1 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

SCIENCE

Grade 6: Unit 1

Science Practices and Engineering Design

2 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Course Philosophy/Description

The students in the sixth grade Science course will develop a conceptual understanding of Science topics using hands-on instruction,

interactive notebooking, observations of and interactions with natural phenomena and the use of engineering and design processes to

identify problems, plan, test and revise possible solutions. In Life Science, students will explore the vast diversity of life on earth and

how organisms grow and reproduce. In Physical Science they will explore how forces affect the movement of objects on Earth and

across the universe, as well as how and why objects are attracted to or repelled by one another. In Earth Science, students will explore

the role that water and energy play in our ocean and climate systems.

Teachers may choose from a variety of instructional approaches that are aligned with Teachers may choose from a variety of

instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include: 3 dimensional

learning to achieve this goal.

These approaches include:

3 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

ESL Framework

This ESL framework was designed to be used by bilingual, dual language, ESL and general education teachers. Bilingual and dual

language programs use the home language and a second language for instruction. ESL teachers and general education or bilingual

teachers may use this document to collaborate on unit and lesson planning to decide who will address certain components of the SLO

and language objective. ESL teachers may use the appropriate leveled language objective to build lessons for ELLs which reflects what

is covered in the general education program. In this way, whether it is a pull-out or push-in model, all teachers are working on the same

Student Learning Objective connected to the New Jersey Student Learning Standards. The design of language objectives are based on

the alignment of the World-Class Instructional Design Assessment (WIDA) Consortium’s English Language Development (ELD)

standards with the New Jersey Student Learning Standards (NJSLS). WIDA’s ELD standards advance academic language development

across content areas ultimately leading to academic achievement for English learners. As English learners are progressing through the

six developmental linguistic stages, this framework will assist all teachers who work with English learners to appropriately identify the

language needed to meet the requirements of the content standard. At the same time, the language objectives recognize the cognitive

demand required to complete educational tasks. Even though listening and reading (receptive) skills differ from speaking and writing

(expressive) skills across proficiency levels the cognitive function should not be diminished. For example, an Entering Level One student

only has the linguistic ability to respond in single words in English with significant support from their home language. However, they

could complete a Venn diagram with single words which demonstrates that they understand how the elements compare and contrast

with each other or they could respond with the support of their home language (L1) with assistance from a teacher, para-professional,

peer or a technology program.

http://www.state.nj.us/education/modelcurriculum/ela/ELLOverview.pdf

4 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Grade Six Pacing Chart

Please note that pacing is based upon 240 minutes per 6 day cycle.

# Student Learning Objective Instruction

Unit 1 Science Practices and Engineering Design 10 days

Unit 2 FOSS Gravity & Kinetic Energy 25 days

Unit 3 FOSS Electromagnetism 25 days

Unit 4 FOSS Weather & Water 60 days

Unit 5 FOSS Diversity of Life 55 days

Final Assessment 5 days

5 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Unit 1 Summary

This 2 week introductory unit covers the engineering design process, investigation and structure and function, while intentionally

building a classroom community to facilitate management and learning for the year. Students will be introduced to interactive

notebooking in science as a learning tool. Academic Skills include team building, collaborating, modeling and prototyping.

Student Learning Objectives

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution,

taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit

possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and

constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best

characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that

an optimal design can be achieved.

6 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Unit 1 Sequence

Part A- Storyline: You are an engineer investigating structures to build a tower prototype for the future. Write a report updating

the city planner on your plan to build a tower prototype.

Overarching Question: How do we talk and work together like engineers?

Concepts Formative Assessment

• Asking questions and defining problems in 6–8 builds on

K–5 experiences and progresses to specifying relationships

between variables, and clarifying arguments and models.

• Modeling in 6–8 builds on K–5 experiences and progresses

to developing, using, and revising models to describe, test,

and predict more abstract phenomena and design systems.

• Planning and carrying out investigations in 6-8 builds on

K-5 experiences and progresses to include investigations

that use multiple variables and provide evidence to support

explanations or solutions.

• Analyzing data in 6–8 builds on K–5 experiences and

progresses to extending quantitative analysis to

investigations, distinguishing between correlation and

causation, and basic statistical techniques of data and error

analysis.

• Mathematical and computational thinking in 6–8 builds on

K–5 experiences and progresses to identifying patterns in

large data sets and using mathematical concepts to support

explanations and arguments.

