4 5 6 sixth grade - allen independent school district · 5 6 sixth grade . page 2 6of 76 th grade...

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Allen Independent School District 2

Bundled Science Curriculum 3

Beginning 2015 School Year 4

5

6

Sixth Grade

of 76 6th Grade Science June 2015

6th Grade Science Bundled Curriculum

Introduction Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

Scientific Investigation and Reasoning To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

Matter & Energy Matter can be classified as elements, compounds, or mixtures. Energy resources are available on a renewable, non-renewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision-making. Students should consider the ethical/social issues surrounding Earth's natural energy resources, while looking at the advantages and disadvantages of their long-term uses.

Force, Motion & Energy Energy occurs in two types, potential and kinetic, and can take several forms. Thermal energy can be transferred by conduction, convection, or radiation. It can also be changed from one form to another. Students will investigate the relationship between force and motion using a variety of means, including calculations and measurements.

Earth & Space The focus of this objective is on introducing Earth's processes. Students should develop an understanding of Earth as part of our solar system. The topics include organization of our solar system, the role of gravity, and space exploration.

Organisms & Environments Students will gain an understanding of the broadest taxonomic classifications of organisms and how characteristics determine their classification. The other major topics developed in this objective include the interdependence between organisms, their environments, and the levels of organization within an ecosystem.

Units Fall Days Units Spring Days

Unit 1 – Safety & Equipment 5 Unit 9 – Renewable & Non-Renewable Resources 9

Unit 2 – Scientific Processes 6 Unit 10 – Layers of the Earth 9

Unit 3 – Elements & Compounds 10 Unit 11 – Plate Tectonics 16

Unit 4 – Physical Properties & Changes 9 Unit 12 – Classification of Rocks 15

Unit 5 – Chemical Properties & Changes 8 Unit 13 – Solar System 13

Unit 6 – Force & Motion 20 Unit 14 – Organisms 18

Unit 7 – Energy Transformations Unit 8 – Thermal Energy

10 10

Unit 15 – Ecosystems 16

Total Days 78 Total Days 96


Science Allen ISD - Bundled Curriculum Unit # 1 Duration: 5 Days Subject Area: 6th Grade Science

Unit Name: Overview

Safety and Equipment Students must understand the need for safe work habits and interactions with the environment. Students need to have a working knowledge of federal, state, and local rules and regulations for safety in the science classroom and laboratory, as well as during field investigations.

Content

Reporting Category TEKS Statement Test

ed

TEKS Student Expectation/District Clarification

Process

Reporting Category TEKS Statement Test

ed


Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (Apply)

Review most important safety symbols: eye safety, protective clothing, fire safety, broken glass, electrical safety, disposal alert

Understand purpose of MSDS - Material Safety Data Sheets

Teach Safety Rules / Issue Safety Contracts / Evaluations

Should an accident occur, always inform the teacher

6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. (Apply)

Chemical substances are called reagents.

Teach proper disposal of what reagents can be washed down the drain. Some reagents cannot be disposed of in the sink, but must be emptied into a designated container

Never return unused chemical to an original jar (called a “stock jar” or the “reagent jar”)

Broken glass should be deposited in a specific broken glass receptacle

Review what kinds of items can be recycled: glass, paper, aluminum, certain plastics, etc. (NOT WOOD)

6.4 Scientific Investigation and Reasoning. The student knows how to use a variety of tools and safety equipment to

6.4A

Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and (Apply)

Review basic lab equipment and method of usage

Associate names of lab equipment items with their functions Example: What tools are used to determine the boiling point of a substance?


conduct science inquiry. The student is expected to:

6.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. (Apply)

Demonstrate how to use an eyewash fountain

Show location of fire blanket, fire extinguisher, fume hood (if present)

Technology Application TEKS

Guiding/Essential Questions

Illustrate a way to dispose of materials used in a lab. Answers will vary

Predict what could happen if you placed two unknown chemicals down the drain. Answers will vary, but could include: melt the drain pipe, explosions, pollute the water supply

Under what conditions would you place a chemical in the garbage can? Only when the teacher says it is ok

Review Vocabulary – Terms from previous grades or units that apply to the current content

Mass Measure Volume Weight

Content Vocabulary – Technical terminology specific to the content

Conservation Disposal MSDS Meniscus Recycle

Reuse

Academic Vocabulary – Language of Instruction

Analyze Appropriate Collect Demonstrate Practice

Record

ELPS

• 1A Use prior knowledge and experiences to understand meanings in English • 1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level

vocabulary • 1E Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language

attainment • 2C Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions • 2D Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed • 2I Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding

to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs • 3G Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social

and grade-appropriate academic topics • 4D Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance/

comprehension of written text • 4E Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned • 4F Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and


develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language • 4G Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions,

and taking notes commensurate with content area and grade level needs • 4J Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing

inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs • 5B Write using newly acquired basic vocabulary and content-based grade-level vocabulary • 5G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Scientific Goals & Objectives

Pacing

Resources

Safety & Equipment 6.1AB, 6.4A

5 Days HMH Resources:

Unit 1: Lesson 2, Scientific Investigations; Digital Lesson and Companion

Grade Level Resource: Student Lab Manual, Student Lab Safety; pp 6 – 18 Gateways to Science:

