6th grade science 0708russellscience.weebly.com/uploads/4/5/6/6/4566838/... · science curriculum...

Deer Valley Unified School District

Science Curriculum

Sixth Grade

2007/2008 School Year

Science Curriculum Team Members

Alessandra Hayes, Sunset Ridge Amanda Grunden, Boulder Creek High School

Amanda Walker, Sandra Day O'Connor High School Brian Bingham, Deer Valley High School

Calle Krasniqi, Sunset Ridge Christina Nichols, Stetson Hills Corbin Kent, Village Meadows

Dana Russell, Stetson Hills Danielle Ware, Sunset Ridge

Denis Parcells, Village Meadows Diane Hubbard, Barry Goldwater High School

Diane Scott, Barry Goldwater High School Donna Blakeney, Deer Valley High School

Elizabeth Mauzy, Terramar Eric Bennet, Mountain Ridge High School

Heather Miller, Stetson Hills James Walliser, Sandra Day O'Connor High School

Janet Henderson, Deer Valley Middle School Jean Naasz, Sunset Ridge

Jeanine Swan, Village Meadows Jessica Rushforth, Deer Valley High School

Joanne Waltz, Village Meadows Jody Evans, Sandra Day O'Conner High School

Jon Devenney, Mountain Ridge High School Julie Jones, Barry Goldwater High School

Kathy Hughes, Diamond Canyon Kathy Loxley, Boulder Creek High School

Keith Blackman, Sandra Day O'Connor High School Kurt Behrens, Boulder Creek High School

Lindsey Stubrud, Village Meadows Lynn Kuvokos, Village Meadows

Marc Mur, Sandra Day O'Connor High School Mary Jenkins, District Office

Melissa Childs, Village Meadows

Melissa Mara, Sandra Day O'Connor High School Nancy Spurlock, Village Meadows

Patti Wann, Mirage Patty Williamson, Stetson Hills

Rex McElhaney, Desert Sky Middle School Rob Will, Mountain Shadows

Robin Mastro, Village Meadows Sean Denney, Barry Goldwater High School Sean Romero, Mountain Ridge High School

Scott Lannen, Sandra Day O'Connor High School Susan Johnson, Deer Valley High School

Susan Penrod, Village Meadows Susie Ming, Stetson Hills

Shannon Harshman, Gavilan Peak Sonya Pruet, Desert Winds

Virginia Wenzel, Sandra Day O'Connor High School

Curriculum Definition Page

Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry.

Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”.

Standard and Related Concept: Identifies the standard and concept from the state standards organized into the topic.

Performance Objective: Observable and measurable objectives at each grade level from the state standards.

E: The most essential and critical learning. I: Important learning. N: Content that is nice to know but less critical to conceptual understanding and developmental learning.

Collaboration and Integration: Other content areas or topics within the content that lend themselves to integration with this topic or concepts.

Resources: Materials that would benefit students as they develop a deep understanding of the topic. May include supplemental or adopted materials.

Assessments: Suggested assessments that will allow a teacher to collect data on student success.

TOPIC:

Enduring Understanding:

Standard & Related Concept

Performance Objectives

EIN

Quarter Taught

Assessments Resources Collaboration &

Integration

Concept Map Definition Page

TOPIC:


Student Learning Goals:

Key Concepts Key Vocabulary Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry.

Student Learning Goals: The goals that help students form a conceptual understanding of the concept or concepts. They point toward key ideas and issues and suggest meaningful and provocative inquiry into content.

Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”.

Key Vocabulary: The vocabulary that is important for students to know in order to demonstrate an understanding of a topic.

Key Concepts: The ideas that connect the PO’s to the overarching topic.

Topic: Inquiry Process (Part 1)

Enduring Understanding: The scientific method can be applied to problem solving. Standard and

Related Concept

Performance Objectives EIN

Essential Questions

Assessments Resources

Collaboration and Integration

PO 1. Differentiate among a question, hypothesis, and prediction.

E

PO 2. Formulate questions based on observations that lead to the development of a hypothesis. (See M06-S2C1-01)

E

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses

PO 3. Locate research information, not limited to a single source, for use in the design of a controlled investigation. (See W06-S3C6-01, R06-S3C1-06, and R06-S3C2-03)

E

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

E

PO 2. Design an investigation to test individual variables using scientific processes.

E

PO 3. Conduct a controlled investigation using scientific processes.

E

Concept 2: Scientific Testing (Investigating and Modeling)

PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).

E

What do you notice? What do you already know? What do you want to learn? What do you think may happen? How can you be safe when doing a science investigation? What are some items you use in an investigation? How can you record what is happening?

Observation Journal Scientific Method pre- and post-test Lab reports

Making hypotheses http://www.accessexcellence.org/LC/TL/filson/formathypo.html and http://www.accessexcellence.org/LC/TL/filson/writhypo.html Tutorial on using a triple beam balance http://www.ohaus.com/products/education/weblab/TBBentry.html

Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6 PO 1. Write a summary of information from sources (e.g. encyclopedias, websites, experts) that includes: a. paraphrasing to convey ideas and details from the source b. main idea(s) and relevant details Reading: Concept 1 PO 6. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website) for a specific purpose. Concept 2 PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).

Page 1 of 48

Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.

Key Concepts: Key Vocabulary:

TOPIC: Inquiry Process (Part 1)


The scientific method can be applied to problem solving.


• The students will differentiate between a question, hypothesis, and prediction.

• The students will ask questions based on observations.

• The students will locate research information from various sources to use in the design of an investigation.

• The students will be safe and follow certain procedures.

• The students will design and conduct an investigation.

• The students will perform measurements with the appropriate scientific tools.

• The students will keep records of observations, questions, and ideas.

Determine the difference between a question, hypothesis, and prediction

Ask questions based on observations

Be safe and use appropriate procedures

Locate research information from different sources to use in the design of an investigation

Design and conduct investigations

Perform measurements using appropriate scientific tools

Keep records of observations, notes, sketches, questions and ideas

balances

control

dependent variable

experiment

hypothesis

independent variable

inquiry

investigation

magnifier

observation

predict

procedure

purpose

research

senses

thermometer

variable

Page 2 of 48


Topic: Inquiry Process (Part 2)

Enduring Understanding: The scientific method can be applied to problem solving. Standard and Related Concept


Essential Questions



PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03)

E

PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).

E

PO 3. Evaluate the observations and data reported by others.

E

PO 4. Interpret simple tables and graphs produced by others.