• Constructing explanations and designing solutions in 6–8

builds on K–5 experiences and progresses to include

Students who understand the concepts are able to:

• Ask questions that arise from careful observation of

phenomena, models, or unexpected results, to clarify and/or

seek additional information.

• Identify and/or clarify evidence and/or the premise(s) of an

argument.

• Determine relationships between independent and

dependent variables and relationships in models.

• Clarify and/or refine a model, an explanation, or an

engineering problem.

Use the Collaboration Team Rubric (in resource folder) to assist

with student self-assessment.

7 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

constructing explanations and designing solutions

supported by multiple sources of evidence consistent with

scientific ideas, principles, and theories.

• Engaging in argument from evidence in 6–8 builds on K–5

experiences and progresses to constructing a convincing

argument that supports or refutes claims for either

explanations or solutions about the natural and designed

world(s).

• Obtaining, evaluating, and communicating information in

6–8 builds on K–5 experiences and progresses to

evaluating the merit and validity of ideas and methods.

Learning Objective and

Standard

Essential Questions Sample Activities Resources

1. Develop expository

writing through notebooking.

WHST.6-8.1

How can we set up a science

interactive notebook? Notebook Foldables -

in resource folder

Interactive

Notebooking PPT: in

resource folder

Notebook Rubric - in resource

folder

5 Good Reasons to Notebook in

resource folder

Notebooking Folder: in resource

folder

2. Define problems, develop

possible solutions.

MS-ETS1-1

How can we design a tower that

will withstand environmental

conditions?

A Triangle of Letters

- in resource folder

Newspaper Towers

Collaboration Team Rubric - in

resource folder

Build a Tower Build a Team

https://www.ted.com/talks/tom

_wujec_build_a_tower?language=en

8 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Learning Objective and

Standard

Essential Questions Sample Activities Resources

3. Test and improve designs

after a series of interactions.

MS-ETS1-2

How can failure lead to

innovation? Ready Set Design:

Uses simple,

inexpensive materials

and is an effective

tool for problem

solving, creative

thinking and team

building.

Building a Tower

teacher overview: in

resource folder

Teacher Overview

Learning Task: in

resource folder

The Engineering

Process: in resource

folder

Group Roles: in

resource folder

What’s Great about Engineering

Videos

http://pbskids.org/designsquad/

parentseducators/workshop/

engineering.html

4. Analyze qualitative and

quantitative data to identify

relationships in the data.

MS-ETS1-3; MS-ETS1-4

How can the engineering process

fix a problem? Structures that Fail

ppt

6.01 Loma Prieta

Exposed Weakness

Reading

Discover Engineering

http://www.discovere.org/

9 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Learning Objective and

Standard

Essential Questions Sample Activities Resources

Stopping a Toppling

Tower

Part B- Storyline: You are an engineer designing a bridge. Each team will design a free standing bridge that can hold some weight

using limited resources. At the end of the unit, your team will design, build, test, redesign the test again your bridge.

Essential Question: Is there evidence that failure leads to innovation?

Concepts Formative Assessment

• Asking questions and defining problems in 6–8 builds on

K–5 experiences and progresses to specifying relationships

between variables, and clarifying arguments and models.

• Modeling in 6–8 builds on K–5 experiences and progresses

to developing, using, and revising models to describe, test,

and predict more abstract phenomena and design systems.

• Planning and carrying out investigations in 6-8 builds on K-

5 experiences and progresses to include investigations that

use multiple variables and provide evidence to support

explanations or solutions.

• Analyzing data in 6–8 builds on K–5 experiences and

progresses to extending quantitative analysis to

investigations, distinguishing between correlation and

causation, and basic statistical techniques of data and error

analysis.

• Mathematical and computational thinking in 6–8 builds on

K–5 experiences and progresses to identifying patterns in

Students who understand the concepts are able to:

• Ask questions that arise from careful observation of

phenomena, models, or unexpected results, to clarify

and/or seek additional information.

• Identify and/or clarify evidence and/or the premise(s) of

an argument.

• Determine relationships between independent and

dependent variables and relationships in models.

Clarify and/or refine a model, an explanation, or an engineering

problem.

10 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Part B- Storyline: You are an engineer designing a bridge. Each team will design a free standing bridge that can hold some weight

using limited resources. At the end of the unit, your team will design, build, test, redesign the test again your bridge.

