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Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011 by Joe Carter

6th Grade Science

Learning for All; Whatever it Takes

Martinsville City Public Schools Curriculum & Pacing Guide

Content: Science Grade Level: 6

Refer to the Curriculum Framework for actual lesson planning. New SOL s must be taught along with highlighted standards in 2011-2012 Highlighted Material=2003 Standards Only (will be removed- Summer 2012) Underlined Material= New to 2010 Standards (Field tested in 2011-2012, SOL tested in 2013) Page 1

Martinsville City Public Schools’ Instructional Plan of Action

The Curriculum Guides represent Martinsville City Public Schools’ Curriculum, which is based on the Standards of Learning for Virginia Public School and the State Curriculum Framework. In order for curriculum to be effective, it must be composed of three important components: written curriculum, taught curriculum, and assessed curriculum. Each of these components must be aligned to ensure learning at its highest level. The Curriculum Guides are a starting point in this process.

The Written Curriculum: The written curriculum consists of the Curriculum Guide used in conjunction with the State Curriculum Frameworks. The Curriculum Guide provides information on which standards are taught during a given grading period, the essential vocabulary for direct instruction in that standard, the understandings students should gain from instruction in the standard, and the expected student outcomes for this standard. The next step in this process is to study the Curriculum Framework for the identified standard. The Curriculum Framework provides instructional details for how instruction on this standard should look in the classroom.

The Taught Curriculum: The Curriculum Framework helps the teacher “unpack” the written curriculum for aligned “taught curriculum.” It does this by providing the definitions to use in direct vocabulary instruction, content details, and details on instructional strategies to use. The instructional strategy details include explanations of specific instructional methodologies and names instructional tools such as manipulatives and graphic organizers. Using the definitions, methodologies, content details, and instructional tools provided by the Curriculum Framework will ensure alignment in between the written, taught curriculum, and assessed curriculum.

The Assessed Curriculum: Formative assessment is an integral and ongoing part of the instruction process and occurs on a formal and informal basis at many levels. Teachers use informal assessment throughout the learning to check for student understanding formal common assessments to assess student mastery and plan interventions. Another level of formal assessment is the division benchmark assessment, which has as its primary purpose to help the adults know how to adjust instruction for student success. The final level of assessment is the Virginia Standards of Learning Tests, which are based on the Standards of Learning for Virginia Public Schools and the Curriculum Frameworks. Martinsville City Public Schools provides many tools to assist our teachers and administrators in assessment and disaggregation of assessment data. Teachers have access to tools such as Tests for Higher Standards, ExamView at grades two through twelve, PALS phonological awareness and literacy screening for preK through third grade, STAR reading assessment at grades two through twelve, and Algebra Readiness Diagnostic Tests for grades five through twelve. Also, teachers have access to Reports Online Systems for analyzing data from classroom assessments and benchmark assessments. All of this is an integral part of Martinsville’s commitment to “Learning for all; Whatever it takes.”





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Technology Resources

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notes

1st

Grading period

10 days ongoing

Strand: Scientific Investigation, Reasoning, and logic SOL 6.1 The student will demonstrate an understanding of

scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations are made involving fine

discrimination between similar objects and organisms;

b) precise and approximate measurements are recorded;

c) scale models are used to estimate distance, volume, and quantity;

d) hypotheses are stated in ways that identify the independent and dependent variables;

e) a method is devised to test the validity of predictions and inferences;

f) one variable is manipulated over time, using many repeated trials;

g) data are collected, recorded, analyzed, and graphical representation; concepts.

Scientific Method

Investigate

Logic

Observe

Record

Validity

Variable

Manipulated variable

Predict

Data

www.solpass.com scientific method

www.sciencespot.net Spongebob Scientific method

www.brainpop.com Measurement

Scientific Problem-Solving: Mass, Volume & Density

Enhanced Scope and Sequence

VDOE: Curriculum Framework

Prentice Hall textbook pg. 6-8, 642-643, 646-647

Foldable Scavenger Hunt measuring items in the classroom and around the school using the metric system Diagram an organism and concentrate on fine details

Leaf Lab

Cards Lab

http://www.solpass.com/�


http://www.sciencespot.net/�


http://www.brainpop.com/�


http://www.smarttech.com/�






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1st

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5-10 days ongoing

Scientific Investigation, Reasoning, and logic cont.

h) data are analyzed and communicated through graphical representation; i) models and simulations are designed and used to

illustrate and explain phenomena and systems; and j) current applications are used to reinforce science

concepts.