E

PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.

E

Strand 1: Inquiry Process Concept 3: Analysis and Conclusions

PO 6. Formulate new questions based on the results of a completed investigation.

E

PO 1. Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram. (See M07-S2C1-03)

E

PO 2. Display data collected from a controlled investigation. (See M07-S2C1-03)

E

PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W07-S3C2-01)

E

PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01)

E

Concept 4: Communication

PO 5. Communicate the results and conclusion of the investigation. (See W07-S3C6-02)

E

What do you conclude from the investigation? How are your results similar or different from your prediction? How will you share the information gathered from the investigation results?

Observation Journal Scientific Method pre- and post-test. Lab reports

Graphing practice http://www.thesciencedesk.com/pdffiles/GraphingPractice.pdf Graphing Directions http://www.thesciencedesk.com/pdffiles/GraphingDirections04.pdf Writing procedures http://www.lessonplanspage.com/LAArtScienceOTinkerToyWritingPreciseDirectionsExercises612.htm

Math Strand 2: Concept 1 PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6 PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.

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TOPIC: Inquiry Process (Part 2)


The scientific method can be applied to problem solving.


• The students will identify trends in an investigation.

• The students will form a logical argument about correlations between data or events.

• The students will evaluate observations and data reported by others.

• The students will interpret simple tables and graphs produced by others.

• The students will develop new questions based on the results of completed investigations.

• The students will communicate the results of an investigation using the appropriate quantitative and qualitative information.

• The students will write a list of instructions for others to follow without using personal pronouns.

Identify trends in data

Form a logical argument about correlations between variables or events

Interpret simple tables and graphs produced by others

Evaluate observations and data reported by others

Formulate new questions based on the results of completed investigations

Communicate results and conclusions with others

analysis

communicate

conclusion

data

formulate

graphic representation

investigation

procedure

qualitative

quantitative

reliability

results

trends

validity

Create a list of instructions for others to follow without using personal pronouns

Display investigational data

Page 4 of 48


Topic: History and Nature of Science

Enduring Understanding: Scientific knowledge changes over time. Standard and

Related Concept


EIN Essential Questions



PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], supports Strand 4; William Beebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).

E

PO 2. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).

E

PO 3. Analyze the impact of a major scientific development occurring within the past decade.

E

Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor

PO 4. Analyze the use of technology in science-related careers.

E

PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries.

E

PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.

E

Concept 2: Nature of Scientific Knowledge

PO 3. Apply the following scientific processes to other problem solving or decision making situations:

• observing • questioning • communicating • comparing • measuring • classifying

• predicting • organizing data • inferring • generating hypotheses • identifying variables

E

How is science used daily? How have people contributed to science? How has scientific knowledge changed over time? How does scientific knowledge continue to change? How does the scientific method apply to problem solving? Decision making? How is technology used in science related fields?

Observation Journals

Jacques Cousteau http://www.cousteau.org/en/ William Beebe http://www.pbs.org/wgbh/amex/ice/sfeature/beebe.html Thor Heyerdahl http://www.ferco.org/thor_heyerdahl.html

Page 5 of 48



TOPIC: People and Science


Scientific knowledge changes over time.


• The students will identify how people have made and continue to make contributions to science.

• The students will describe how a major milestone in science or technology has revolutionized the thinking of the time.

• The students will describe how scientific knowledge is an ongoing process.

• The students will describe the use of technology in science-related careers.

• The students will analyze the impact of major scientific developments that have occurred in the last decade.

• The students will apply scientific processes to other problem solving or decision making situations.

Many people have contributed and continue to contribute to scientific knowledge

Technology has revolutionized scientific thinking

classifying

communicating

comparing

contributions

diverse

generating hypotheses

identifying variables

inferring

Jacques Cousteau

measuring

milestone

observing

organizing data

predicting

questioning

revolutionize

science-related careers

scientific knowledge

scientific process

Thor Heyerdahl

William Beebe

Technology is used in science related careers

Scientific knowledge is subject to change

The scientific process can be used to problem solve and make decisions

Scientific development has changed over the past decade

Science is an ongoing process that changes in response to new information and discoveries

Page 6 of 48


Topic: Science in Personal and Social Perspectives Enduring Understanding: Natural hazards and natural disasters affect the earth's systems.

Standard and Related Concept


Essential Questions



PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire

E

Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments

PO 2. Describe how people plan for, and respond to, the following natural disasters: • drought • flooding • tornadoes

E

PO 1. Propose viable methods of responding to an identified need or problem.

E

PO 2. Compare possible solutions to best address an identified need or problem.

E

PO 3. Design and construct a solution to an identified need or problem using simple classroom materials.

E

Concept 2: Science and Technology in Society

PO 4. Describe a scientific discovery that influences technology.

E

How do humans affect the earth's biological systems? Geological systems? How do scientific discoveries influence technology? How do natural hazards/disasters affect humans and/or the environment?

Observation Journals

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TOPIC: Science in Personal and Social Perspectives


Natural hazards and natural disasters affect the earth's systems.


• The students will evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, and lightning-caused fires.

• The students will describe how people plan for, and respond to, the following natural disasters: drought, flooding,

• The students will propose viable methods of responding to an identified need or problem.

• The students will compare possible solutions to best address an identified need or problem.

• The students will design and construct a solution to an identified need or problem using simple classroom materials.

• The students will describe a technological discovery that influences science.

Humans impact the environment

Scientific theories influence technology

biological systems

environmental benefit

environmental risk

geological systems

scientific theory

technology

viable Natural hazards and natural disasters affect the environment

People plan and respond to natural disasters

Scientific theories influence technology

Page 8 of 48


TOPIC: Investigation 1: What is Life? Enduring Understanding: All living organisms have common characteristics.

Quarter this will be taught: 1 or 3_





PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry.

E

Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)

PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E

Concept 3: Analysis and Conclusions

PO 3. Evaluate the observations and data reported by others.

I

Lab Notebook Quick Write - Definition of living things Teacher Observation - Sets up an investigation Mid-Summative Exam 1

FOSS Diversity of Life

Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Page 9 of 48



DIVERSITY OF LIFE Investigation 1: What is Life?

Approximate Timeline: 10 sessions


All living organisms have common characteristics.

Student Learning Goals: • The students will sort pictures of objects and organisms into

living and nonliving groups. • The students will defend picture-sorting decisions with an

operational definition of "living". • The students will develop an operational definition of life. • The students will learn the characteristics that are common to

all living organisms. • The students will observe five materials for evidence of life

when they are placed in suitable environments. • The students will differentiate the concepts of living, nonliving,

and dormant.

