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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

GRADE 6 SCIENCE

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015

Cathie Smith Sixth Grade-Physical Science

2

Instructions for use:

The book used in the 6th

grade curriculum is:

Name of Textbook: Macmillan McGraw-Hill Louisiana Physical Science-A Closer Look

Copyright date: 2012

Cost: $69.00

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as

Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built

in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific

Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this

document.

Online Resources: ConnectED Master Access Codes – Codes can be redeemed at

http://connected.mcgraw-hill.com/

o Louisiana Physical Science A Closer Look Grade 6 Teacher Edition PVS4-V8QB-BYPG-4VZF

o Louisiana Physical Science A Closer Look Grade 6 Student Edition ZW31-3C3H-QJY9-E36C (Note – This student code is

NOT to share with students. It is for the teacher to have online access to a student edition of the text. Once registering online,

student codes will be generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

http://connected.mcgraw-hill.com/

mailto:[email protected]

Revised 2015


3

Grade Level Expectations for Sixth Grade Science

Science as Inquiry

The Abilities Necessary to Do Scientific Inquiry

1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)

2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)

3. Use a variety of sources to answer questions (SI-M-A1)

4. Design, predict outcomes, and conduct experiments to answer guiding questions (SIM-A2)

5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)

6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)

8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)

9. Use computers and/or calculators to analyze and interpret quantitative data (SI-MA3)

10. Identify the difference between description and explanation (SI-M-A4)

11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line

graphs, diagrams, scatter plots, symbols) (SI-M-A4)

12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

13. Identify patterns in data to explain natural events (SI-M-A4)

14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)

15. Identify and explain the limitations of models used to represent the natural world (SIM-A5)

16. Use evidence to make inferences and predict trends (SI-M-A5)

17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and

predictions (SI-M-A6)

18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)

19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports,

equations) (SI-M-A7)

20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7)

21. Distinguish between observations and inferences (SI-M-A7)

22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

23. Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8)

24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-

M-A8)

Revised 2015


4

Understanding Scientific Inquiry

25. Compare and critique scientific investigations (SI-M-B1)

26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)

27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)

28. Recognize that investigations generally begin with a review of the work of others (SIM-B2)

29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

30. Describe why all questions cannot be answered with present technologies (SI-M-B3)

31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)

32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)

33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)

34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)

35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)

36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-

B5)

37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5)

38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)

39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA

fingerprinting) (SI-M-B7)

40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7)

Revised 2015


5

Physical Science

Properties and Changes of Properties in Matter

1. Measure and record the volume and mass of substances in metric system units (PSM-A1)

2. Calculate the density of large and small quantities of a variety of substances (e.g., aluminum foil, water, copper, clay, rock) (PS-M-A1)

3. Construct models that replicate atomic structure for selected common elements from the periodic table (PS-M-A2)

4. Differentiate between the physical and chemical properties of selected substances(PS-M-A3)

5. Compare physical and chemical changes (PS-M-A3)

6. Draw or model the movement of atoms in solid, liquid, and gaseous states (PS-MA4)

7. Simulate how atoms and molecules have kinetic energy exhibited by constant motion (PS-M-A4)

8. Determine the temperatures at which water changes physical phases (e.g., freezing point, melting point, boiling point) (PS-M-A5)

9. Describe the properties of reactants and products of chemical reactions observed in the lab (PS-M-A6)

10. Identify the average atomic masses of given elements using the periodic table (PSM-A7)

11. Compare the masses of reactants and products of a chemical reaction (PS-M-A7)

12. Determine the effect of particle size of the same reactants on the rate of chemical reactions during a lab activity (e.g., powdered vs. solid forms)

(PS-M-A8)

13. Use a variety of resources to identify elements and compounds in common substances (PS-M-A9)

Motions and Forces

14. Construct and analyze graphs that represent one-dimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a

moving object (PS-MB1)

15. Explain why velocity is expressed in both speed and direction (PS-M-B1)

16. Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1)

17. Describe and demonstrate that friction is a force that acts whenever two surfaces or objects move past one another (PS-M-B2)

18. Explain how the resistance of materials affects the rate of electrical flow (PS-M-B2)

19. Identify forces acting on all objects (PS-M-B3)

20. Draw and label a diagram to represent forces acting on an object (PS-M-B4)

21. Determine the magnitude and direction of unbalanced (i.e., net) forces acting on an object (PS-M-B4)

22. Demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not subjected to an unbalanced force (PS-

M-B5) (PS-M-B3)

23. Predict the direction of a force applied to an object and how it will change the speed and direction of the object (PS-M-B5)

Revised 2015


6

Transformations of Energy

24. Describe and give examples of how all forms of energy may be classified as potential or kinetic energy (PS-M-C1)

25. Compare forms of energy (e.g., light, heat, sound, electrical, nuclear, mechanical) (PS-M-C1)

26. Describe and summarize observations of the transmission, reflection, and absorption of sound, light, and heat energy (PS-M-C1)