The student will: •

• make observations that can be used to discriminate similar objects and organisms, paying attention to fine detail.

make connections between the components of the nature of science and their investigations and the greater body of scientific knowledge and research.

• Develop a classification key that uses numerous characteristics

• make precise and consistent measurements and estimations.

Representatio

n

Phenomena

Analyze

Consistent

Differentiate

Create

Propose

Compare

Contrast

www.brainpop.com Measurement

www.smarttech.com

Study of Matter; which gum; Measuring units

Prentice Hall Workbook

Prentice Hall Laboratory Manual

Pre-assessment Develop a classification system for common objects like shoes. Apple Observation Lab

Hands on instruction in measurement and lab equipment.

Revised: Summer 2011









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1st

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• create approximate scale models to demonstrate an understanding of distance, volume, and quantity.

• differentiate between independent (manipulated) and dependent (responding) variables in a hypothesis.

• propose hypotheses or predictions from observed patterns

• compare and contrast predictions and inferences. Analyze and judge the evidence, observations, scientific principles, and data used in making predictions and inferences

• design an experiment in which one variable is manipulated over many trials.

• collect, record, analyze, and report data, using metric terminology and tools.

• Organize analyze and communicate data, using graphs (bar, line, and circle), charts, and diagrams.

• design a model that explains a sequence, for example, the sequence of events involved in the formation of a cloud. The sequence of events involved in the formation of a cloud

Record

Bar graph

Line graph

Pie graph

Measurement Lab- Students predict the measurements of objects, then measure the actual length, mass, and volume.

Design a parachute that will get an egg to land safely on the ground when dropped

DA Ideas





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1st

Grading period

10-20 days

Strand: Matter

SOL 6.4 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

a) atoms consist of particles, including electrons, protons, and neutrons;

b) atoms of a particular element are alike but are different from atoms of other elements;

c) elements may be represented by chemical symbols; d) two or more atoms interact to form new substances, which

are held together by electrical forces (bonds); e) compounds may be represented by chemical formulas; f) chemical equations can be used to model chemical

changes; and g) a limited number of elements comprise the largest portion

of the solid Earth, living matter, the oceans, and the atmosphere

Matter

Energy

Atoms

Electrons

Protons

Neutrons

Element

molecule

Chemical symbols

www.smarttech.com (Atoms 1-2; matching chemistry definitions) www.unitedstreaming.com What is the scientific method? www.brainpop.com Atomic Model; Atoms; Compounds & Mixtures; Periodic Table

Prentice Hall Textbook pg. 16 – 47 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items Project Wet

Pre-assessment Cookie Atoms Marshmallow Atoms and Compounds Periodic Table Bingo (Internet) Make an advertisement for an element. Build Models of Atoms



http://www.unitedstreaming.com/�








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1st

Grading period

10-20 days

Strand: Matter

The student will: • create and interpret a simplified modern

• compare and contrast the atomic structure of two different elements.

model of the structure of an atom.

• explain that elements are represented by symbols.

• identify the name and number of each element present in a simple molecule or compound, such as O2, H2O, CO2, or CaCO3

• model a simple chemical change with an equation and account for all atoms. Distinguish the types of elements and number of each element in the chemical equation. (Balancing equations will be further developed in Physical Science.)

.

• name some of the predominant elements found in the atmosphere, the oceans, living matter, and Earth’s crust.

Compounds

Mixtures

Physical Change Chemical Change Mass

Volume

Length

Width

Kilograms

Grams

Liters

Milliliters

Density

Periodic Table

www.sciencespot.net (Adopt An Element; Element trading cards) www.solpass.org Atoms and Molecules

Prentice Hall Textbook pg. 16 – 47 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items Project Wet

Research an atom and do a rap, commercial, speech, art project, etc.

DA Ideas

Draw atoms and label parts.



http://www.solpass.org/�






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notes

2nd

Grading period

5 – 10 days

Strand: Force, Motion, and Energy SOL 6.2 The student will investigate and understand basic sources of energy, their origins, transformations, and uses. Key concepts include a) potential and kinetic energy; b) the role of the sun in the formation of most energy sources on Earth; c) nonrenewable energy sources; d) renewable energy sources; and e) energy transformations.

The student will: • compare and contrast potential and kinetic energy through

common examples found in the natural environment.

• analyze and describe the transformations of energy involved with the formation and burning of coal and other fossil fuels.