Gateways (STAAR) Edition – Safety (6.1A) – Unit 1, Lesson 2 (pg. 6) SMARTboard:

Lab Safety & Equipment

Lab Safety & Symbols Game

Science Lab Safety

Science Safety Rules

Scientific Tools

Tools & Safety Quiz Additional Resources:

8th

Grade Science Reference Materials

Science Equipment Starter

SpongeBob Science Safety

Tools Scientists Use Menu—Extension for AIM students

Safety Contract

Science Safety License

Notebooking

HMH Unit 1 Assessments


Warm Up to Science pp 1-4, pg 4 mini lab

HMH pp R37 – 41 (Equipment)

HMH pp R44-45 (metric/SI units) Technology Resources:

Youtube Science Safety Rap

Textbook Alignment

http://www.youtube.com/watch?v=xJG0ir9nDtc


Formative Assessment

Lab Safety Formative Assessment

Summative Assessment

Safety and Equipment Unit Test


Science Allen ISD — Bundled Curriculum Unit # 2 Time: 6 Days Subject Area 6th Grade Science Unit Name: Scientific Processes

Overview To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.

Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

Content

Reporting Category TEKS Statement Te

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Process


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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in

6.2 Scientific Investigation and Reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (Apply — Create)

Students will be making careful observations, and gathering and analyzing data, to identify the patterns and explain their findings in the Signature Labs

6.2B Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (Apply — Create)

All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings

Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation


reporting categories 1-4 and will be identified along with content standards.

When conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs

6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (Remember)

Review Celsius temperature scale. Know basic check points, see examples: 0

oC

- freezing point of water

100oC

- boiling point of water

23 o

C — room temperature 37

oC — human body temperature

Review metric measurement: Liter, Meter and Gram, practice conversions

6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (Remember — Create)

Students should know the difference in an Independent Variable and a Dependent Variable.

D.R.Y. M.I.X. Can be used to help students remember this Dependent, Responding, Y-Axis Manipulated (Messed-with), Independent, X-Axis

6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. (Analyze)

Students should be familiar with the district initiative of using the C.E.R. (claims, evidence, reasoning) method of writing conclusions

6.3 Scientific Investigation and Reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; and (Analyze — Evaluate)

6.3D Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. (Apply)


6.4 Scientific Investigation and Reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and (Apply)

Review basic lab equipment and method of usage

Associate names of lab equipment items with their functions Example: What tools are used to determine the boiling point of a substance?

MASS: The amount of matter, and is not affected by the force of gravity Use appropriate units such as grams (g) and practice measuring mass on triple beam balance. Measure the mass of 1 mL of water (it will be 1 gram) Practice using a triple beam balance. Stress how mass is NOT affected by the force of gravity Location in universe does NOT affect mass. Ex. If an object’s mass is 60g on Earth, the mass will

also be 60g on Moon Compare and contrast mass vs. weight, and use a spring scale to model how weight is affected by

the force or pull of gravity

VOLUME: amount of space that the matter takes up Practice measuring volume of liquids in units of milliliters (mL) = using graduated cylinder Practice measuring volume of solids with a definite shape using cm units

= using ruler

V = L x W x H cm

3 = cm x cm x cm

Practice measuring the volume of solids with an irregular shape using water displacement technique


Demonstrate how to use an eyewash fountain

Show location of fire blanket, fire extinguisher, fume hood (if present)


6.1 Creativity and Innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.

6.1A Identify, create and use files in various formats.

Text, raster and vector graphics, video, and audio files

Raster graphics image, or bitmap, is a dot matrix data structure representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium

Vector graphics is the use of geometrical primitives such as points, lines, curves, and shapes or

polygon(s), which are all based on mathematical expressions, to represent images in computer

graphics

Identify file type that best meets the needs of the project

6.2 Communication and Collaboration. The student collaborates and communicates both

6.2A Create and manage personal learning networks to collaborate and publish with peers, experts, or others using digital tools;

Blogs, wikis, audio/video communication, or other emerging technologies

Select appropriate tool to collaborate, communicate

http://en.wikipedia.org/wiki/Dot_matrix

http://en.wikipedia.org/wiki/Data_structure

http://en.wikipedia.org/wiki/Rectangle

http://en.wikipedia.org/wiki/Pixel

http://en.wikipedia.org/wiki/Color

http://en.wikipedia.org/wiki/Computer_display

http://en.wikipedia.org/wiki/Paper

http://en.wikipedia.org/wiki/Geometrical

http://en.wikipedia.org/wiki/Primitive_(geometry)

http://en.wikipedia.org/wiki/Point_(spatial)

http://en.wikipedia.org/wiki/Line_(mathematics)

http://en.wikipedia.org/wiki/Curve

http://en.wikipedia.org/wiki/Shape

http://en.wikipedia.org/wiki/Polygon

http://en.wikipedia.org/wiki/Image

http://en.wikipedia.org/wiki/Computer_graphics

http://en.wikipedia.org/wiki/Computer_graphics


locally and globally using digital tools and resources to reinforce and promote learning.