Essential Question: Is there evidence that failure leads to innovation?

Concepts Formative Assessment

large data sets and using mathematical concepts to support

explanations and arguments.

• Constructing explanations and designing solutions in 6–8

builds on K–5 experiences and progresses to include

constructing explanations and designing solutions supported

by multiple sources of evidence consistent with scientific

ideas, principles, and theories.

Engaging in argument from evidence in 6–8 builds on K–5

experiences and progresses to constructing a convincing

argument that supports or refutes claims for either explanations

or solutions about the natural and designed world(s).

Learning Objective and

Standard

Essential Questions Sample Activities Resources

1.Think critically and

logically to make

relationships between

evidence and

explanations

WHST.6-8.1

What is number or name

on the bottom of the

cube?

Introducing Inquiry and the

Nature of Science - in resource

folder

Number Cube pattern - in resource

folder

Name Cube Pattern- in resource

folder

Claims, Evidence, and Reasoning

Rubric - in resource folder

11 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Learning Objective and

Standard

Essential Questions Sample Activities Resources

2. Develop a prototype

and model of a Bridge.

MS-ETS1-1

How can we build a

bridge out of straws and

masking tape to hold 1000

gms?

Summative Task Building a

Bridge- in resource folder

Student Handout Building a

Bridge - in resource folder

Bridge Graphic Organizer

Popsicle Stick Bridge building

http://buildingbridgeswebquest.

weebly.com/process.html

Teacher Information

Bridge Basics

http://pghbridges.com/basics.htm

3. Analyze and interpret

data to develop solutions

to the problem and

improve the prototype

design.

MS-ETS1-2

How can we use data to

influence our redesign? Bridge Prototype Data Table -

in resource folder

Bridge Prototype Redesign

Graphic Organizer - in

resource folder

Concept Map Template

The Bridge Challenge

http://www.pbs.org/wgbh/buildingbig/

bridge/challenge/index.html

4.Redesign the bridge

prototype with solutions

MS-ETS1-3

How can the engineering

design process help fix a

problem?

Formal Assessment-Final

Report - in resource folder

Report to City Planner

Construct an argument that

explains how failure leads to

innovation. Construct a

prototype that meets all the

The Engineering Design Process

https://www.teachengineering.org/

K12Engineering/DesignProcess

Like an Engineer Rubric - in resource

folder

12 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Learning Objective and

Standard

Essential Questions Sample Activities Resources

dimension and weight

constraints.

13 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Vocabulary

Innovation Structure and Function

Evidence Inference

Reasoning Cause and Effect

Engineering Design Collaboration

Prototype Systems

Observation Claim

14 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Final Project

STEAM AdVENTURE is calling all 6th grade students to participate in a STEAM poster competition that

demonstrates their knowledge of the Scientific Practices and the Engineering Design Process. In order to receive

the maximum amount of points you will need to find one grade-level partner to work with.

15 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Field Trip Ideas

Walking Trips to Paterson Bridges

Great Falls Bridge

Invite an Engineer to speak to your class.

16 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

What It Looks Like in the Classroom

Unit one will reinforce interactive science notebooking skills that were previously developed in Kindergarten through 5th grade.

Students will set up notebooks to provide documentation of their thinking, which can be used to guide instruction. Students will

have the opportunity to use various forms of expository writing-procedural writing, narrative writing, descriptive writing, labeling,

as well as to create visuals, graphs, tables, diagrams and charts. Students are introduced to scientific argumentation with exercises

on writing claims, using evidence to support your claim and explaining the reasoning behind their claim. Instruction should result in

students being able to use arguments based on empirical evidence and scientific reasoning to support an explanation.

Task one will answer the question, “How do we talk and work together like engineers?” Students will assume responsibility for

continual self-improvement and develop a model and prototype of a tower using the engineering design process. They will gather

data by measuring the tower prototype, identify a structural problem in the prototype and propose solutions to this problem.

Students will explore, through the development and use of models what it means to be an engineer. After the constraints and criteria

have been identified, students can them generate possible solutions. Multiple solutions could be generated. Using the evidence

collected during their research, as well as information they have learned as a part of their classroom experience, students can

eliminate the solutions that seem least likely to be successful and focus on those that are more likely to be successful. Students will

also analyze and interpret data collected.