• compare and contrast renewable (solar, wind, water [hydropower, tidal and waves], biofuels, geothermal, and biomass) and nonrenewable energy sources

(coal, petroleum, natural gas, nuclear power).

Origin

Transformation

Energy

Potential energy

Kinetic energy

Renewable

Nonrenewable

Sources

Fossil fuels

Hydropower

Biofuels

www.unitedstreaming.com conversion of energy www.brainpop.com Energy Sources www.solpass.org forms of energy www.smarttech.com (Energy transfer through a system; Energy types)

Prentice Hall Textbook pg. 466 – 525 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test items

Booklet: Pros and Cons of Fossil Fuels

Pre-assessment Demonstrate potential and kinetic energy using a yo-yo; pendulum Gather a variety of materials such as a toaster, hair dryer, radio, matches, batteries, balloons, & candles. Have students work in groups to identify the energy transformations that take place in each item.













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2nd

Grading period

•

• design an application of the use of solar and wind energy.

explain that hydrogen is not an energy source, but a means of storing and transporting energy.

• chart and analyze the energy a person uses during a 24-hour period and determine the sources.

• compare and contrast energy sources in terms of their origins, how they are utilized, and their availability.

• analyze the advantages and disadvantages of using various energy sources

• analyze and describe how the United States’ energy use has changed over time.

and their impact on climate and the environment.

• analyze and describe sources of energy used in Virginia related to energy use nationally and globally

• predict the impact of unanticipated energy shortages. .

• comprehend and apply basic terminology related to energy sources and transformations.

• create and interpret a model or diagram of an energy transformation.

• design an investigation that demonstrates how light energy (radiant energy) can be transformed into other forms of energy (mechanical, chemical and electrical).

Electrical energy

Geothermal

Biomass

Petroleum

Natural gas

Nuclear power

Hydrogen

Solar energy

Wind energy

Mechanical energy

www.brainpop.com Energy Sources; Forms of energy; Fossil Fuels; Kinetic energy; Potential energy; Wind; Nuclear Energy

Construct skimmers Journals Energy

Web quest

Simple experiments using marbles to show connection between kinetic and potential energy Have students collect pictures of different types of energy and make posters and collages







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Instructional notes

2nd

Grading period

10 days

Strand: Earth Resources

6.9 The student will investigate and understand public policy decisions relating to the environment. Key concepts include a) management of renewable resources; b) management of nonrenewable resources; c) the mitigation of land-use and environmental

hazards through preventive measures; and d) cost/benefit tradeoffs in conservation policies

Mitigation

Environmental hazards

Tradeoffs

Conservation policies

Sustainable yield

Fisheries

Aquaculture

Niche Diversity

Extinction

Poaching

Biodiversity

www.unitedstreaming.com conservation of natural resources www.brainpop.com Natural Resources; Recycling www.solpass.org Environment

Prentice Hall Textbook pg. 498 -525 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items

Pre-assessment Have students demonstrate the chemical structure of water molecules. Demonstrate the cost effectiveness of running a house with reusable/ alternative energy sources. Make a poster illustrating common fuels, where they can be found in the US, and their availability.









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2nd

Grading period

10 days

Strand: Earth Resources The students will: • differentiate between renewable and nonrenewable

resources.

• describe the role of local and state conservation professionals in managing natural resources. These include wildlife protection; forestry and waste management; and air, water, and soil conservation.

• analyze resource-use options in everyday activities and determine how personal choices have costs and benefits related to the generation of waste.

• analyze how renewable and nonrenewable resources are used and managed within the home, school, and community.

• analyze reports, media articles, and other narrative materials related to waste management and resource use to determine various perspectives concerning the costs/benefits in real-life situations.

• evaluate the impact of resource use, waste management, and pollution prevention in the school and home environment.

Renewable resources

Nonrenewable resources

Preservation

Conservation

Narrative materials

Perspectives

Evaluate

Pollution

Population Growth

Environmental Science

www.brainpop.com/ Natural Resources; Recycling www.solpass.org Environment

Prentice Hall Textbook pg. 528 – 555 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items

Pre-assessment Have students demonstrate the chemical structure of water molecules. Demonstrate the cost effectiveness of running a house with reusable/ alternative energy sources.

Make a poster illustrating common fuels, where they can be found in the US, and their availability.