Resources:

Any free-living thing (plant, animal, other) is an organism

Living organisms grow, consume nutrients, exchange gases, respond to stimuli, reproduce, need water, and eliminate waste

http://www.windows.ucar.edu/tour/link=/earth/Life/life1.html

cells consume nutrients different dormant eliminate evidence gases grow living minipond nonliving operational definition organism reproduce similar stimuli vial

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TOPIC: Diversity of Life Investigation 2: Introduction to the Microscope Enduring Understanding: A microscope is a tool used by scientists to study organisms in detail.

Quarter this will be taught: 1 or 3_






PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02)

E



I



I

Lab Notebook Student Sheet - Microscope Images Student Sheet - Focal Plane Teacher Observation - Uses microscope to estimate the size of brine shrimp Mid-Summative Exam 2


Math: Strand 4: Concept 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy.

Page 11 of 48



DIVERSITY OF LIFE Investigation 2: Introduction to the Microscope



A microscope is a tool used by scientists to study organisms in detail.

Student Learning Goals: • The students will measure the field of view for each objective

lens on the microscope. • The students will demonstrate proper use of the microscope. • The students will draw scale representations of the images I see

in a microscope to estimate size accurately. • The students will explain how the focal plane affects the image

seen through a microscope.

Resources:

Optical power is the product of the magnification of the eyepiece and the objective lens

A microscope image is reversed (flipped left to right) and inverted (flipped top to bottom)

An optical microscope is composed of a two-lens system (eyepiece and objective lens), a stage on which to mount the material being observed, a light source (radiant or reflective), and a mechanical system for adjusting the position of the focal plane

The focal plane is a thin plane at a fixed distance from the lens where the image is in focus

http://shs.westport.k12.ct.us/mjvl/biology/microscope/microscope.htm

brine shrimp diameter diaphragm dry mount eyepiece field of view focal plane gas exchange inverted magnification magnify objective lens optical power power response reversed slide stage total magnification yeast

Page 12 of 48


TOPIC: Diversity of Life Investigation 3: Microscopic Life Enduring Understanding: Cells are the basic unit of life.

Quarter this will be taught: 1 or 3





PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry

E


E



I

PO 2. Describe the basic structure of a cell, including: • cell wall • cell membrane • nucleus

E

Strand 4: Life Science Concept 1: Structure and Function in Living Systems

PO 3. Describe the function of each of the following cell parts: • cell wall • cell membrane • nucleus

E

Lab Notebook Informal Notes Student Sheet - Response Sheet-Microscopic Life Self-Assessment - How cells fit in the definition of life. Mid-Summative Exam 3


Math: Strand 4: Concept 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Page 13 of 48



DIVERSITY OF LIFE Investigation 3: Microscopic Life Approximate Timeline: 6 sessions


Cells are the basic unit of life.

Student Learning Goals: • The students will discover cells by examining Elodea leaves

with a microscope. • The students will observe structures and behaviors of single-

celled microorganisms with a microscope. • The students will compare paramecium to Elodea cells. • The students will modify the working definition of life to

include the cell as the basic unit of life. • The students will describe the difference between living cells

that are organisms and living cells that are not organisms.

Resources:

The cell is the basic unit of life

Cells have the same needs and perform the same functions as complex organisms

Single-celled paramecia are organisms

Paramecia have shape, a membrane, cilia, an oral groove, and organelles, including vacuoles

http://science.exeter.edu/jekstrom/WEB/CELLS/Elodea/Elodea.html

Writing Prompt Idea: You are a research scientist who has a brand new intern. Write a detailed set of directions explaining how to prepare a wet mount or dry mount slide and how to view it using a light microscope. Science: S1 C4 PO4 Writing: S3 C3 PO1

cell cilia congo red cytoplasm cytoplasmic streaming Elodea Kingdom membrane microorganism multicellular organisms oral groove organelles paramecia Protista single-celled organisms vacuoles

Page 14 of 48


TOPIC: Diversity of Life Investigation 4: The Cell Enduring Understanding: The diversity of cells contributes to the diversity of life on Earth.







PO 1. Differentiate among a question, hypothesis, and prediction.

E

PO 2. Describe the basic structure of a cell, including: • cell wall • cell membrane • nucleus

E

PO 3. Describe the function of each of the following cell parts: • cell wall • cell membrane • nucleus

E

PO 4. Differentiate between plant and animal cells.

E


PO 5. Explain the hierarchy of cells, tissues, organs, and systems.

E

Lab Notebook Teacher Observation - Independently makes a wet mount Student Sheet - Ribbon of Life Self-Assessment - Quick write Mid-summative Exam 4


Page 15 of 48



DIVERSITY OF LIFE Investigation 4: The Cell



The diversity of cells contributes to the diversity of life on Earth.

Student Learning Goals: • The students will prepare a wet mount to observe cheek

scrapings and see evidence that humans, too, are made of cells. • The students will compare the structure and function of cells

from different organisms. • The students will learn the defining structures of cells. • The students will relate the structure and function of cells,

tissues, organs, systems, and organisms.

Extra Resources:

Humans and all other complex life-forms are made of cells

Cells have defining structures such as membranes, cell walls, nuclei, chloroplasts, ribosome, mitochondria, and cytoplasm

Bacteria have prokaryotic cells; all other life-forms have eukaryotic cells

A major subdivision in cells is whether they have a nucleus (eukaryote) or not (prokaryote)

http://darwin.nmsu.edu/~molbio/cell/Page1.html

atoms

bacteria

cell membrane

cell wall

chloroplast

chloroplasts

cytoplasm

endoplasmic reticulum

mitochondria

mitochondrion

molecules

nucleus

nucleus

organ systems

organelles

organs

ribosome

tissues

vacuole

Page 16 of 48


TOPIC: Diversity of Life Investigation 5: Seeds of Life Enduring Understanding: Seeds are living organisms in a dormant state.




EIN




E



E



E


PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)

E


PO 6. Relate the following structures of living organisms (plants) to their functions: • transpiration – stomata, roots, xylem, phloem • absorption – roots, xylem, phloem • response to stimulus (phototropism, hydrotropism, geotropism) – roots, xylem, phloem)

E

Lab Notebook Student Sheet - Seed Dissection Teacher Observation - Follows good lab procedures Student Sheet - Roots and Shoots Response Sheet - Structure and function of living things Self-assessment - Understands order or development during germination Mid-Summative Exam 5


Math: Strand 4: CONCEPT 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6 PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used

Page 17 of 48



DIVERSITY OF LIFE Investigation 5: Seeds of Life



Seeds are living organisms in a dormant state.