After students have identified the solutions that are most likely to be successful, they will evaluate their competing design solutions

using a rubric, checklist, or decision tree to assist them in selecting the design solution they will take into the next phase of the

process. The final goal is for students to identify the parts of each design solution that best fit their criteria and combine these parts

into a design solution that is better than any of its predecessors.

17 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Differentiated Instruction

Teacher Note: Teachers identify the modifications that they will use in the unit.

Restructure lesson using UDL principles (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA)

Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge

of their community.

Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-

auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling).

Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tools such as

SKYPE, experts from the community helping with a project, journal articles, and biographies).

Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds

and cultures (e.g. multiple representation and multimodal experiences).

Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and

multiple ways to demonstrate their understandings.

Use project-based science learning to connect science with observable phenomena.

Structure the learning around explaining or solving a social or community-based issue.

Provide ELL students with multiple literacy strategies.

Collaborate with after-school programs or clubs to extend learning opportunities.

18 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Interdisciplinary Connections

English Language Arts/Literacy

Cite specific textual evidence to support analysis of science and technical texts.RST.6-8.1

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge

or opinions. RST.6-8.2

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical

tasks.RI.6.8

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the

topic or text, using credible sources WHST.6-8.1

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content. WHST.6-8.2

Draw evidence from informational texts to support analysis, reflection, and research. WHST.6-8.9

Mathematics

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center,

spread, and overall shape. 6.SP.A.2

Summarize numerical data sets in relation to their context. (MS-LS1-4),(MS-LS1-5) 6.SP.B.4

19 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

English Language Arts Mathematics

Cite specific textual evidence to support analysis of science and

technical texts. (MS-LS1-4),(MS-LS1-5) RST.6-8.1

Determine the central ideas or conclusions of a text; provide an

accurate summary of the text distinct from prior knowledge or

opinions. (MS-LS1-5) RST.6-8.2

Trace and evaluate the argument and specific claims in a text,

distinguishing claims that are supported by reasons and evidence

from claims that are not. (MS-LS1-4) RI.6.8

Write arguments focused on discipline content. (MS-LS1-4)

WHST.6-8.1

Write informative/explanatory texts to examine a topic and

convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content. (MS-LS1-5)

WHST.6-8.2

Draw evidence from informational texts to support analysis,

reflection, and research. (MS-LS1-5) WHST.6-8.9

Understand that a set of data collected to answer a statistical

question has a distribution which can be described by its center,

spread, and overall shape. (MS-LS1-4),(MS-LS1-5) 6.SP.A.2

Summarize numerical data sets in relation to their context. (MS-

LS1-4),(MS-LS1-5) 6.SP.B.4

20 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Educational Technology Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a

word processing program.

Example: Create a brochure to advertise your levee design.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Example: Publish a blog regarding hurricane preparedness.

Communication and Collaboration

Participate in an online learning community with learners from other countries to understand their perspectives on a global

problem or issue, and propose possible solutions.

Example: Use empatico.org to collaborate with students from other countries who have experienced hurricanes.

Digital Citizenship

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example: Use Diigo.com to have a monitored and appropriate online conversation about an article.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Example: Use NOAA or AMS websites to gather data about hurricane frequency, location, etc.

Critical Thinking, Problem Solving, Decision Making

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other

cultures about a current event or contemporary figure.

Example: Utilize Voicethread to create a narrative account of a hurricane event.

21 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and

responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with

others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term

and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community

and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the

greater good.

Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and

behaviors can impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans

with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use

effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak

clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the

desired outcome.

Example: Students can develop and present well supported arguments via short presentations, during group work and gallery walks.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or

mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,

understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition,

the environment and the profitability of the organization.

Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and

behaviors can impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.

22 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Career Ready Practices

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful

and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks

or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a

variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring

innovation to an organization.

Example: Engineering tasks provide many opportunities for students to use creative and innovative approaches.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize

problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of

problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior

to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to

ensure the problem is solved, whether through their own actions or the actions of others.

Example: Gather evidence to support a claim and identify reasoning that is being applied.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new

technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology

applications, and they take actions to prevent or mitigate these risks.

Example: Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify

age and subject appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons,

Glogster, Padlet) can be used to generate multimedia content.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every

team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction.

They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

Example: Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc.