6.2B Communicate effectively with multiple audiences using a variety of media and formats; and

Teacher, partner, class, grade level, school, and the world through electronic methods

Presentations, videos, podcasts, books, websites, etc.

6.2C Create and publish products using technical writing strategies.

Understand the difference between literature style writing and technical writing

Use the following characteristics of technical writing: o clarity o brevity o simplicity o word choice o active voice

Technical writing opportunities such as lab results, how to use an app, how to access information, how to solve math equations, resumes, job applications, application essays, sequence of steps

6.4 Critical thinking, Problem Solving, and Decision Making. The student makes informed decisions by applying critical-thinking and problem-solving skills.

6.4A Identify and define relevant problems and significant questions for investigation;

Independently identify a relevant problem or question to investigate

Identify problems or questions in each content area. Teacher does not identify for students

6.4B Plan and manage activities to develop a solution, design a computer program, or complete a project;

Design a project timeline that addresses their identified problem or question

6.4C Collect and analyze data to identify solutions and make informed decisions;

Research the problem and possible solutions

Interpret the information collected to make an informed decision

Use tools to analyze data

6.4D Use multiple processes and diverse perspectives to explore alternative solutions; and

Consult with another student, teacher or expert to develop a more diverse understanding of the problem

6.4E Make informed decisions and support reasoning.

Develop a process for decision making which includes reasoning

Support decisions with at least 2 supporting reasons for decision

6.6 Technology Operations and Concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations.

6.6Li Create and edit files with productivity tools, including:

A word processing document using digital typography standards

Page layout, font formatting, paragraph formatting, mail merge, and list attributes

Demonstrate standards of word processing

Write letters and mail merges with Word or Docs



How would you present the C.E.R. method to a younger brother or sister? Specific answers will vary, but must include Claim (answer to the question), Evidence (what happens in the lab), and Reasoning (a link of the evidence to the reasoning)

What would the result be if you used the incorrect units of measure? Answers will vary, but could include: an inaccurate science experiment, a failed science experiment

Compare and contrast a dependent Variable and an Independent Variable. Dependent Variable: The responding variable on the Y-Axis Independent Variable: The Manipulated (Messed with) variable on the X-Axis

Review Vocabulary—Terms from previous grades or units that apply to the current content

C.E.R. Hypothesis Scientific Method

Content Vocabulary—Technical terminology specific to the content

Data Dependent Variable Independent Variable Mean Median

Mode Qualitative Quantitative SI Units Y-axis

X-axis

Academic Vocabulary—Language of Instruction

Analyze Communicate Comparative Conclusion Construct

Critique Descriptive Evaluate Formulate Observations Frequency

Identify Implement Investigations Predict Trends

Validity

Vertical Alignment

ELPS

1C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

2I Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

3D Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

4F Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

5B Write using newly acquired basic vocabulary and content-based grade-level vocabulary

Scientific Goals & Objectives Pacing Resources

Process Skills 6.2, 6.3AD

4 Days Signature Lab:

CSI C.E.R. Lab & PowerPoint HMH Resources:

Unit 1: Lesson 2, Scientific Investigations; pp 18 - 31

Unit 2: Lesson 2, Scientific Tools and Measurement; Digital Lesson and Companion

Unit 2: Lesson 2, Scientific Tools and Measurement; pp 68 – 81

Unit 2: Lesson 1, Representing Data; pp 54 – 65 & Digital Lesson Companion SMARTboard:


Making Observations and Inferences

Treasure Hunt Science Process Skills

Variables & Graphing Montage/Discovery Education:

Montage: “Properties of Matter”

Additional Resources:

8th


Making & Interpreting Graphs PowerPoint

HMH Unit 1 Assessment

Warm Up to Science p. 1-4

HMH pp R51 – R53 (Graphing) Technology Resources:

Youtube Scientific Method Song

Textbook Alignment


Scientific Processes Unit Test

http://montage.allenisd.org/SAFARI/montage/login/login.php?

http://www.youtube.com/watch?v=QuKRgjm0KJU


Science Allen ISD - Bundled Curriculum Unit # 3 Time: 10 Days Subject Area 6th Grade Science Unit Name: Elements and Compounds

Overview Matter can be classified as elements, compounds, or mixtures. Students have already had experience with mixtures in Grade 5, so Grade 6 will concentrate on developing an understanding of elements and compounds. It is important that students learn the differences between elements and compounds based on observations, description of physical properties, and chemical reactions. Elements are represented by chemical symbols, while compounds are represented by chemical formulas. Subsequent grades will learn about the differences at the molecular and atomic levels.

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1: Matter and Energy. The student will demonstrate an understanding of the properties of matter and energy and their interactions.

6.5 Matter and Energy. The student knows the differences between elements and compounds. The student is expected to:

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6.5A Know that an element is a pure substance represented by chemical symbols; (Remember)

Students should be able to recognize that the Periodic Table is composed of elements, but they are NOT required to memorize elements

Elements are represented by symbols. If a symbol has two letters, the last one is lower case, ex. Na

Students should be able to use the Periodic table to locate an element’s chemical symbol and name (see the 8

th grade TAKS formula sheet)

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6.5B Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere; and (Remember)

Some elements are extremely common and found frequently in living things, Earth’s crust, ocean, and atmosphere

The solid parts of Earth are made of mostly of oxygen and silicon.