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3rd

Grading period

10 days

Strand: Force, Motion and Energy SOL 6.3 The student will investigate and understand the role of

solar energy in driving most natural processes within the atmosphere, the hydrosphere, and on Earth’s surface. Key concepts include a) Earth’s energy budget; b) the role of radiation and convection in the

distribution of energy; c) the motion of the atmosphere and the oceans; d) cloud formation; and e) the role of thermal energy in weather-related

phenomena including thunderstorms and hurricanes.

Solar energy

Hydrosphere

Radiation

Conduction

Convection

Thermal energy Infrared radiation Anemometer Global Winds Jet Stream Condensation Evaporation Humidity

Cumulus

www.unitedstreaming.com Harnessing Energy www.brainpop.com Motions, Force, & Time www.solpass.org Solar Energy www.smarttech.com management of renewable resources

Cloud Spotter

www.jason.org How Energy gets from the Sun to Earth

Prentice Hall Textbooks pg. 362 – 393 and Workbooks VDOE Curriculum Framework and Scope and Sequence SOL Assessment Blueprint and Released Test Items

Pre-assessment Demonstrations Project Jason Chalk Lab

Observe clouds and weather NASA Hurricane game








http://www.jason.org/�





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3rd

Grading period

10 days

Strand: Force, Motion and Energy cont. The students will: • comprehend and apply basic terminology related to solar

energy, including wavelength; ultraviolet, visible, and infrared radiation; and reflection and absorption.

• analyze and interpret a chart or diagram showing Earth’s energy budget.

• analyze, model, and explain the greenhouse effect in terms of the energy entering and leaving the atmosphere.

• design an investigation to determine the effect of sunlight on the heating of a surface.

• analyze and explain how convection currents occur and how they distribute thermal energy in the atmosphere and oceans.

• analyze the role of heating and cooling in the formation of clouds.

• order the sequence of events that takes place in the formation of a cloud.

•

describe the relationship between thermal energy and the formation of hurricanes and thunderstorms.

Stratus Cirrus Rain Gauge Wavelength Ultraviolet Visible Reflection Absorption

Greenhouse effect

www.unitedstreaming.com Power point : cloud formations; cloud types www.brainpop.com Energy www.solpass.org Solar Energy www.smarttech.com

www.jason.org

Prentice Hall Textbooks pg. 362 – 393 and Workbooks VDOE Curriculum Framework and Scope and Sequence SOL Assessment Blueprint and Released Test Items

Cloud Spotter

Pre-assessment Demonstrations Project Jason Chalk Lab

Observe clouds and weather NASA Hurricane game













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notes

3rd

Grading period

2 days

Strand: Matter

SOL: 6.5 c-d

The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include

c) the action of water in physical and chemical weathering;

d) the ability of large bodies of water to store thermal energy and moderate climate

The Student will

• model and explain why ice is less dense than liquid water. • relate the three states of water to the water cycle. • design an investigation to model the action of freezing water

on rock material. • Design an investigation to determine the relative density of

liquid and solid water at various temperatures • Compare the relative densities of liquid and solid water

Weathering

Physical Weathering

Ice wedging

Chemical

weathering

density

Permeable

www.unitedstreaming.com How Stuff Works: Water www.brainpop.com : Erosion; Water; Weathering www.solpass.com Properties of Water

Prentice Hall Textbook pg. 90- 123 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items

Pre-assessment

Experiments

Project WET

Demonstrations on weathering with water









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3rd

Grading period

5-10 days

Strand: Matter SOL 6.6 The student will investigate and understand the

properties of air and the structure and dynamics of Earth’s atmosphere. Key concepts include

a) air as a mixture of gaseous elements and compounds;

b) pressure, temperature, and humidity; c) atmospheric changes with altitude; d) natural and human-caused changes to the

atmosphere and the importance of protecting and maintaining air quality;

e) the relationship of atmospheric measures and weather conditions; and

f) basic information from weather maps, including fronts, systems, and basic measurements.

Weather

Altitude

Pressure

Temperature

Humidity

Air quality

Cold Front

Warm Front

Atmosphere

Ozone

Ozone Layer

Air Pollution

www.unitedstreaming.com Earth’s Atmosphere www.brainpop.com Humidity; Hurricanes; Natural Disasters; Earth’s Atmosphere; Thunderstorms; Tornadoes; Tsunami; Weather; Wind

www.jason.org Air and Air Pressure

www.engineeringinteract.org Earth and Beyond

Prentice Hall Textbook pg. 328 - 357 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items

Pre-assessment Use weather maps to chart the movement of fronts. Predict weather by watching the Weather Channel Field trip to or visit from local weather station





http://www.engineeringinteract.org/�

http://www.engineeringinteract.org/�





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3rd

Grading period

5-10 days

Strand: Matter The students will:

• comprehend and apply basic terminology related to air and the atmosphere.