Student Learning Goals: • The students will dissect seeds to discover their structures. • The students will observe germinating seeds to determine the

sequence of developments and record the sequences. • The students will use good lab procedures and data recording to

investigate the early development of two groups of complex plants, monocots and dicocts.

• The students will investigate the effect of light on germinated seeds.

• The students will explain the role of cotyledons in early plant growth.

Resources:

Seeds contain the dormant, living embryo of a plant

Germination is the beginning (onset) of growth and differentiation in plant seeds

Growing roots typically have a root tip where cell division takes place, a zone of elongation, and a zone of maturation where root hairs develop

The cotyledon is the primary source of energy for seed germination

Xylem is the system of tube-like connected cells that transports water from root to all structures of the plant

http://www.urbanext.uiuc.edu/gpe/case3/c3facts2.html Stomata are openings on leaves

that are controlled by guard cells

Water in the form of water vapor, a gas, continually leaves a plant through stomata

chlorophyll cotyledon dicot endosperm embryo germination leaves mini sprouter monocot root root cap root hairs root tip seed coat seeds shoots zone of elongation zone of maturation

Page 18 of 48


TOPIC: Investigation 6: Transpiration Enduring Understandings: A vascular system transports water throughout a plant.



Performance Objectives EIN Assessments Resources


PO 1. Differentiate among a question, hypothesis, and prediction. E

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling)

PO 2. Design an investigation to test individual variables using scientific processes. PO 3. Conduct a controlled investigation using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E


PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation. PO 6. Formulate new questions based on the results of a completed investigation.

E


PO 1. Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram (See M06-S2C1-02) PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01) PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)

E


PO 1. Explain the importance of water to organisms. PO 5. Explain the hierarchy of cells, tissues, organs, and systems. PO 6. Relate the following structures of living organisms to their

functions: Plants: transpiration – stomata, roots, xylem, phloem; absorption – roots,

xylem, phloem; response to stimulus (phototropism, hydrotropism, geotropism) – roots, xylem, phloem

E

Lab Notebook Student Sheets - Celery-Investigation Plan; Celery-Investigation Results Student Sheet - Leaf and Stem Observation Student Writing - Write a metaphorical story Mid-Summative Exam 6


Math: Strand 4: Concept 4: PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Strand 2: Concept 1: PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. Writing: Strand 3:Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6: PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, a list of sources used

Page 19 of 48



DIVERSITY OF LIFE Investigation 6: Transpiration



A vascular system transports water throughout a plant.

Student Learning Goals: • The students will design an experiment to determine what

happens to water in a celery stalk. • The students will prepare and study a leaf peel to discover

stomata. • The students will cover the foliage of a plant with a plastic bag

to observe condensation - evidence of transpiration. • The students will describe how water enters a plant's roots and

flows through the plant during transpiration. • The students will explain how stomata open and close to

regulate the rate of transpiration. • The students will describe transpiration as a component of the

water cycle.

Resources:

Xylem is the system of tube-like connected cells that transport water from the roots to all structures of the plant

Stomata are opening on leaves that are controlled by guard cells

Water in the form of water vapor, a gas, continually leaves a plant through stomata

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/X/Xylem.html ScienceSaurus Handbook

Writing Prompt Idea: You are living in a desert which is experiencing an extreme drought. Water has been rationed, allowing for drinking and bathing only. Write a letter to a friend who lives in the rain soaked Midwest. Describe the effects of the drought on the plants and animals in the desert environment. Science: S4 C1 PO1: Writing: S3 C3 PO3

channels conclusion condensation control controlled experiment experimental procedures gas guard cells hypothesis stomate transpiration variable water vapor xylem

Transpiration is a component of the water cycle

Stomata open and close to regulate the rate of transpiration

Water enters a plant's roots and flows through the plant during transpiration

Page 20 of 48


TOPIC: Investigation 7: Plant Reproduction Enduring Understanding: Flowers depend on seed production and dispersal for their reproduction.







PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.

(See W06-S3C2-01 and W06-S3C3-01)

E


PO 1. Analyze data obtained in a scientific investigation to identify trends.

(See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 5. Analyze the results from previous and/or

similar investigations to verify the results of the current investigation.

E

Lab Notebook Response Sheet - Understand sexual reproduction in plants Self-Assessment - Explains plant reproduction Mid-Summative Exam 7


Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Math: Strand 2 Concept 1 PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs.

Page 21 of 48



DIVERSITY OF LIFE Investigation 7: Plant Reproduction


Enduring Understandings:

Flowers depend on seed production and dispersal for their reproduction.

Student Learning Goals: • The students will dissect and mount the structures of simple

flowers. • The students will examine a variety of seed to discover their

dispersal mechanisms. • The students will explain the function of flowers and

pollination. • The students will explain how seed-dispersal mechanisms

contribute to a plant’s survival. • The students will describe the production of seeds in terms of

sexual reproduction.

Resources:

Pollen from the anthers on the stamens and eggs in the ovules of the pistil are the male and female cells that combine during sexual reproduction to develop into the embryo (seed) of a new plant

Sepals, petals, stamens, and pistils are the main structures of typical flowers

http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookflowers.html

Writing Prompt idea:

Brainstorm a list of life forms, such as; trees, flowers, bugs, dogs, people, etc. Choose a life form from the brainstormed list to create a poetry book about “life forms”. Write a cinquain poem about that life form to submit to a class poetry book. First line: Noun: Word from brainstormed list Second line: Two describing adjectives Third line: Three verbs or action words Fourth line: A four word short phrase Fifth line: Noun: Life Science: S1 C1 PO2 Writing: S1 C1 PO1; S3 C1 PO2

anthers egg fertilized ovary ovules petal pistils pollen pollen tube pollination seed dispersal mechanisms sepals sexual reproduction sperm stamens

Page 22 of 48


TOPIC: Investigation 8: Snails Enduring Understanding: An organism's habitat is the supportive environment in which it lives.






PO 3. Conduct a controlled investigation using scientific processes. E

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

PO 3. Conduct a controlled investigation using scientific processes. PO 5. Keep a record of observations, notes, sketches, questions, and ideas using

tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E

PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or

sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).