Living matter is made up mostly of oxygen, carbon, hydrogen, nitrogen, calcium, and phosphorus.

The oceans are made of mostly oxygen and hydrogen, the elements that make up water.

The atmosphere is made of mostly nitrogen and oxygen.


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6.5C Differentiate between elements and compounds on the most basic level. (Analyze)

Students should categorize elements as pure substances

Elements are located on the periodic table. They can combine to form compounds.

A compound is a combination of two or more different elements chemically bonded together. Na and Cl = NaCl (sodium chloride or table salt)

Exception: These 7 substances are not compounds, but rather molecules: H2 N2 O2 F2 Cl2 Br2 I2

Students need to recognize that compounds are represented by chemical formulas

Teach a few basic chemical formulas that will be used throughout the year: H2O – water NaCl - table salt O2 - oxygen gas N2 - nitrogen gas CO2 - carbon dioxide gas

Be able to identify the number of unique elements in a chemical formula and equations. (See released STAAR)

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6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing and graphic organizers; and (Remember)

Students will collect and record qualitative data from the Signature Lab in the form of labeled drawings




6.3B Use models to represent aspects of the natural world such as a model of Earth’s layers; and (Apply)

Students will build models in the Signature Lab

6.3C Identify advantages and limitations of models such as size, scale, properties, and materials. (Remember)

Students will be identifying advantages and limitations of the models they build in the Signature Lab




What represents elements? Elements are represented by symbols. If a symbol has two letters, the last one is lower case, ex. Na.

Compare and contrast an element and a compound. Elements are pure substances and compounds are a combination of two or more different elements chemically bonded together.

What elements make up most of Earth, living matter, oceans or the atmosphere? The solid parts of Earth are made of mostly of oxygen and silicon. Living matter is made up mostly of oxygen, carbon, hydrogen, nitrogen, calcium, and phosphorus. The oceans are made of mostly oxygen and hydrogen, the elements that make up water. The atmosphere is made of mostly nitrogen and oxygen.


Matter Mixture Model Physical Properties Substance

Content Vocabulary—Technical terminology specific to the content—Technical terminology specific to the content

Atom Chemical Bond Chemical Formula Chemical Symbol Compound

Element Mass Molecule Periodic Table Volume

Academic Vocabulary--Language of Instruction

Categorize Comprise Differentiate Observation Pure

Recognize Represent

Vertical Alignment

7.6A* Identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, and sulfur

7.6C Recognize how large molecules are broken down into smaller molecules such as carbohydrates are broken down into sugars

8.5A** Describe the structure of atoms, including the masses, electrical charges, and locations of protons and neutrons in the nucleus and electrons in the electron cloud

8.5B** Identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity

8.5C** Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

8.5D** Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts

ELPS


1E Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

5G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired


Pacing Resources

Elements & Compounds 6.5AC


Elements, Compounds & Mixtures Candy Lab

SMARTboard—Elements, Compounds & Mixtures Candy Signature Lab CER

HMH Resources:

Unit 3: Lesson 5, Atoms and Elements; Digital Lesson and Companion (slides 1 – 11)


Unit 3: Lesson 5, Atoms and Elements; pp 174 – 175

Unit 3: Lesson 4, Pure Substances and Mixtures; Digital Lesson and Companion

Unit 3: Lesson 4, Pure Substances and Mixtures; pp 152 – 165

Unit 3: Lesson 4, Pure Substances and Mixtures; Take it home worksheet

Unit 3: Lesson 4, Pure Substances and Mixtures; Quick Lab 2 Gateways to Science:

Gateways (STAAR) Edition – Elements and Their Symbols (6.5AC) – Unit 2, Lesson 7 (pg. 81)

Gateways (STAAR) Edition – Elements and Compounds (6.5AC) – Unit 2, Lesson 79 (pg. 105)

SMARTboard:

Elements & Compounds

Elements & Compounds Koosh Ball Review

Periodic Table

Structures & Bonding Montage/Discovery Education:

Montage: Elements, Compounds, and Mixtures Additional Resources:

8th


Elements, Compounds & Mixtures Quiz

Fortune Teller

Elements Vs. Compounds


ScienceSaurus pp 259 – 262

Warm up to Science pg 5 – 26 (pg 14 use every day objects to represent elements/compounds)

Common Elements 6.5B


What’s It Made Of? OLE Lesson (Edited) SMARTboard:

Periodic Table Lesson Additional Resources:

8th

Grade Science Reference Materials Technology Resources:

Youtube "Meet the Elements"

Youtube Periodic Table Song


http://www.youtube.com/watch?v=Uy0m7jnyv6U

http://www.youtube.com/watch?v=5kbe57m-tpY


Youtube "Atoms, Elements, and Compounds"

Elements 4D App

Textbook Alignment


Elements & Compounds Unit Test

http://www.youtube.com/watch?v=VOQzWLeZoEc

https://itunes.apple.com/us/app/elements-4d-by-daqri/id782713582?mt=8


Science Allen ISD — Bundled Curriculum Unit # 4 Time: 9 Days Subject Area 6th Grade Science Unit Name: Physical Properties & Changes

Overview Elements are classified as metals, nonmetals, and metalloids based on their physical properties. The elements are divided into three groups on the Periodic Table. Each different substance usually has a different density, so density may be used as an identifying property. Therefore, calculating density aids classification of substances.