• identify the composition and physical characteristics of the atmosphere.

• analyze and interpret charts and graphs of the atmosphere in terms of temperature and pressure.

• measure and record air temperature, air pressure, and humidity, using appropriate units of measurement and tools.

• analyze and explain some of the effects that natural events and human activities may have on weather, atmosphere, and climate.

• evaluate their own roles in protecting air quality.

• design an investigation to relate temperature, barometric pressure, and humidity to changing weather conditions.

• compare and contrast cloud types and relate cloud types to weather conditions.

• compare and contrast types of precipitation.

Troposphere

Stratosphere

Mesosphere

Thermosphere

Ionosphere

Exosphere

Hurricane

Tornado

Drought

Barometer

Smog

Emissions

www.unitedstreaming.com Natural Phenomena www.brainpop.com Humidity; Hurricanes; Natural Disasters; Earth’s Atmosphere; Thunderstorms; Tornadoes; Tsunami; Weather; Wind

www.solpass.org Earth’s Atmosphere

www.edheads.comweather

www.jason.org Creating clouds


Pre-assessment Use weather maps to chart the movement of fronts. Predict weather by watching the Weather Channel Field trip to or visit from local weather station





http://www.edheads.com/�

http://www.edheads.com/�






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4th

Grading period

5-10 days

• compare and contrast weather-related phenomena, including thunderstorms, tornadoes, hurricanes, and drought.

• interpret basic weather maps and make forecasts based on the information presented.

• map the movement of cold and warm fronts and interpret their effects on observable weather conditions.

Strand: Living Systems SOL 6.7 The Student will investigate and understand the natural

processes and human interactions that affect watershed systems. Key concepts include a) the health of ecosystems and the abiotic factors of a

watershed; b) the location and structure of Virginia’s regional

watershed systems; c) divides, tributaries, river systems, and river and

stream processes; d) wetlands; e) estuaries; f) major conservation, health, and safety issues

associated with watersheds; and g) water monitoring and analysis using field

equipment including hand-held technology.

Acid Rain

Watershed

Ecosystem

Abiotic

factors

Erosion

Divides

Tributaries

www.unitedstreaming.com What is a Watershed

Prentice Hall Textbook 124 - 163 and Workbooks VDOE Curriculum Framework

Pre-assessment Analyze soil samples Foldables

Art project: DA Ideas

Wetlands/Estuaries







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4th

Grading period

5-10 days

Living Systems cont. The students will:

• comprehend and apply basic terminology related to watersheds.

• use topographic maps to determine the location and size of Virginia’s regional watershed systems.

• locate their own local watershed and the rivers and streams associated with it.

• design an investigation to model the effects of stream flow on various slopes.

• analyze and explain the functioning of wetlands and appraise the value of wetlands to humans.

• Describe an example of a wetland • explain what an estuary is and why it is important to people. • propose ways to maintain water quality within a watershed. • explain the factors that affect water quality in a watershed and

how those factors can affect an ecosystem. • forecast potential water-related issues that may become

important in the future. • locate and critique a media article or editorial (print or

electronic) concerning water use or water quality. Analyze and evaluate the science concepts involved.

Rill

Gully

Tributary

Drainage

Basin

Glacier

Ice Age

Meander

Delta

River systems

Runoff

Deposition

www.solpass.org Watersheds

SOL Assessment Blueprint and Released Test Items

Watershed maps

Project WET

Pre-assessment Foldables Demonstrations KWL Graphic Organizers Map Activities- Students circle the land around rivers to indicate watersheds. Construct a model of a watershed Estuaries Webquest Project WILD- Color Me A Watershed






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4th

Grading period

15 – 20 days

• argue for and against commercially developing a parcel of land containing a large wetland area. Design and defend a land-use model that minimizes negative impact

• measure, record, and analyze a variety of water quality indicators and describe what they mean to the health of an ecosystem.