23 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand,

produce or use:

6- Reaching

● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the

specified grade level ● Oral or written communication in English comparable to proficient English peers

5- Bridging

● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories,

essays or reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level

material.

4- Expanding

● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs ● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication,

but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

● General and some specific language of the content areas ● Expanded sentences in oral interaction or written paragraphs ● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

● General language related to the content area ● Phrases or short sentences ● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

● Pictorial or graphic representation of the language of the content areas ● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no

questions, or statements with sensory, graphic or interactive support

24 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

25 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

26 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

Culturally Relevant Pedagogy Examples

Everyone has a Voice: Create a classroom environment where students know that their contributions are expected and valued.

Example: Norms for sharing are established that communicate a growth mindset for mathematics. All students are capable of expressing

mathematical thinking and contributing to the classroom community. Students learn new ways of looking at problem solving by working

with and listening to each other.

Run Problem Based Learning Scenarios: Encourage scientifically productive discourse among students by presenting problems that are

relevant to them, the school and /or the community.

Example: Using a Place Based Education (PBE) model, students explore science concepts while determining ways to address problems

that are pertinent to their neighborhood, school or culture.

Encourage Student Leadership: Create an avenue for students to propose problem solving strategies and potential projects.

Example: Students can deepen their understanding of engineering criteria and constraints by creating design challenges together and

deciding if the problems fit the necessary criteria. This experience will allow students to discuss and explore their current level of

understanding by applying the concepts to relevant real-life experiences.

Present New Concepts Using Student Vocabulary: Use student diction to capture attention and build understanding before using

academic terms.

Example: Teach science vocabulary in various modalities for students to remember. Use multi-modal activities, analogies, realia, visual

cues, graphic representations, gestures, pictures and cognates. Directly explain and model the idea of vocabulary words having multiple

meanings. Students can create the Word Wall with their definitions and examples to foster ownership.

27 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

APPENDIX F

Science and Engineering Practices in the NGSS

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Engaging in Argument from Evidence

Use an oral and written argument

supported by empirical evidence and

scientific reasoning to support or

refute an explanation or a model for a

phenomenon or a solution to a

problem.

Constructing Explanations and

Designing Solutions

Construct a scientific explanation

based on valid and reliable evidence

obtained from sources (including the

students’ own experiments) and the

assumption that theories and laws that

describe the natural world operate

today as they did in the past and will

continue to do so in the future.

ETS1.A: Defining and Delimiting

Engineering Problems

The more precisely a design task’s

criteria and constraints can be defined,

the more likely it is that the designed

solution will be successful.

Specification of constraints includes

consideration of scientific principles

and other relevant knowledge that are

likely to limit possible solutions. (MS-

ETS1-1)

ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then

modified on the basis of the test

results, in order to improve it. (MS-

ETS1-4)

There are systematic processes for

evaluating solutions with respect to

how well they meet the criteria and

constraints of a problem. (MS-ETS1-

2), (MS-ETS1-3)

Sometimes parts of different solutions

can be combined to create a solution

Cause and Effect

Cause and effect relationships may be

used to predict phenomena in natural

systems.

Phenomena may have more than one

cause, and some cause and effect

relationships in systems can only be

described using probability.

Structure and Function

Complex and microscopic structures

and systems can be visualized,

modeled, and used to describe how

their function depends on the

relationships among its parts;

therefore complex natural

structures/systems can be analyzed to

determine how they function.

Systems

Defining the system under study by

specifying its boundaries and making

explicit a model of that system.

Provides tools for understanding and

28 | P a g e Grade Six Unit One: Science Practices and Engineering Design Instructional Days: 10

APPENDIX F

Science and Engineering Practices in the NGSS

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

that is better than any of its

predecessors. (MS-ETS1-3)

Models of all kinds are important for

testing solutions. (MS-ETS1-4)

ETS1.C: Optimizing the Design

Solution

Although one design may not perform

the best across all tests, identifying the

characteristics of the design that

performed the best in each test can

provide useful information for the

redesign process—that is, some of

those characteristics may be

incorporated into the new design.

(MS-ETS1-3)

The iterative process of testing the

most promising solutions and

modifying what is proposed on the

basis of the test results leads to greater

refinement and ultimately to an

optimal solution. (MS-ETS1-4)

testing ideas that are applicable

throughout science and engineering.