PO 6. Formulate new questions based on the results of a completed investigation.

E

PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information.

(See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a

procedure (without the use of personal pronouns). (See W06-S3C3-01)

E

PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables

E

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling) Concept 3: Analysis and Conclusions Concept 4: Communication Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge Strand 4: Life Science Concept 1: Structure and Function in Living Systems

PO 6. Relate the following structures of living organisms (animals) to their functions:

• respiration – gills, lungs • digestion – stomach, intestines • circulation – heart, veins, arteries, capillaries • locomotion – muscles, skeleton

E

Lab Notebook Informal Notes Student Sheets Snail-Investigation Plan Snail-Investigation Results Student Sheet - Venn Diagram Mid-Summative Exam 8


Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Strand 3: Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Page 23 of 48



DIVERSITY OF LIFE Investigation 8: Snails


Enduring Understandings:

An organism's habitat is the supportive environment in which it lives.

Student Learning Goals: • The students will observe structures and behaviors of a

multicellular organism (gastropod). • The students will design and conduct an experiment (safely and

appropriately) to determine environmental preferences of land snails.

• The students will demonstrate respect for living organisms while conducting investigations.

• The students will sort and analyze shells to appreciate the diversity of life expressed by snails.

• The students will use Venn diagrams to compare distantly related organisms.

• The students will describe habitat in terms of the needs and preferences of an organism

• The students will discuss gastropod diversity, including shell design, habitat, and lifestyle.

• The students will explain similarities and differences between snails and other organisms.

Resources:

Snails are gastropods that have a muscular foot, a head with sensory organs, and a shell for protection.

Anthropomorphism is giving human thoughts and feelings to nonhuman organisms.

http://www.geocities.com/sseagraves/snailfacts.htm

An organism's habitat is the supportive environment in which it lives.

anthropomorphism environmental factors experimental design gastropods habitat slime trail surface tentacles Venn diagrams

Page 24 of 48


TOPIC: Investigation 9: Roaches Enduring Understanding: An organism's habitat is the supportive environment in which it lives.






PO 3. Conduct a controlled investigation using scientific processes. E PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. PO 3. Conduct a controlled investigation using scientific processes. PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E

PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation. PO 6. Formulate new questions based on the results of a completed investigation.

E

PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01)

E


E

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling) Concept 3: Analysis and Conclusions Concept 4: Communication Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge Strand 4: Life Science Concept 1: Structure and Function in Living Systems

PO 6. Relate the following structures of living organisms (animals) to their functions: • respiration – gills, lungs • digestion – stomach, intestines • circulation – heart, veins, arteries, capillaries • locomotion – muscles, skeleton

E

Lab Notebook Informal Notes Teacher Observation - Plan, conduct, and report an investigation Student Sheets Cockroach-Investigation Plan Cockroach-Investigation Results Student Sheet Insect Mysteries Mid-Summative Exam 9


Math: Strand 2: Concept 1: PO 1. Formulate questions to collect data in contextual situations. PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Strand 3: Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Page 25 of 48



DIVERSITY OF LIFE Investigation 9: Roaches



Adaptations are structures or behaviors that give organisms a better chance to survive and reproduce in their habitat.

Student Learning Goals: • The students will observe structures and behaviors of a

multicellular organism (insect). • The students will design and conduct an experiment (safely and

appropriately) to determine environmental preferences of an insect (roach).

• The students will observe hissing cockroaches to identify several behavioral and structural adaptations.

• The students will ask questions about the purposes of behaviors of the hissing cockroach and design experiments to answer those questions.

• The students will explain how hissing cockroach structural and behavioral adaptations help them survive.

• The students will make inferences about the habitat of the hissing cockroaches and other insects based on their color, body shape, mouthparts, wings/lack of wings, response to stimuli, and speed of movement.

Resources:

Adaptations are structures or behaviors that give organisms a better chance to survive and reproduce in their habitat

Insects have three body parts, six legs, and two antennae

Structural and behavioral adaptations of hissing cockroaches help them survive

http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=2025

abdomen adaptations antennae behavior head infer inference insects response structure thorax

Page 26 of 48


TOPIC: Investigation 10: Kingdoms of Life Enduring Understanding: The Monera (bacteria), Protista (algae) and Fungi kingdoms are part of the scheme of life.






Strand 1: Inquiry Process Concept 2: Scientific Testing

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. PO 3. Conduct a controlled investigation using scientific processes.

E


PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).

E


PO 1. Choose an appropriate graphic representation for collected data: • line graph • double bar graph • stem and leaf plot • histogram (See M06-S2C1-02) PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)

E

Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge


E

Lab Notebook Teacher Observation - Follows good lab procedures Student Sheets - Observing Bacteria Observing Fungi Informal Notes Student Sheet The Unknown World Mid-Summative Exam 10 Final Exam


Math: Strand 2: Concept 1: PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 6: PO 2. Write an informational report that includes: a. a focused topic b. appropriate facts and relevant details c. a logical sequence d. a concluding statement e. a list of sources used

Page 27 of 48



DIVERSITY OF LIFE Investigation 10: Kingdoms of Life



The Monera (bacteria), Protista (algae) and Fungi kingdoms are part of the scheme of life.

Student Learning Goals: • The students will inoculate sterile agar with bacteria from the

local environment; inoculate bread with fungus spores from the environment.

• The students will observe the growth of bacteria and fungus. • The students will calculate the reproductive potential of

bacteria. • The students will explain that bacteria and fungi are found on

all surfaces and in the water and air around us. • The students will explain how bacteria and fungi carry out the

functions of living organisms. • The students will describe the role of microorganisms in

transforming foods and recycling nutrients through decomposition.