27. Explain the relationship between work input and work output by using simple machines (PS-M-C2)

28. Explain the law of conservation of energy (PS-M-C2)

29. Compare and/or investigate the relationships among work, power, and efficiency(PS-M-C2)

30. Trace energy transformations in a simple system (e.g., flashlight) (PS-M-C2)

31. Compare types of electromagnetic waves (PS-M-C3)

32. Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)

33. Predict the direction in which light will refract when it passes from one transparent material to another (e.g., from air to water, from prism to air)

(PS-M-C4)

34. Apply the law of reflection and law of refraction to demonstrate everyday phenomena (e.g., how light is reflected from tinted windows, how light

is refracted by cameras, telescopes, eyeglasses) (PS-M-C4)

35. Determine through experimentation whether light is reflected, transmitted, and/or absorbed by a given object or material (PS-M-C4)

36. Explain the relationship between an object’s color and the wavelength of light reflected or transmitted to the viewer’s eyes (PS-M-C4)

37. Compare how heat is transferred by conduction, convection, and radiation (PS-MC5)

38. Identify conditions under which thermal energy tends to flow from a system of higher energy to a system of lower energy (PS-M-C5)

39. Describe how electricity can be produced from other types of energy (e.g., magnetism, solar, mechanical) (PS-M-C6)

40. Identify heat energy gains and losses during exothermic and endothermic chemical reactions (PS-M-C7)

41. Identify risks associated with the production and use of coal, petroleum, hydroelectricity, nuclear energy, and other energy forms (PS-M-C8)

Science and the Environment 42. Identify energy types from their source to their use and determine if the energy types are renewable, nonrenewable, or inexhaustible (SE-M-A6)

43. Explain how the use of different energy resources affects the environment and the economy (SE-M-A6)

44. Explain how an inexhaustible resource can be harnessed for energy production (SEM-A6)

45. Describe methods for sustaining renewable resources (SE-M-A6)

46. Identify ways people can reuse, recycle, and reduce the use of resources to improve and protect the quality of life (SE-M-A6)

47. Illustrate how various technologies influence resource use in an ecosystem (e.g., forestry management, soil conservation, fishery improvement)

(SE-M-A8)

Revised 2015


7

Sixth Grade Suggested Time Line

First Nine Weeks: Unit 1: Building a Better Scientist………………………............................................................2 weeks

Unit 2: Matter and It’s Properties……........................................................................................6 weeks

Second Nine Weeks: Unit 3: Elements, Compounds and Reactions ………………...…….......................................4 weeks

Unit 4: Forces and Motion (Activities 1-6).………………………………...…………………4 weeks

Third Nine Weeks: Unit 5: Properties of Energy….…………………………………………...………...………....5 weeks

Unit 6: Work, Power and Efficiency (Activities 1-3)..….…………………..…………….…...2 weeks

Fourth Nine weeks: Unit 6: Work, Power and Efficiency (Activities 4-6).…….…………..……….….…….…….2 weeks

Unit 7: Energy Use and Renewal……………..…………………………...……….……….....4 weeks

NOTE:

LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Revised 2015


8

Unit One:

Building a Better

Scientist

Revised 2015


9

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit One –

Building a Better Scientist

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI - M - A3 - Using mathematics

and appropriate tools and

techniques to gather analyze and

interpret data.

SI - M - A7 - Communicating

scientific procedures, information

and explanations

SI - M - B5 - Understanding that

scientific knowledge is enhanced

through peer review, alternative

explanations and constructive

criticism.

SI - 7 - Record Observations using

methods that complement

investigations

(e.g. Journals, tables, charts)

SI - 19 - Communicate ideas in a

variety of ways (e.g. symbols,

illustrations, graphs, charts,

spreadsheets, concept maps, oral and

written reports, equations)

SI - 34 - Recognize the importance of

communication among scientists

about investigations in progress and

the work of others.

SI - 22, 23, 31

Activity 1 -

Questions, Questions!

p. 3 -4

►BLM

Literacy Strategy-

Graphic Organizer

Activity Specific

Assessment p.12

Launch Lab p. 5

Mini Lab p. 23

Art Link p. 15

Focus on Skills

p. 16-17

p. 4-15

p. 30-39

Revised 2015


10

Benchmarks

GLEs


Comprehensive

Curriculum

Unit One –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




interpret data.

SI - M - A4 - Developing

descriptions, explanations and

graphs using data.

PS - M - A1 - Identifying

questions that can be used to

design a scientific investigation.

SI - 6 - Select and use appropriate

equipment, technology, tools and

metric system units of measurement

to make observations

SI - 8 - Use consistency and

precision; in data collection, analysis

and reporting

SI - 12 - Use data and information

gathered to develop an explanation of

experimental results.