Strand: Matter

6.5 a-b, e-f The student will investigate and understand the unique properties and characteristics of water and its roles in the natural and human-made environment. Key concepts include:

a) water as the universal solvent; b) the properties of water in all three phases; e) the importance of water for agriculture, power generation, and public health; and f) the importance of protecting and maintaining water resources

Wetlands

Estuaries

Sediment

Dissolve

Composition

Adhesive properties

Cohesive

properties

www.unitedstreaming.com Changes in the Properties of Matter www.brainpop.com Matter Changing States; States of Matter; Water www.solpass.org Properties of Water

Prentice Hall Textbook pg. 50 - 67 and Workbooks VDOE Curriculum Framework SOL Assessment Blueprint and Released Test Items Project WET

Pre-assessment Water Experiments from Project WET DA Ideas Draw pictures or build 3 D models of the water cycle.









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4th

grading period

15 – 20 days

Strand: Matter cont. The students will: • comprehend and apply key terminology related to water and

its properties and uses.

• model and explain the shape and composition of a water molecule.

• design an investigation to demonstrate the ability of water to dissolve materials.

• design an investigation to determine the presence of water in plant material (e.g., a fruit).

• infer how the unique properties of water are key to the life processes of organisms.

• design an investigation to model the action of acidified water on building materials such as concrete, limestone, or marble.

• chart, record, and describe evidence of chemical weathering in the local environment.

Polar

Molecule

Surface tension

Solution

Solvent

Evaporation

Condensation

Acidified water

www.brainpop.com Matter Changing States; States of Matter; Water www.epa.com Water quality


Popcorn Lab Apple Lab

Vocabulary Bingo Show water in all three states Build models of water molecule using gumdrops or other material States of Matter Foldable


http://www.epa.com/�





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5th

Grading period

10 days

Strand: Interrelationships in Earth/Space Systems

SOL 6.8 Investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it. Key concepts include a) the sun, moon, Earth, other planets and their

moons, dwarf planets, meteors, asteroids, and comets;

b) relative size of and distance between planets; c) the role of gravity; d) revolution and rotation; e) the mechanics of day and night and the phases of

the moon; f) the unique properties of Earth as a planet; g) the relationship of Earth’s tilt and the seasons; h) the cause of tides; and the history and technology

of space exploration i) the history and technology of space exploration

Asteroids

Comets

Gravity

Revolution

Rotation

Orbit

Equinox

Phase

www.unitedstreaming.com Our Solar System www.brainpop.cm Eclipse; Mars; Asteroids; Big Bang; Comets; Earth; Galaxies; Jupiter; Magnetic Poles; Mercury; Milky Way; Moon; Neptune; Planets; Pluto; Saturn; Seasons; Solar System; Sun; Tides; Uranus; Venus


Build and launch rockets Create a moon phase booklet Use cookies and icing to make models of each of the phases of the moon Build a scale model of the solar system. Research a planet and create a travel brochure for that planet



http://www.brainpop.cm/�





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5th

grading period

10 days

Strand: Interrelationships in Earth/Space Systems The student will: • describe the nine planets and their relative positions from

the sun.

•

• design and interpret a scale model of the solar system. (A scale model may be a physical representation of an object or concept. It can also be a mathematical representation that uses factors such as ratios, proportions, and percentages.)

compare the characteristics of Pluto to the planets and explain its designation as a dwarf planet.

• explain the role of gravity in the solar system.

• compare and contrast revolution and rotation and apply these terms to the relative movements of planets and their moons.

• model and describe how day and night and the phases of the moon occur.

Eclipse

Tide

Gravity

Lunar eclipse

Satellite

Telescope

Crater

Astronomy

Axis

Meteors

www.solpass.org Solar System www.smarttech.com (Solar System; Moon phases)

www.brainpop.com Famous Scientists


Pre-assessment DA Ideas Design a creature that has adaptations that allow it to live on a planet other than Earth. Research Project

Foldable Timeline










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• model and describe how Earth’s axial tilt and its annual orbit around the sun cause the seasons.

• describe the unique characteristics of planet earth.

• compare and contrast the ideas of Ptolemy, Aristotle, Copernicus, and Galileo related to the solar system.

• create and interpret a timeline highlighting the advancements in solar system exploration over the past half century. This should include information on the first modern rockets, artificial satellites, orbital

Dwarf

planets

Ptolemy

Aristotle

Copernicus

Galileo


Journey Through the Universe

DA Ideas Design a creature that has adaptations that allow it to live on a planet other than Earth. Research Project

Foldables Timeline





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notes

6th

grading period

25 days

SOL 6.1 – 6.9

Review all SOLs for SOL test

VDOE Curriculum Framework

SOL Assessment Blueprint and Released Items

www.solpass.org

Power Points

Review games

Foldable

Demonstrations

Graphic organizers


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