Resources:

Microbe is the general name for microscopic bacteria and fungi, especially those that cause disease and promote fermentation

Bacteria, fungi, and algae have characteristics of living organisms

Bacteria and fungi carry out the functions of living organisms

Bacteria have a cell membrane but have no internal organelles

http://teachers.westport.k12.ct.us/resource/living_things.htm

agar colonies consumers decomposers decomposition Fungi inoculate microbe Monera nutrients parasites Petri dish producers recycling sterile

Microorganisms transform foods and recycle nutrients through decomposition

Bacteria and fungi are found on all surfaces and in the water and air around us

Page 28 of 48


Diversity of Life Websites

http://www.nationalgeographic.com/education/geokits/celllinks.html http://www.geocities.com/RainForest/6243/diversity.html http://www.buschgardens.org/just-for-teachers/guides/diversity-of-life/ http://www.stanford.edu/group/help/curricula/quizzes/6th/Quizzes%20for%20Cell%20-%206th%20Grade.doc http://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm http://education.sdsc.edu/download/enrich/cellstudy.pdf

Page 29 of 48


Weather and Water Websites

www.weather.com www.uswx.com http://www.weatherwizkids.com/ http://eo.ucar.edu/webweather/ http://www.epa.gov/OGWDW/kids/flash/flash_watercycle.html http://www.kidzone.ws/water/ http://www.first-school.ws/activities/science/drippy.htm Weather and Water for ESL students: http://bogglesworld.com/kids_worksheets/weather.htm http://www.ac-nancy-metz.fr/enseign/anglais/Henry/eau.htm

Page 30 of 48


TOPIC: Weather and Water Investigation 1: What is weather? Enduring Understanding: Weather is the condition of Earth’s atmosphere at a given time in a given place.

Quarter taught: 1 or 3







I

PO 1. Evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, lightning-caused fire

I


PO 2. Describe how people plan for, and respond to, the following natural disasters: drought, flooding, tornado

I

Strand 6: Earth and Space Science Concept 1: Structure of the Earth

PO 5. Describe ways scientists explore the Earth’s atmosphere and bodies of water. (See Strand 2 Concept 1)

E


PO 5. Analyze the impact of large-scale weather systems on the local weather.

E

Lab Notebook Student Sheet - Air Investigations Student Sheet - Earth's Atmosphere Questions Mid-Summative Exam 1-2

FOSS Weather and Water

Writing Strand 3: Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Page 31 of 48



WEATHER AND WATER Investigation 1: What is weather? Approximate Timeline: 5 sessions


Weather is the condition of Earth’s atmosphere at a given time in a given place.

Student Learning Goals: • The students will identify severe weather and its potential to cause

death and destruction in the environment. • The students will identify the proper uses of weather measurement

tools.

Resources:

Weather is the state of Earth’s atmosphere at a given time and place

Severe weather occurs all over the Earth

Meteorology is the science of weather and meteorologists are the people who study the weather on Earth

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml

Writing Prompt Idea: You are the mayor of a city prone to natural disasters, (e.g. tornadoes, hurricanes, earthquakes, etc). It is your responsibility to ensure that people know how to be prepared in the event of a natural disaster. Prepare a brochure containing information on how to prepare for one of the identified natural disasters. Science: S3 C1 PO2 Writing: S3 C3 PO 1

aeronomy air pressure anemometers barometer climatology dew point hail humidity hurricane hygrometers meteorology moisture psychrometer rain gauge relative humidity severe weather storm surge temperature thermometers weather wind wind vanes

Page 32 of 48


TOPIC: Weather and Water Investigation 2: Where’s the Air? Enduring Understanding: Weather occurs in the atmosphere and the atmosphere is composed of air, which has mass and can be compressed.








E

Concept 2: Scientific Testing (Investigating and Modeling)


E


PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes.

E


PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)

E


PO 1. Describe the properties and the composition of the layers of the atmosphere.

E

Concept 2: Earth’s Processes and Systems

PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere

E

Lab Notebook Student Sheet - Air Investigations Student Sheet - Earth's-Atmosphere Questions Mid-Summative Exam 1-2


Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 6 PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.

Page 33 of 48



WEATHER AND WATER: Investigation 2: Where’s the Air? Approximate Timeline: 11 sessions


Weather occurs in the atmosphere and the atmosphere is composed of air, which has mass and can be compressed.

Student Learning Goals: • The students will conduct experiments to determine that air has

mass. • The students will use a molecular model to compare gas at

standard pressure and a gas under increased pressure. • The students will explain how experimental results provide

evidence that air has mass.

Resources:

Atmosphere is the layers of gas surrounding Earth

Weather occurs in the troposphere, the layer of the atmosphere closest to Earth’s surface

Air is matter; it occupies space, has mass, and can be compressed

The troposphere is a mixture of nitrogen (78%), oxygen (21%), & other gases (1%) including argon, carbon dioxide, & water vapor

http://csep10.phys.utk.edu/astr161/lect/earth/atmosphere.html Writing Prompt Idea:

You are the Channel 78 meteorologist preparing the five o’clock weather report. Write a summary of today’s weather across the United States. Science: S6 C2 PO4 Writing: S3 C2 PO2

energy exosphere greenhouse effect ionosphere mass matter mesosphere nitrogen dioxide permanent gases space stratosphere sulfur dioxide thermosphere troposphere variable gases

Page 34 of 48


TOPIC: Weather and Water: Investigation 3: Seasons and Sun Enduring Understanding: Seasons are related to the amount of solar energy transferred to Earth, and that amount of energy transferred is affected by latitude, tilt of Earth's axis, revolution, and rotation.





PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. E


PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.

E

PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). E


PO 4. Interpret simple tables and graphs produced by others. E

Strand 4: Life Science Concept 3: Populations of Organisms in an Ecosystem

PO 1. Explain that sunlight is the major source of energy for most ecosystems.

E

Strand 5: Physical Science: Concept 3: Transfer of Energy

PO 4. Explain how thermal energy (heat energy) can be transferred by:

• conduction • convection • radiation

E

Lab Notebook Quick Write - What causes seasons? Response Sheet: Explain why Earth has seasons Mid-Summative Exam 3


Social Studies: Strand 2: Concept 5: PO 1: Describe how new ways of thinking in Europe during the Enlightenment fostered the following changes in society: a. Scientific Revolution

(i.e., Copernicus, Galileo, Newton)

Page 35 of 48



WEATHER AND WATER: Investigation 3: Seasons and Sun



Seasons are related to the amount of solar energy transferred to Earth, and that amount of energy transferred is affected by latitude, tilt of Earth's axis, revolution, and rotation.

Student Learning Goals: • The students will graph monthly day-length data for a single

location to look for a pattern. • The students will us an Earth globe and light bulb to model

daily and seasonal variations in day length. • The students will explain how the tilt of Earth's axis and Earth's

revolution around the Sun produces seasons. • The students will discuss seasonal variation in day length as a

consequence of axis tilt, rotation, and revolution. • The students will use light sources and surfaces to model beam

spreading. • The students will explain how beam spreading reduces the

intensity of solar radiation.