PS - 1 - Measure and record the

volume and mass of substances in

metric system units.

SI - 2, 11, 19, 22, 23

Activity 2 - Collecting Data

p. 5-6

Activity Specific

Assessment p. 12

Launch Lab p. 19

Mini Lab p. 7

p. 18-27

p. 30-39

Revised 2015


11

Benchmarks

GLEs


Comprehensive

Curriculum

Unit One –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI - M - A2 - Designing and

conducting a scientific

investigation.



graphs using data.


mathematics, technology, and

scientific techniques used in an

experiment can limit or enhance the

accuracy of scientific knowledge.



and explanations

PS - M - B3 - Understanding that,

when an object is not being

subjected to a force, it will continue

to move at a constant speed and in

a straight line.

SI - 5 - Identify independent variables,

dependent variables and variables that

should e controlled in designing an

experiment.



experimental results

SI - 32 - Explain the use of statistical

methods to confirm the significance of

data (e.g. mean, median, mode, range)

PS - 19 – Identify forces acting on all

objects

SI - 6, 7, 8, 19, 25, 36, 37

PS - 20

Activity 3 - Science Learning Logs

That Swing

p. 6-7

Literacy Strategy-

Science Learning Logs

►BLM

Activity Specific

Assessment p.12

Focus on Skills

p. 28-29

p. 4-15

p. 18-27

p. 30-39

Revised 2015


12

Benchmarks

GLEs


Comprehensive

Curriculum

Unit One –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




interpret data.

SI - 7 - Record observations using


investigations (e.g. Journals,

tables, charts)



investigations

(e.g. Journals, tables, charts)

SI - 19

Activity 4 -

Split Page Note-Taking

p. 8

Literacy Strategy-

Split Page Note-Taking

SI - M - A8 - utilizing safety

procedures during scientific

investigations.

SI - 23 - Use relevant safety

procedures and equipment to conduct

scientific investigations.

Activity 5 -

Lab Rules and Safety

Contracts

p. 8-9

►BLM

Literacy Strategy-

Science learning Logs

p. 38

Revised 2015


13

Benchmarks

GLEs


Comprehensive

Curriculum

Unit One –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI - M - A1 - Identifying





investigation.



graphs using data. PS –

SI-M - C4 - Observing and

describing the interactions of

light and matter (reflections,

refraction, absorption,

transmission scattering.

SI - 2 - Identify problems, factors and

questions that must be considered in a

scientific investigation.

SI - 4 - Design, predict outcomes and

conduct experiments to answer guiding

questions.

SI - 11 - Construct, use and interpret

appropriate graphical representations to

collect record, and report data (e.g.

tables, charts, circle graphs, bar and

line graphs, diagrams, scatter plots

symbols.)




PS - 33 - Predict the direction in which

light will refract when it passes from

one transparent material to another (e.g.

from air to water, from prism to air.)

PS - 35 - Determine through

experimentation whether light is

reflected, transmitted and/or absorbed

by a given object or material.

SI - 1, 7, 10, 19, 22, 23

Activity 6 - Cooperative Groups and

the Power of Light

p. 9-11

Literacy Strategy-


►BLM

Activity Specific

Assessment p. 12

Focus on Skills

p. 16-17

Focus on Skills

p. 40-41

p. 4-15

p. 18-27

p. 30-39

Revised 2015


14

Unit Two:

Matter

and

Its Properties

Revised 2015


15

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –

Matter and Its Properties

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI - M - A1- Identifying



SI - M -B2- Communicating that

current scientific knowledge

guides scientific investigations.

SI - 3 - Use a variety of sources to

answer questions. SI - 28 - Recognize

that investigations generally begin

with a review of the work of others.

SI - 28 - Recognize that investigations

generally begin with a review of the

work of others.

SI - 19, 26, 27, 29, 34, 35, 38, 39, 40

Activity 1 - What's It All About?

P. 16

SI - M - A3 - Using Mathematics


techniques to gather, analyze and

interpret data.

PS - M - A4 - Understanding that

atoms and molecules are

perpetually in motion.

PS - M - A5 - Investigating the

relationships among temperature,

molecular motion, phase changes

and physical properties of matter.



investigations (e.g. journals, tables,

charts )

PS - 6 - Draw or model the movement

of atoms in solid, liquid, and gaseous

states.

PS - 8 - Determine the temperatures at

which water changes physical phases.

SI - 8, 19

PS - 7

Activity 2 – It Does Matter!

p. 17-18

Literacy Strategy-

RAFT writing

Activity Specific

Assessment p. 28

p. 70-83

Revised 2015


16

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




interpret data.




interpret data.

PS - M - A1 - Investigating,

measuring, and communicating

the properties of different

substances which are independent

of the amount of the substance.


equipment, technology, tools, and

metric system units of measurement to

make observations.

SI - 8 - Use consistency and precision

in data collection analysis, and

reporting.