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6.6 Matter and Energy The student knows matter has physical properties that may be used for classification. The student is expected to: R

ead

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6.6A Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability; and (Analyze)

Make observations and test physical properties for all three states of matter (solids, liquids, and gases)

Include mass, length, volume, shape, texture, smell, hardness, color, luster, streak, malleability, melting, freezing, boiling, evaporating, density, buoyancy, solubility, magnetic or nonmagnetic, conductivity or ability to insulate, etc.

Metals: good conductors of electricity, malleable, iron is magnetic, silvery in color, shiny luster

Nonmetals: poor conductors of electricity, brittle

Metalloids: An element that acts sometimes like a metal and sometimes like a nonmetal

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6.6B Calculate density to identify an unknown substance. (Analyze)

Show location of the density formula on the TAKS Formula Chart (suggestion: have this chart poster-sized for classroom wall)

Determine the density of various substances using formula, D = m/v

Use examples of solids, liquids, gases — using triple beam balance, ruler, graduated cylinder & overflow can (practice measurement techniques)

Stress how density refers to how tightly packed the particles are in a substance

Associate the density of substance with a practical use.: Ex. Lead – very dense metal, use for sinkers when fishing, also used as shielding in a nuclear reactor, and when taking X-rays

Clarify misconceptions; if it is bigger, is it denser? Not necessarily Ex. Compare density of a beach ball vs. a small heavy bolt, or a golf ball to a same-sized ball, but a hollow plastic one

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Scientific Investigation and Reasoning Skills. These skills will

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of


In the Signature Lab, students must wear safety goggles and aprons


not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:


In the Signature Lab, students must properly dispose of the chemicals



6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (Apply-Create)

Students will be answering a research question, making careful observations, gathering and analyzing data in the Signature Lab

6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; and (Remember)

Students will collect and record qualitative data from the Signature Lab in the form of labeled drawings and graphic organizers





Students will be using pipettes, graduated cylinders, beakers and test tubes in the Signature Labs


Students will be using goggles and lab aprons in the Signature Lab



Does cutting a symmetrical object in half or in thirds, affect its density? No. Density is a physical property, remains the same no matter if you cut it in half, drill holes in it, etc.

Compare and contrast how density varies with temperature. Most substances get denser when changing from the liquid to the solid phase, due to particles packed more tightly together; however, water is an exception, it gets less

dense, which is why water floats. Demonstrate that the density of steam, a gas (or water vapor) is less than the density of liquid water (which is why steam or water vapor rises).

How are elements on the Periodic Table Classified? As metals, nonmetals and metalloids according to their physical properties.

How can you compare the density of a golf ball to the density of a ping-pong ball?


Even though the two are the same size and shape, they have different masses. Because the golf ball has more mass, it will be denser.


Boiling Buoyancy Evaporating Freezing Gas

Insulate Liquid Magnetic Melting Solid

States of Matter Substance Texture


Brittle Conductivity Density Displacement Ductility

Luster Metalloid Malleability Metal Nonmetal Overflow Can

Physical Property


Associate Calculate Combust Compare Contrast

Corrode Misconception

Vertical Alignment

8.5C** Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements

ELPS


5D Edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired



Metals, Nonmetals and Metalloids 6.6A


Unit 3: Lesson 2, Properties of Matter; Digital Lesson with Companion; pp 124 - 129

Unit 3: Lesson 2, Properties of Matter; Quick Lab 2, Observe Physical Properties Gateways to Science:

Gateways (STAAR) Edition – Metals, Nonmetals, and Metalloids (6.6A) – Unit 2, Lesson 8 (pg. 93) SMARTboard:

Metals, Nonmetals & Metalloids Sorting

Physical Properties Activity

Properties of Matter Additional Resources:

8th


Introduction to Metals, Nonmetals, and Metalloids PowerPoint

Physical Properties Rotations Physical Properties Data Table

Physical Properties Observation Data HMH Unit 3 Assessment



Warm Up to Science pp 31 – 38 (pg 36 mini lab)

Density 6.6B


Float Your Boat Lab HMH Resources:

Unit 3: Lesson 1, Intro to Matter, Digital Lesson and Companion (pp 108 – 121)

Unit 3: Lesson 5, Atoms and Elements; pp 172 - 173 Gateways to Science:

Gateways (STAAR) Edition – Defining Matter (6.6B) – Unit 2, Lesson 1 (pg. 20) SMARTboard:

Mass, Volume & Density

Mystery Canisters Lab CER Additional Resources:

8th


Density

Density Review PowerPoint Wat-ar Densities Lab

Warm Up to Science; pp 39-48 (pp 40, 44, 46, 48 mini labs) Technology Resources:

Youtube States of Matter Song

Youtube Properties of Matter Rap

Mind Over Matter

United Streaming “Sink or Float” Exploration

Textbook Alignment


Practice sequencing objects in order of their densities (have them make predictions), making connections to what the substance is made of. Ex. The greater the density, the more it will sink in water.

