elevations, temperatures are too low, winds too strong and the soil too thin to support the growth of large trees. Vegetation is limited to small, shallow-rooted plants, mosses, ferns and lichen.

● Factors that limit one population in a community may also have an indirect effect on another population.● Another factor for survival is the ability of an organism to withstand fluctuations in biotic and abiotic

environmental factors.● The limits of an organism’s tolerance are reached when the organism receives too much or too little of some

environmental factor. Organisms become fewer as conditions move toward either extreme of the range of tolerance (too much or too little).

Resource Alignment

none


biotic factorsabiotic factorsfreshwatermarineforestgrasslandstundradesert


● Biotic and Abiotic Factors - Library (Google search)● Student research site: http://www.geography4kids.com/extras/panoramas/index.html● http://www.st.cr.k12.ia.us/webquest/biomes/ ● Food Web Poster Project http://fc.mvsd.k12.nh.us/~kanderson/FOV1-00020210/FOV1-00024AE2/food%20web%20poster%20challenge.doc?Plugin=Loft

Activating StrategySelect a biome you’d like to live in and

describe the living and non-living factors you’d need in order to survive.

Graphic Organizer

Descriptive Web from LFS Engaged


Evaluation of Learning Gains Templatehttp://uncoveringstudentideas.org/templates/volume1

6th Grade Science NCFE Review Plan

Recommended Daily Plan and Structure:

❖ Spend approximately half the class reviewing big ideas and overarching concepts from standards (reference standards and essential questions from the yearly pacing guide for help on determining the big ideas and overarching

General Review Resources● NC Essential Standards Grades 6-8 ● Test Specifications ● NCDPI released tests ● Assessment Examples




concepts).

❖ Formally assess students throughout the week. On Friday, break students up into groups based on lingering weaknesses within the standards reviewed that week. Provide groups differentiated work and circulate to provide individualized support.

● Science K-12 Resources ● Gaston County Science NCFE Review ● Mr. Thompson’s Review **excellent resource**

❖ The second half of the class should be spent reviewing key vocabulary words related to the standards and tier 2 words found in the standards (ie. explain, summarize, describe).**Content vocabulary comprehension is a critical to success on the NC Science NCFE**

Vocabulary Review Resources● quizlet.com - Create your own set of flashcards or

search for already-established cards.● getkahoot.com ● socrative.com ● classroom Jeopardy game● traditional flashcards

Week 56.L.1- Plants, 6.L.2- Ecosystems

Week 66.E.1- Sun-Moon-Earth, 6.E.2- Earth Structure

Week 76.P.1- Waves, 6.P.2- Matter, 6.P.3- Matter & Energy

Hello dear Parents and Students!



Expanded Pacing GuideWelcome to 6th Grade! I am Mrs. Pacheco, your 6th grade Science teacher. I am so excited to begin this new journey with you and your child. Please let me know if you have any questions for me! We will have a year full of fun learning activities.

I would like to know more about your child. Please answer the questions below the shortest way possible. Thank you!

1. What are the things that your child likes to do? (talent, skills) ____________________________________________________________

2. Anything that I have to know about him? (allergies, medication)_________________________________________________________

3. Emergency contact person/ cellphone/telephone number?_______________________________________________________________

4. Bus Number if she/he will go in the bus ____________________________________________________________________________

_________________________________________________________________________________________________________________


€¦ · web viewppt (google search) activating strategy. formative assessment probes: apple in...

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