SI - 1, 7, 9, 11, 13, 16, 19, 23, 31

PS - 2

Activity 3 -

Can You Measure UP?

P. 18-19

►BLM

Literacy Strategy-

Science Learning Log

Graphic Organizer

Activity Specific

Assessment p. 28

Mini Lab p. 55

Focus on Skills

p. 58-59

p. 50-67

Revised 2015


17

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




interpret data.




interpret data.

SI - M - A5 - developing models

and predictions using the

relationships between data and

explanations.


measuring, and communicating


substances which are independent




metric system units of measurement to

make observations.




charts )

SI - 16 - Use evidence to make

inferences and predict trend.

PS - 2 - Calculate the density of large

and small quantities of a variety of

substances (e.g. aluminum foil. water,

copper, clay, rock)

SI - 8, 11, 12, 17, 21, 22.

PS - 1

Activity 4 - Volume vs. Mass

p. 19-20

Literacy Strategy-


Launch Lab p. 61

Focus on Skills

p. 58-59

Focus on Skills

p. 68-69

p. 60-67

Revised 2015


18

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



design a scientific investigations.




interpret data.

SI - M - A8 - Utilizing safety


investigations.




explanations and constructive

criticism.

SI - 1 - Generate testable questions

about objects, organisms, and events

that can be answered through





charts)




SI - 36 - Explain why an experiment

must be verified through multiple

investigations and yield consistent

results before the findings are

accepted.

SI - 2, 3, 4, 5, 6, 11, 12, 19, 22, 25, 33.

Activity 5 -

It's All line How You

Look At It!

p. 20-21

►BLM

Literacy Strategy-

Vocabulary Cards

Revised 2015


19

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



investigation.



graphs using data.



investigations.

SI - 4 - Design, predict outcomes and

conduct experiments to answer

guiding questions.

SI - 22 - Use evidence and

observations to explain and

communicate the results of

investigations.




SI - 1, 2, 7, 8, 10, 11, 12, 13, 14, 15,

16, 19, 31, 33,

Activity 6 -

Density Exploration

p. 21-23

Literacy Strategy- Science Learning Log

Graphic organizer

Activity Specific

Assessment p. 28

Launch Lab p. 61

Focus on Skills

p. 116-117

Mini Lab p. 63

p. 62-67

PS - M - A3 - Grouping

substances according to similar

properties and/or behaviors.




PS - 4 - Differentiate between the

physical and chemical properties of

selected substances.

PS - 5 - Compare physical and

chemical changes.

SI - 1, 6, 12, 23.

Activity 7 -

Hey, Sugar!

p. 23-24

p. 86-105

Revised 2015


20

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



graphs using data.



investigations.







PS - M - A6 - Investigating

chemical reactions between

different substances to discover

that new substances formed may

have new physical properties and

do have new chemical properties.


during a chemical reaction in a

closed system the mass of the

product is equal to that of the

reactions.

SI - 10 Identify the difference between

description and explanation.

SI- 23 - Use relevant safety


scientific investigations

PS - 4 Differentiate between the

physical and chemical properties of

selected substances.

PS - 5 Compare physical and chemical

changes.

PS - 9 - describe the properties of

reactants and products of chemical

reactions observed in the lab

PS - 11 - Compare the masses of

reactants and products of a chemical

reaction.

SI - 2, 4, 6, 7, 12, 19, 22.

PS - 40

Activity 8 -

Change

p. 24-25

Literacy Strategy-


Word Grid

►BLM

Activity Specific

Assessment p.28

Launch Lab p. 109

Writing in Science

p. 94

Health Link

p. 115

p. 108-115

Revised 2015


21

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Two –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




interpret data.



graphs using data.



and explanations.



metric system unit observations.

SI - 12 - Use Data and information



SI - 20 - Write clear, step-by-step

instructions that others can follow to

carry out procedures or conduct

investigations.

SI - 2, 7, 8, 11, 19, 22.

PS - 5, 6,

Activity 9 -

Ice Cream in a Bag

p. 25-27

Literacy Strategy-

Science-Learning Logs

Launch Lab

p. 97

Focus on Skills

p. 116-117

Revised 2015


22

Unit Three:

Elements, Compounds

and Reactions

Revised 2015


23

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Three-

Elements, Compounds

and Reactions

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook


all matter is made up of particles

called atoms and that atoms of

different elements are different.



molecular motion, phase changes,


PS - 3 - Construct models that

replicate atomic structure for selected

common elements from the periodic

table.

PS - 10 - Describe the properties and

products of chemical reactions

observed in the lab.

SI - 3, 14, 15, 19, 28, 29, 30, 34, 35

Activity 1 - A is for Atom

p. 31-33

Literacy Strategy-

Professor Know-It-All,

Activity Specific

Assessment p. 40

Focus on Skills

p. 134-135 p. 134-135


all matter is made up of particles

called atoms and that atoms of

different elements are different.