Demonstrate how saltwater is more dense than freshwater. Saltwater is more dense than freshwater (since salt is distributed throughout the solution). Saltwater tends to push up on objects with a greater force than freshwater. This pushing up force is called buoyancy.

Calculate the density of some unknown substances to try to determine what that substance is.


Physical Properties & Changes Unit Test

http://www.youtube.com/watch?v=vDZhUkp30tE

http://www.youtube.com/watch?v=EeWzyR1xap4

http://www.teachertube.com/viewVideo.php?video_id=272254


Science Allen ISD - Bundled Curriculum Unit # 5 Time: 8 Days Subject Area 6th Grade Science Unit Name: Chemical Properties and Changes

Overview Students must make observations and test chemical properties and changes. Students must know what happens during a chemical change, and be able to identify the evidence of a chemical change.

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6.5D Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change. (Understand)

Make observations and test chemical properties and changes. Include substances that represent: flammability (steel wool pad), corrosiveness (acids rust metals), ability to tarnish (darkened silver trays, earrings), burning or combustion of fossil fuels), rusting (saltwater rusts metal on cars), rotting, (moldy cheese, composting, decay of foods), digestion, photosynthesis, etc.

Emphasize what happens during chemical changes (all chemical reactions or equations are chemical changes). All chemical changes include the production of a new substance and an energy change

Remind students of the difference between elements and compounds based on elements chemically bonding together to create a compound

Evidence of a chemical change include: production of a gas production of a precipitate (Emphasize this with examples) color change change in temperature a spark, a light, or an explosion

Show Chemical Formula for original substance and a new substance. Do NOT teach how to balance equations; just show formulas to demonstrate that a new substance is there

Chewing food is physical

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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting category.

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety


In the Signature Labs, students must wear safety goggles and aprons


In the Signature Labs, students must properly dispose of the chemicals

Teach proper disposal of what reagents can be washed down the drain. Some reagents cannot be


Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

procedures and environmentally appropriate and ethical practices. The student is expected to:

disposed of in the sink, but must be emptied into a designated container


6.2B Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (Apply-Create)



In the Signature Labs, students will be using qualitative means to collect data





Students will be using pipettes, graduated cylinders, beakers and test tubes in the Signature Labs


Students will be using goggles and lab aprons in the Signature Lab



In the experiment, what did you observe that lets you know the reaction was chemical? Answers will vary, but must include some of the following: production of a gas, production of a precipitate, color change, change in temperature, a spark, a light, or an

explosion

Give a real-life example of a chemical change. Answers will vary, but may include flammability (steel wool pad), corrosiveness (acids rust metals), ability to tarnish (darkened silver trays, earrings), burning or

combustion of fossil fuels), rusting (saltwater rusts metal on cars), rotting, (moldy cheese, composting, decay of foods), digestion, photosynthesis, etc.


Chemical Bond Density Physical Changes Physical Properties Substance


Temperature


Chemical Change Chemical Properties Chemical Reaction Combustion Corrosiveness

Flammability Precipitate Property Rotting Rusting

State of Matter Tarnish


Production

Vertical Alignment

7.5A Recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis

7.6B* Distinguish between physical and chemical changes in matter in the digestive system

8.5E** Investigate how evidence of chemical reactions indicate that new substances with different properties are formed

ELPS





Chemical Properties & Changes 6.5D

9 Days Signature lab

Physical & Chemical Changes Rotation Lab

Physical & Chemical Changes Signature Lab CER SMARTboard Lesson

Classifying Powders C.E.R. HMH Resources:

Unit 3: Lesson 3, Physical and Chemical Changes; Digital Lesson and Companion; pp 138 - 149

Unit 3: Lesson 3, Physical and Chemical Changes; Virtual Lab and Companion

Unit 3: Lesson 4, Pure Substances and Mixtures; Digital Lesson and Companion

Unit 3: Lesson 4, Pure Substances and Mixtures; Quick Lab 2, Identifying Elements and Compounds

Unit 3: Lesson 2, Properties of Matter; pp 130 – 137 Gateways to Science:

Gateways (STAAR) Edition – Evidence of a Chemical Change (6.5D) – Unit 2, Lesson 10 (pg. 115) SMARTboard:

Chemical & Physical Properties & Changes

Chemical Reactions

Physical vs. Chemical Changes Montage/Discovery Education:

Montage: “Changes in the Properties of Matter”




8th


Hidden Objects

Marshmallow Man

Physical vs. Chemical Activity

Physical or Chemical Change Flashcards

Physical & Chemical Change Worksheet


Warm Up to Science pp 27 – 30 (pp 28, 30, use as mini labs) Technology Resources:

Youtube Chemical Reactions Song

Youtube Atoms Bonding Song

Mind Over Matter


Chemical Properties & Changes Unit Test

http://www.youtube.com/watch?v=MXmI67Co0mI

http://www.youtube.com/watch?v=OdQqFHNOWAA



Science Allen ISD - Bundled Curriculum Unit # 6 Time: 20 Days Subject Area 6th Grade Science Unit Name: Force & Motion

Overview Energy occurs in two types, potential and kinetic, and can take several forms. Students will investigate the relationship between force and motion using a variety of means, including calculations and measurements.