Resources:

Earth’s axis of rotation tilts at an angle of 23.5° and always points to the North Star

The solar angle is the angle that light from the Sun strikes Earth’s surface

Beam spreading is the increase in an area covered by a beam if light as the solar angle increases

http://vortex.plymouth.edu/sun/sun3.html

Writing Prompt Idea: You are a taxpayer in Arizona. The legislature will be voting to fund a new energy plant. Decide which energy source will be the best option for Arizona. Write an editorial persuading the legislature to build this type of energy plant. Choices for energy sources include: wind, dams, fossil fuels, nuclear, or solar. Science: S5 C3 PO1 Writing: S3 C4 PO1

Writing Prompt Idea: You are Copernicus. Write a letter to fellow scientists convincing them that you have the “true” model of the universe. Explain why Ptolemy’s model of the universe with the Earth at the center is false. Include diagrams in your letter. Science: S1 C4 PO1 Writing: S3 C3 PO4 S3 C4 PO1 Social Studies: S2 C5 PO1

aphelion beam spreading fall (autumnal) equinox perihelion rotation solar angle spring (vernal) equinox summer solstice winter solstice

Page 36 of 48


TOPIC: Weather and Water: Investigation 4: Heat Transfer Enduring Understanding: The movement of heat energy in and out of the atmosphere is an important element of weather.







PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E


PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03)

E


PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01)

E



E


PO 1. Explain that sunlight is the major source of energy for most ecosystems. (See Strand 5 Concept 3 and Strand 6 Concept 2)

E

Strand 5: Physical Science Concept 3: Transfer of Energy

PO 4. Explain how thermal energy (heat energy) can be transferred by: conduction, convection, radiation

E



E

Lab Notebook Teacher Observation - Two-coordinate graph Student Sheet - Heat Conduction Mid-summative Exam 4


Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Math: Strand 2: Concept 1 PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs.

Page 37 of 48



WEATHER AND WATER: Investigation 4: Heat Transfer



The movement of heat energy in and out of the atmosphere is an important element of weather.

Student Learning Goals: • The students will measure the heating and cooling of earth

materials when moved into and out of sunshine. • The students will explain how radiant energy from the Sun

heats solid and liquid materials. • The students will use thermometers to measure the temperature

of materials. • The students will design and conduct experiments to observe

heat transfer through multiple materials in terms of molecular activity.

• The students will describe how the atmosphere is heated.

Resources:

The Sun is the major source of energy that heats the atmosphere

Heat is the kinetic energy of atoms and molecules

Thermometers measure the temperature of materials

Energy moves from one material to another by radiation and conduction

http://sol.sci.uop.edu/~jfalward/heattransfer/heattransfer.html

conduction heat kinetic energy radiation temperature

Page 38 of 48


Topic: Weather and Water: Investigation 5: Convection Enduring Understanding: Convection is the process of mass movement of fluids and a mechanism for energy transfer.







PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E


PO 4. Interpret simple tables and graphs produced by others. PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.

E


PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying predicting, organizing data, inferring, generating hypotheses, identifying variables

E


PO 1. Explain that sunlight is the major source of energy for most ecosystems. (See Strand 5 Concept 3 and Strand 6 Concept 2)

E

Strand 5: Physical Science Concept 3: Transfer of Energy

PO 4. Explain how thermal energy (heat energy) can be transferred by: conduction, convection, radiation

E

Lab Notebook Response Sheet - Calculate density Student Sheet - Layering Hot and Cold Water Student Sheet - Convection Chamber Mid-summative Exam 5


Math: Strand 4: Concept 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

Page 39 of 48



WEATHER AND WATER: Investigation 5: Convection



Convection is the process of mass movement of fluids and a mechanism for energy transfer.

Student Learning Goals: • The students will layer salt solutions to determine their relative

density. • The students will use mass and volume data to calculate

densities (g/cc). • The students will explain density as a ratio between a mass and

its volume. • The students will observe convection in a liquid environment. • The students will describe how materials of different densities

interact. • The students will explain how energy transfer drives the

process of convection. • The students will observe convection in a gas environment.

Resources:

Density is the ratio of mass to its volume

If two solutions have equal volumes but differ in mass, the one with a greater mass is denser

Convection is the circulation of fluid (liquid or gas) that results from energy transfer; warm air masses rise and cool masses sink

As matter heats, it expands, causing it to become less dense

http://theory.uwinnipeg.ca/mod_tech/node76.html

Avogadro's number convection convection cell density mass pressure ratio volume

Page 40 of 48


TOPIC: Weather and Water: Investigation 6: Water in the Air Enduring Understanding: Humidity is the water vapor in the air.






E

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling)

PO 2. Design an investigation to test individual variables using scientific processes. PO 3. Conduct a controlled investigation using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E


PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 3. Evaluate the observations and data reported by others. PO 4. Interpret simple tables and graphs produced by others. PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation. PO 6. Formulate new questions based on the results of a completed investigation.

E


PO 1. Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram (See M06-S2C1-02) PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01)

E


PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries. PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables.

E



E

Concept 2: Earth’s Processes and Systems

PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere. PO 6. Create a weather system model that includes: the Sun, the atmosphere, bodies of water.

E

Lab Notebook Teacher Observation - Plan and Conduct an Inquiry Response Sheet - Relate evaporation to cooling Student Sheet - Dew-Point Questions Teacher Observation - Explain relation between temperature and Pressure Self-Assessment - Quick Write Response Sheet Mid-Summative Exam 6


Math: Strand 2: Concept 1: PO 1. Formulate questions to collect data in contextual situations. Strand 4: Concept 4: PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

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WEATHER AND WATER: Investigation 6: Water in the Air Approximate Timeline: 14 sessions


Humidity is the water vapor in the air.

Student Learning Goals: • The students will use ice water to cool air to produce

condensation. • The students will measure changes in temperature due to

evaporation. • The students will determine dew point by cooling water in a

container until condensation occurs on the container. • The students will observe changes in temperature due to

pressure change. • The students will use pressure to produce a cloud in a bottle. • The students will explain how dew and clouds form when

humid air cools to its dew point and condenses. • The students will predict cloud formation by analyzing

radiosonde sounding data.

Resources:

Water changes from a liquid to gas (vapor) by evaporation

Water changes from gas to liquid by condensation

Dew point is the temperature at which air is saturated with water vapor

Relative humidity is the percentage of water vapor in air compared to the amount of water vapor needed to saturate that air at a specific temperature

http://www.carlwozniak.com/clouds/bluesky.html

absolute humidity condensation condensation nuclei dew point equilibrium vapor pressure evaporation humidity hygrometer radiosonde relative humidity saturation transpiration vapor vapor pressure

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TOPIC: Weather and Water: Investigation 7: The Water Planet Enduring Understanding: The water cycle involves water everywhere in the global environment.