PS - 3 - Construct models that

replicate atomic structure for selected

common elements from the periodic

table.

SI - 10, 15, 19

Activity 2 -

Shell Collecting

p. 33

Activity Specific

Assessment p.40

Mini Lab P. 152

p. 152-153

Revised 2015


24

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Three-

Elements, Compounds

and Reactions

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



investigation.



and explanations.



investigations.






during a chemical reaction in a

closed system the mass of the

product is equal to that of the

reactions.

SI - 4 - Design, Predict outcomes, and


guiding questions.

SI - 22 - Use evidence and

observations to explain and

communicate the results of

investigations.




PS - 9 - Describe the properties of


reactions observed in the lab.

PS - 40 - Identify heat energy gains

and losses during exothermic and

endothermic chemical reactions.

SI-1, 2, 5, 6, 7, 8, 10, 11, 12, 18, 19,

21, 25, 31, 36, 37

PS-5

Activity 3 - Action/Reaction

p. 33-35

Literacy Strategy-


Launch Lab

p. 159 p. 158-167

Revised 2015


25

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Three-

Elements, Compounds

and Reactions

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

PS - M - B2 - Recognizing

different forces and describing

their effect (gravity, electrical,

magnetic)

PS - M - C2 - Understanding the

different kinds of energy

transformations and the fact that

energy can be neither destroyed or

created.

PS - 18 - Explain how the resistance

of materials affects the rate of electric

flow.

PS - 30 - Trace energy transformation

in a simple system (e.g. flashlight)

SI - 1, 2, 4, 7, 11, 12, 16, 19, 21, 22,

23

Activity 4 - Electrical Conductivity

p. 35-36

Literacy Strategy-


Be A Scientist

p. 146-147








SI -1, 2, 4, 6, 7, 8, 16, 19, 22, 23, 33.

PS - 4, 5

Activity 5 - If Salt Works, Will

Sugar?

p. 36-37

Literacy Strategy-


►BLM

Activity Specific

Assessment p. 40

p. 108-115

p. 158-167

Revised 2015


26

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Three-

Elements, Compounds and

Reactions

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI-M-A2 - Designing and


investigation.



investigations.


measuring and communicating


substances which are dependent






PS - M - A8 - Discovering and

recording how factors such as

temperature influence chemical

reactions

SI - 5 - Identify independent variables,

dependent variables and variables that

should be controlled in designing an

experiment.










PS - 12 - Determine the effects of

particle size of the same reactants on

the rate of chemical reactions during a

lab activity.

SI - 1, 2, 4, 6, 7, 8, 10, 12, 16, 19, 22,

PS - 13

Activity 6 - We've got Zip

p. 37-38

Literacy Strategy-


►BLM

Activity Specific

Assessment p. 40

Mini Lab p. 165

Math in Science

p. 169

p. 158-167

Revised 2015


27

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Three-

Elements, Compounds

and Reactions

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI- M - A4 - Developing


graphs using data.


appropriate graphical representations

to collect, record and report data (e.g.


line graphs, diagrams, scatter plots,

symbols)

SI - 22

PS - 10

Activity 7 - Modeling The Periodic

Table

p. 38

►BLM

Mini Lab

p. 143 p. 140-144

PS - M - A9 - Identifying

elements and compounds found in

common foods, clothing,

household materials and

automobiles

PS - 13 - Use a variety of resources to

identify element and compounds in

common substances

SI - 3, 19

PS - 10

Activity 8 - What's the Name?

p. 38-39

Science Task

p. 173 p. 136-155

Revised 2015


28

Unit Four:

Forces

and

Motion

Revised 2015


29

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



graphs using data

PS - M - B1 - Describing and

graphing the motions of objects.



subjected to a force, it will

continue to move at a constant

speed and in a straight line.






symbols

PS - 14 - Construct and analyze

graphs that represent one-dimension

motion (e.g... motion in a straight line)

and predict the future positions and

speed of a moving object.

PS - 19 - Identify forces acting on all

objects

SI - 1, 4, 5, 12, 19, 23, 25, 31, 32, 36,

37.

PS - 17

Activity 1 –

How do you know it's

Moving?

p. 44-46

Literacy Strategy-


Graphic Organizer

Launch Lab

p. 179

Focus on Skills

p. 190-191

p. 178-189

Revised 2015


30

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



graphs using data.



and explanations.












symbols






PS - 14 - Construct and analyze

graphs that represent one-dimension

motion (e.g.. motion in a straight line )

and predict the future positions and

speed of a moving object.

PS - 15 - Explain why velocity is

expressed in both speed and direction.

PS - 16 - Compare line graphs of

acceleration, constant speed and

deceleration.