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2: Force, Motion, and Energy. The student will demonstrate and understanding of force, motion, and energy and their relationships.

6.8 Force, Motion, and Energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:

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6.8A Compare and contrast potential and kinetic energy; (Analyze)

Potential Energy: Energy of position or stored energy

Kinetic Energy: Energy of motion

Holding a pendulum (and not letting go) at its highest point is the point at which it possesses its greatest potential energy. The lowest point (the middle) of the path of the pendulum is the highest point of kinetic energy

Kinetic energy is effected by mass and speed. The greater the mass and speed, the greater the kinetic energy

Potential energy is affected by mass and position

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6.8B Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces; (Understand)

Provide opportunities for students to measure the amount of force using a spring scale and teach the unit for measuring force, the Newton (N)

Investigate different forces (friction, gravity, etc.) and identify ways that they affect matter. Example: launching objects with different masses, rolling balls/cars down ramps, etc.

Teach that if two opposing forces are balanced, the net force is zero. Ex: playing tug-of-war where the rope seems to be standing still, with no movement in either direction

Teach that with unbalanced forces, the net force is a number other than zero. One side tends to overpower another. One side has an advantage. Example: Volcanic eruption in which the force of magma pushing up is greater than the force of gravity (pulling down) or launching a rocket (thrust upward is greater than the gravitational pull)

Students should know that acceleration is speeding up, slowing down or changing direction. Do not use the word deceleration

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6.8C Calculate average speed using distance and time measurements; (Analyze)

Calculate average speed of an object's motion. Use formula chart, S=D/T


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6.8D Measure and graph changes in motion; and (Analyze)

Students can perform experiments using examples such as: Cars, marbles, for time-distance graphs Walking for time-position graphs Graphs using constant speed, no change in speed, acceleration, etc. Associate the steepness of a slope (Ex., on a time-distance graph) with increasing or decreasing

speed

Discuss the different forces that cause objects to accelerate and show how acceleration is plotted on a graph (diagonal line) as opposed to motion at a constant speed (horizontal flat line) (show speed/time graph)

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6.8E Investigate how inclined planes and pulleys can be used to change the amount of force to move an object. (Analyze)

Investigate the relationship between force and motion and how inclined planes and pulleys can be used to change the amount of force to move an object

Make sure students know that using a simple machine like a pulley or an inclined plane makes it easier to do the work, but the amount of work is still the same

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6.2B Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (Apply - Create)

Students will be making careful observations, and gathering and analyzing data, to identify the patterns and explain their findings in the Signature Lab


Students will be using metric measurement in the Signature Lab

6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (Remember - Create)

Students will complete a table after using repeated trials to organize their data and identify patterns in the Signature Lab


Students should be familiar with the district initiative of using the C.E.R. (Claims, Evidence, Reasoning) method of writing conclusions

6.3 Scientific Investigation and Reasoning. The student

6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (Analyze –


uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

Evaluate






6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. (Apply)

Students will use meter sticks and timing devices in the Signature Lab


6.1 Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products (6.1 generate new ideas, and create products). The student is expected to:

6.1A Identify, create, and use files in various formats such as text, raster, and vector graphics, video, and audio files;

Grade 6 students will be introduced to this standard

6.1B Create original works as a means of personal or group expression; and


6.1D Analyze trends and forecast possibilities.

Synthesize and evaluate data (Students will be able to answer questions such as what changes would you make to solve? What would happen if? What would you predict as the outcome of?)

Present results through digital creation

6.6 Technology Operations and Concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to:

6.6L.ii Create and edit files with productivity tools, including: Spreadsheet workbook using advanced computational and graphic components such as complex formulas, advanced functions, data types, and chart generation

Create and manipulate Excel (or similar program) documents

Use formulas to analyze data o Basic computations should include adding, subtracting, multiplying and dividing numbers and cell

values o More complex functions to be used could include sum, average, count, etc.

Locate and use the function library

Use the chart function to create graphics that best fit the data being described


Differentiate between potential and kinetic energy. Potential energy is stored energy and kinetic energy is energy of motion

How is potential energy connected to kinetic energy in a rollercoaster?


Potential energy is the energy the rollercoaster car has at the top of a hill and at the very bottom of the hill. The kinetic energy is the energy the rollercoaster car has while moving.