Strand 1: Inquiry Process Concept 3: Analysis and Conclusions


E

PO 4. Describe the use of technology in science-related careers. I

Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor Concept 2: Nature of Scientific Knowledge


I

PO 2. Explain the composition, properties, and structure of the Earth’s lakes and rivers.

Analyze the interactions between the Earth’s atmosphere and the Earth’s bodies of water (water cycle).

E

Strand 6: Earth and Space Science Concept 1: Structure of the Earth Concept 2: Earth’s Processes and Systems

PO 1. Explain how water is cycled in nature. PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere

E

Lab Notebook Quick Write - What is the water cycle? Self-Assessment - Quick Write Mid-Summative Exam 7 End of investigation


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WEATHER AND WATER: Investigation 7: The Water Planet Approximate Timeline: 5 sessions


The water cycle involves water everywhere in the global environment.

Student Learning Goals: • The students will engage in classroom simulations and use

multimedia to identify the various paths a water molecule might follow in Earth's water cycle.

• The students will explain with words and drawings how evaporation, condensation, precipitation, and other processes produce many variations of the water cycle.

Resources:

Most of Earth's water is salt water in the oceans

Earth's fresh water is found in many locations, including the atmosphere, lakes, rivers, groundwater, and glaciers

A water molecule might follow many different paths as it travels in the water cycles

http://www.kidzone.ws/water/

drainage basin

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TOPIC: Weather and Water: Investigation 8: Air Pressure and Wind Enduring Understanding: There is a relationship between changing air pressure and wind.



Performance Objectives EIN Assessments Resources Collaboration and Integration

PO 1. Differentiate among a question, hypothesis, and prediction. E

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes. PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)

E

PO 4. Interpret simple tables and graphs produced by others. E

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling) Concept 3: Analysis and Conclusions Concept 4: Communication

PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01)

E


PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, observing, questioning, communicating, comparing, measuring, classifying

E

Strand 6: Earth and Space Science Concept 2: Earth’s Processes and Systems

PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere PO 5. Analyze the impact of large-scale weather systems on the local weather.

E

Lab Notebook Response Sheet - Describing effects of atmospheric pressure Quick Write - What is wind? What Causes Wind? Self-Assessment Quick Write Mid-Summative Exam 8


Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

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WEATHER AND WATER: Investigation 8: Air Pressure and Wind



There is a relationship between changing air pressure and wind.

Student Learning Goals: • The students will apply pressure to a system and observe the

compression of the gas. • The students will describe the relationship between changing

air pressure and wind. • The students will explain how differential heating of Earth by

the Sun creates local winds. • The students will build an anemometer and use it to gather

wind-speed data for mapping. • The students will interpret a pressure map.

Resources:

Pressure exerted on a gas reduces its volume and increases its density

Differential heating of Earth’s surface by the Sun can create high- and low-pressure areas

Local winds, called sea breezes, mountain breezes, and valley breezes blow in predictable ways determined by local differential heating

Wind is the movement of air from an area of high pressure to an area of low pressure

Wind speed is measured with an instrument called an anemometer

Air pressure is represented on a map by contour lines that are called isobars

http://www.frsd.k12.nj.us/curriculum/science6/hotlists/weather_resources.htm

anemograph anemometer aneroid barometer atmosphere atmospheric pressure chinook contour lines diatomic differential heating foehn hahoob isobars land breezes mistral mole mountain breezes nor'easter northers nor'wester Pali Santa Ana sea breezes valley breezes williwaw

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TOPIC: Weather and Water: Investigation 9: Weather and Climate Enduring Understanding: There is a distinction between weather and climate.






PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry.

E

Strand 1: Inquiry Process Concept 2: Scientific Testing Concept 3: Analysis and Conclusions


E


PO 1. Describe how science is an on going process that changes in response to new information and discoveries. PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.

I


PO 1. Evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, lightning-caused fire PO 2. Describe how people plan for, and respond to, the following natural disasters: drought, flooding, tornadoes

I


PO 2. Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog.

E

PO 1: Describe the properties and the composition of the layers of the atmosphere. PO 3: Explain the composition, properties, and structures of the oceans’ zones and layers.

E

Strand 6: Earth and Space Science Concept 1: Structure of the Earth Concept 2: Earth’s Processes and Systems

PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, and hydrosphere. PO 3. Analyze the effects that bodies of water have on the climate of a region. PO 4. Analyze the following factors that affect climate: ocean currents, elevation, and location. PO 5. Analyze the impact of large-scale weather systems on the local weather.

E

Lab Notebook Informal Notes Response Sheet: Describes different fronts Self-Assessment Response Sheet Final Summative Exam


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WEATHER AND WATER: Investigation 9: Weather and Climate



There is a distinction between weather and climate.

Student Learning Goals: • The students will set up a solar-heated bag to model the

formation of an air mass. • The students will observe the interaction of two liquids of

different densities as a model for frontal boundaries. • The students will explain the interaction between two air

masses in terms of their densities. • The students will explain how a global temperature increase

could affect the water cycle and Earth's climate.

Resources:

Air masses are large bodies of air that are uniform in temperature and humidity

The boundary between two air masses that meet is called a front

Weather is the condition of the atmosphere at a specific time and location

Weather conditions usually change as a front passes by

Climate is the average weather condition over a long period of time in a region

Global warming may have an effect on Earth's weather and climate

http://www.frsd.k12.nj.us/curriculum/science6/hotlists/weather_resources.htm

Writing Prompt Idea: Research a weather folklore saying. (such as; Red skies at night, Sailors delight, Red skies in the morn, Sailors be warned) Write a summary explaining the meaning of the saying as well as the scientific explanation for the weather occurrence. Link to further folklore sayings: http://www.dcrafts.com/weathersayings.htm Science: S6 C1 PO1, PO3 Writing: S3 C6 PO1

air masses arctic (A) climate cold front continental (c) continental arctic (cA) continental polar (cP) continental tropical (cT) front global warming greenhouse gas Ice Age inundation marine maritime (m) maritime polar (mP) maritime tropical (mT) occluded front overrunning polar (P) source regions stationary front tropical (T) warm front water resources water-vapor concentration weather

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