SI - 12, 22

PS - 17,19

Activity 2 -

Where Does Velocity

Come In?

p. 46-47

►BLM

Activity Specific

Assessment p. 55

Mini Lab p. 185

p. 178-189

Revised 2015


31

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook






and explanations.



their effects (gravity, electrical,

magnetic)






SI - 3 - Use a variety if sources to

answer questions.






PS - 17 - Describe and demonstrate

that friction is a force that acts

whenever two surfaces or objects

move past one another.


objects

PS- 15

Activity 3 -

You Need to Speak the

Language

p. 47-48

Literacy Strategy-

Vocabulary Cards

Revised 2015


32

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



their effects (gravity, electrical,

magnetic)






PS - M - B5 - Understanding that

unbalanced force will cause

changes in the speed or direction

of an object's motion.





PS - 17 - Describe and demonstrate

that friction is a force that acts

whenever two surfaces or objects

move past one another.


objects

PS - 22 - Demonstrate that an object

will remain at rest or move at a

constant speed in a straight line it is

not subjected to an unbalanced force.

PS - 23 - Predict the direction of a

force applied to an object and how it

will change the speed and direction of

the object.

SI - 7, 8, 12, 16, 19, 21, 23, 28.

PS - 14

Activity 4

Inertia - Newton's First

Law

p. 48-50

Literacy Strategy-


Be A Scientist

p. 224-225

Science Task

p. 229

p. 192-223

Revised 2015


33

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook






PS - M - B4 - describing how

forces acting on an object will

reinforce or cancel one another,

depending upon their directions

and magnitude.






objects

PS - 20 - Draw and label a diagram to

represent forces acting on an object.




the object.

SI -55, 6, 7, 8, 9, 11, 23, 31

PS - 15, 21

Activity 5

Newton's Second Law

p. 50-51

Literacy Strategy- Science Learning Logs

Activity Specific

Assessment p. 56

Launch Lab

p. 215 p. 218-219

Revised 2015


34

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



investigation.





and magnitude.





SI - 4 - Design, predict outcomes, and


guiding questions.

PS - 21 - Determine the magnitude

and direction of unbalanced (e.g. net)

forces acting on an object.




the object.

SI- 2, 11, 12, 14, 19, 23, 33,

PS - 19, 20, 22, 24.

Activity 6 -

Catapults p. 51-52

Literacy Strategy-


Revised 2015


35

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




interpret data.




interpret data.



graphs using data

SI - M - B7 - Understand that

scientific

development/technology is driven

by societal needs and funding.














SI - 7- Record observations using



charts)

SI - 8 - Use consistency and precision

in data collection, analysis and

reporting.




SI - 39 - Identify areas in which

technology has changes human lives

(e.g. transportation, communication,

geographic information systems, DNA

fingerprinting)


objects



constant speed in a straight line it is

not subjected to an unbalanced force.




the object.

SI- 1 ,2 ,4, 6, 10, 11, 13, 15, 19, 22, 23

PS- 24

Activity 7

Seat Belts-R-Us

p. 52-53

Literacy Strategy-

Learning Logs

Activity Specific

Assessment p.56

Be A Scientist

p. 224-225 p. 193

p. 204-210

Revised 2015


36

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook






investigation.



graphs using data





and magnitude.


about objects, organisms and events





guiding questions.




PS - 12 - Determine the effect of

particle size of the same reactants on

the rate of chemical reactions during a

lab activity (e.g. Powdered vs. solid

forms)

SI -2, 5, 6, 7, 13, 16, 21 ,22, 23

PS- 19

Activity 8 -

Newton's Third Law -

Action/Reaction Pairs

p. 53-54

Literacy Strategy-


Mini Lab p. 221

p. 220-221

Revised 2015


37

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Four –

Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities from Textbook

Readings from

Textbook


descriptions, explanations

and graphs using data

SI - 12 - Use Data and

information gathered to

develop an explanation of


SI - 10,14

PS - 19

Activity 9

It's The Law

p. 54-55

►BLM

Literacy Strategy-

Word Grid

Activity Specific

Assessment p. 56

Revised 2015


38

Unit Five:

Properties

of

Energy

Revised 2015


39

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –

Properties of Energy

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



investigations.

PS - 23 - Use relevant safety



Activity 1 -

Safety for energy

Investigations

p. 59

PS - M - C1 - Identifying and

comparing the characteristics of

different types of energy.

SE - M - A6 - Distinguishing

between renewable and

nonrenewable resources and

understanding that nonrenewable

natural resources are now

replenished through the natural

cycles and thus are strictly limited

in quantity.

PS - 25 - Compare forms of energy

(e.g. light, heat, sound, electrical,

nuclear, mechanical )

SE - 42 -Identify energy types from

their source to their use and determine

if the energy types are renewable,

nonrenewable or inexhaustible.

SI- 3, 7, 19, 21, 22, 23

Activity 2 - Home Energy Hunt

p. 60-61

►BLM

Literacy Strategy-


Activity Specific

Assessment p. 70

p. 234-301

Revised 2015


40

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

PS - M - A4 - Developing


graphs using data.



different types of energy




energy can be neither destroyed

nor created.

PS - M - C6 - Describe the types

of energy that an be involved,

converted or released in electrical

circuits.

PS - 7 - Simulate how atoms and

molecules have kinetic energy

exhibited by constant motion.

PS - 24 - Describe and give examples

of how all forms of energy may be

classified as potential or kinetic

energy.

PS - 28 - Explain the Law of

Conservation of Energy

PS - 39 - Describe how electricity can

be produced from other types of

energy (e.g. magnetism, solar,

mechanical)

SI- 1, 7

PS- 25, 26, 30

Activity 3 –

Conservation of Energy

p. 61-61

Literacy Strategy-

Graphic Organizers

p. 70-83

p. 234-247

p. 304-317

Revised 2015


41

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook




PS - M - C3 - Understanding that

the Sun is a major source of

energy and that energy arrives at

Earth's surface as light with a

range of wavelengths.

PS - M - C4 - Observing and

describing the interactions of light

and matter (reflection, refraction,

absorption, transmission,

scattering)

PS - 25 - Compare forms of energy

(e.g. light, heat, sound, electrical,

nuclear, mechanical )

PS - 31 - Compare types of

electromagnetic waves.

PS - 32 - Identify and illustrate key

characteristics of waves (e.g.

wavelength, frequency, amplitude)

SI- 1, 2, 4, 7, 23.

PS -26, 28, 35, 36, 37, 38

Activity 4 -

Waves

p. 62-64

►BLM

Literacy Strategy-


Vocabulary Word

Cards, Professor Know-

it-all

Activity Specific

Assessment p. 70

Launch Lab p. 251

p. 252-255

Revised 2015


42

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



and explanations.








scattering)

SI- 22- Use evidence and observations

to explain and communicate the

results of investigations

PS-26- Describe and summarize

observations of the transmission,

reflection, and absorption of sound,

light, and heat energy

PS-33- Predict the direction in which

light will refract when it passes from

one transparent material to another

(e.g., from air to water, from prism to

air)

PS-34- Apply the law of reflection

and law of refraction to demonstrate

everyday phenomena (e.g., how light

is reflected from tinted windows, how

light is refracted by cameras,

telescopes, eyeglasses

PS-36- Explain the relationship

between an object’s color and the

wavelength of light reflected or

transmitted to the viewer’s eyes.

SI 1,4,7,12,13,15,16,23

Activity 5:

Refract and Reflect

Exploration Centers

p. 65-66

Literacy Strategy-

Learning Logs

Launch Lab p. 265

Mini Lab p. 273

Focus on Skills

p. 276-277

p. 250-261

p. 264-275

p. 278-289

p. 292-301

Revised 2015


43

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



graphs using data.




energy can be neither destroyed

nor created.

SI - 11 - Construct, use, and interpret



tables, chart, circle graphs. bar and


symbols._

PS - 30 - Trace energy

transformations in a simple system

(e.g. flashlight)

SI- 1, 12, 14, 19, 22, 23, 25, 33

Activity 6 -

Flashlight Investigation

p. 67

Activity Specific

Assessment p.70

Revised 2015


44

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook



design a specific investigation.



investigations.





scattering)



and matter (reflection, refracting,


scattering)


about objects, organisms and events





guiding questions.

PS - 37 - Compare how heat is

transferred by conduction, convection

and radiation.

PS - 38 - Identify conditions under

which thermal energy tends to flow

from a system of higher energy to a

system of lower energy.

SI- 2, 5, 6, 7, 8, 11, 12

PS- 26

Activity 7 - Solar Collector

p. 67-69

Literacy Strategy-


SPAWN Writing

Prompts

p. 292-301

Revised 2015


45

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Five –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SE - M - A6 - Distinguishing




natural resources are now



in quantity.

SE - 46 - Identify ways people can

reuse, recycle and reduce the use of

resources to improve and protect the

quality of life.

SI -3, 11, 19,

PS- 43

Activity 8 -

Saving Energy @ Home

p. 69

Activity Specific

Assessment p. 71

p. 388-397

Revised 2015


46

Unit Six:

Work, Power,

and

Efficiency

Revised 2015


47

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Six –

Work, Power, and Efficiency

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook






PS - M - B4 - Describe how



depending upon their direction

and magnitude.


objects.

PS - 20 - Draw and label a diagram to

represent forces acting on an object.

SI -6, 7, 10, 12, 19, 22, 28, 37

PS- 17

Activity 1 - The Force May Be With

You

p. 74-75

►BLM

Literacy Strategy-

Science Learning Logs,

Opinionnaire

Activity Specific

Assessment p. 82




explanations or constructive

criticism.




explanations or constructive

criticism.



constant speed and in a straight line if

it is not subjected to an unbalanced

force.




the object.

SI -1, 2, 4, 5, 6, 7, 12, 21, 22, 23, 32,

36.

Activity 2 -

Rolling Right Along

p. 75-76

Literacy Strategy-


Activity Specific

Assessment p. 82

p. 192-199

p. 214-223

Revised 2015


48

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Six –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI - M - C7 - Understanding that

scientific development /

technology is driven by societal

needs and funding.

PS - M - C2 - the different

kinds of energy transformations

and the fact that energy can be

neither destroyed or created.

SI - 39 - Identify areas in which

technology has changed human lives

(e.g. transportation, communication,

geographic information systems, DNA

fingerprinting)

PS - 27 - Explain the relationship

between work input and work output

by using simple machines

SI- 3, 19

Activity 3 -

Simply Machines

p. 77-78

Literacy Strategy-


Professor Know-it-all

p. 340-351





created.

PS - 29 - Compare and/or investigate

among work, power, and efficiency.

Activity 4 - Work and

the Inclined Plane

p. 78-79

Literacy Strategy-


Activity Specific

Assessment p. 82

Launch Lab p. 329

p. 328-351

Revised 2015


49

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Six –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

PS - M - C2 - Understanding the different kinds

of energy transformations and the

fact that energy can be neither

destroyed or created.

PS - 27 - Explain the relationship

between work input and work output

by using simple machines

SI- 7, 18, 19, 22, 29

Activity 5 - Classy

Levers p. 79-80

p. 340-351





created.

PS - 29 - Compare and/or investigate

among work, power, and efficiency.

SI-2, 5, 6, 7, 8, 11, 12, 22, 23, 31

Activity 6 -

Power

p. 80-81

Literacy Strategy-


Mini Lab p. 335

p. 328-356

Revised 2015


50

Unit Seven:

Energy Use

and

Renewal

Revised 2015


51

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Seven –

Energy Use and Renewal

Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook

SI - M - B6 - Communicating that

scientific investigations can result

in new ideas new methods or

procedures and new technologies.

PS - M - C8 - Comparing the uses

of different energy resources and

their effect upon the environment.

SE - M - A6 - Distinguish




natural resources are not



quantity.








quantity.








quantity.

SI - 38 - Explain that, through the use

of scientific processes and knowledge,

people can solve problems, make

decisions, and form new ideas.

PS - 41 - Identify risks associated with

the production and use of coal,

petroleum, hydroelectricity, nuclear

energy, and other energy forms.

SE - 42 - Identify energy types from



nonrenewable, or inexhaustible.

SE - 43 - Explain how the use of

different energy resources affects the

environment and the economy.

SE - 44 - Explain how an

inexhaustible resource can be

harnessed for energy production.

SE - 45 - Describe methods for

sustaining renewable resources.


reuse, recycle, and reduce the use of

resources to improve and protect he

quality of life.

Activity 1 - Creation of

Energy Research Teams

p. 85-86

►BLM

Literacy Strategy-


Activity Specific

Assessment p. 88

The following may be

used but should not

be substituted

for activity 1-3:

Be A Scientist

p. 376-377

Science Task

p. 403

Reading in Science

p. 398-399

Writing in Science

p. 386

p. 360-403

Revised 2015


52

CONT-








quantity.








quantity.

SE - M - A8 - Investigating and

analyzing how technology affects

the physical, chemical, and

biological factors in the

ecosystem.

CONT-

SE - 47 - Illustrate how various

technologies influence resource use in

an ecosystem (e.g. forestry

management, soil conservation,

fishery improvement)

SI - 3, 37, 39, 40

PS – 39

Revised 2015


53

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Seven –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook





scientific procedures, information,

and explanations.











quantity.








quantity.






SI - 3 - Use a variety of sources to

answer questions.


variety of ways (e.g.symbols,







energy, and other energy forms.














reuse, recycle, and reduce the use of


quality of life.




Activity 2 -

The Brochure

p. 86

►BLM

Literacy Strategy-


RAFT writing

Activity Specific

Assessment p. 88

p. 360-403

Revised 2015


54

CONT-



quantity.








quantity.








quantity.





ecosystem.

CONT-



SI- 38,39,40

PS -39

Revised 2015


55

Benchmarks

GLEs


Comprehensive

Curriculum

Unit Seven –


Activities

From

Comprehensive

Curriculum

Activities from

Textbook

Readings from

Textbook











quantity.








quantity.








quantity.







energy and other energy forms.













SE - 46 –

Identify ways people can reuse,

recycle, and reduce the use of


quality of life.






SI - 19, 25, 37, 38, 39,

PS - 39

Activity 3 -

Preparation of Oral

Presentation

p. 87

►BLM

Activity Specific

Assessment p. 88

p. 360-403

Revised 2015


56

CONT-





quantity.








quantity.





ecosystem.

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