How does mass and speed affect kinetic and potential energy? The greater the mass and speed, the greater the kinetic energy The greater the mass and position, the greater the potential energy

How does the mass and position affect potential energy? The greater the mass and higher the position the greater the potential energy

How would you express the net force of an object that is not moving? Zero

Will you restate the formula for speed? Speed = Distance/Time

What would happen to the work of moving a heavy object up a flight of stairs if you used an inclined plane or pulley? The work would be easier, but the amount of work would remain the same

How many accelerators are in a typical car? Three—The accelerator pedal, the brake and the steering wheel

How would reading a distance/time graph read differently than a speed/time graph? A straight line in a distance/time graph means the object is still in a speed/time graph it means the object is moving at a constant speed


Force Friction Gravity Mass Pendulum

Simple Machine X-axis Y-axis


Acceleration Air Resistance Average Speed Balanced Force Conservation of Energy

Direction Energy Force Inclined Plane Kinetic Energy

Load Speed Motion Net Force Newton Position

Potential Energy Pulley Simple Machine Unbalanced Force


Opposing

Vertical Alignment

7.7A* Contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still

7.7C Demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism

8.6A** Demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

8.6B* Differentiate between speed, velocity, and acceleration

8.6C** Investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities and rocket launches

ELPS

1A Use prior knowledge and experiences to understand meanings in English


2I Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs


3J Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment




Unbalanced Forces 6.8B


Unit 4: Lesson 1, Intro to Energy; Digital Lesson and Companion

Unit 4: Lesson 1, Intro to Energy; pp 190 – 191

Unit 4: Lesson 4, Motion and Speed; Digital Lesson and Companion

Unit 4: Lesson 4, Motion and Speed; Quick Lab 2, Create a Distance-Time Graph

Unit 4: Lesson 4, Motion and Speed; pp 220 – 224, pp 225-230

Unit 4: Lesson 6, Forces; Digital Lesson and Companion

Unit 4: Lesson 6, Forces; Quick Lab 1 – Net Force

Unit 4: Lesson 6, Forces; pp 245 -257 Gateways to Science:

Gateways (STAAR) Edition – Unbalance Forces (6.8B) – Unit 3, Lesson 8 (pg. 213) SMARTboard:

Balanced & Unbalanced Forces

Forces

Forces PowerPoint

Forces Worksheets

Friction

Montage/Discovery Education:

Montage: “Bill Nye: Motion”


8th


Forces Worksheet

Rolling Chair Demonstration


ScienceSaurus; pp 280 - 282

Warm Up to Science pp75-82 (pg 80 mini lab demo)

Maglev Trains Video

Inclined Planes & Pulleys 6.8E


Unit 4: Lesson 7, Machines; Digital Lab and Companion

Unit 4: Lesson 7, Machines; pp 263 - 265


http://permalink.fliqz.com/aspx/permalink.aspx?at=b849926ccebcb72d7a7bee3985dee674&a=2255ea09260f4a9f96786e4563d3b506


Gateways to Science:

Gateways (STAAR) Edition – Pulleys and Inclined Planes (6.8E) – Unit 3, Lesson 9 (pg. 226) SMARTboard:

Simple Machines Additional Resources:

8th




Warm Up to Science pp 93 – 96 (pg 94 mini lab)

Pulley Lab Document Technology Resources:

United Streaming “Pulleys at Work” Exploration

Potential & Kinetic Energy 6.8A

3 Days Gateways to Science:

Gateways (STAAR) Edition – Potential and Kinetic Energy (6.8A) – Unit 3, Lesson 3 (pg. 146) SMARTboard:

Kinetic & Potential Energy Montage/Discovery Education:

Montage: “Energy: Potential and Kinetic”


8th


Potential vs Kinetic Energy Rotation Lab

Potential vs Kinetic PowerPoint and Quiz


Warm Up to Science pp 61 -74 (pp 62, 64, 66, 70 mini labs)

Calculate Speed & Graphing Motion 6.8CD


Gateways (STAAR) Edition – Speed (6.5CD) – Unit 3, Lesson 7 (pg. 200) SMARTboard:

Graphing Motion Additional Resources:

8th


Need for Speed Activity and Student Handout – Use Part 2 of activity; could create graph using Excel or with iPad app

Physics in Play

Motion Graph PowerPoint

Balloon Racers



http://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/53/10-11%20Curriculum%20Docs/Science/Science%20Signature%20Labs/6SciUnit5Lab_Friction_Cars.pdf


Warm Up to Science pp 83-92 (pg 88 mini lab)

Technology Resources:

Simple Machines Song

Youtube Friction Song

Youtube Motion Song

Study Jams - Force and Motion

Bowling Ball Conservation of Energy

Review/Catch-up/ Benchmark Week

5 Days SMARTboard

Forces Review Additional Resources:

Superhero Stations


Textbook Alignment


Use different sized paper arrows to demonstrate balanced and unbalanced forces acting on various objects (remember to include earth's forces, Ex., volcanic eruptions, Earth’s plates-converging plates push crust upward, etc.).


Force & Motion Unit Test

http://www.youtube.com/watch?v=l1Fhs8pXGxM

http://www.youtube.com/watch?v=U5f7SyvHUac

http://www.youtube.com/watch?v=9G1dhkRJ3ak

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/force-and-motion.htm

http://www.youtube.com/watch?v=8GLtFNaiMH8


Science Allen ISD - Bundled Curriculum Unit # 7 Time: 10 Days Subject Area 6th Grade Science Unit Name: Energy Transformations

Overview Students should know that energy can be changed from one form to another.

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2: Force, Motion, and Energy. The student will demonstrate an understanding of force, motion, and energy and their relationships.

6.9 Force, Motion, and Energy: The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:

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6.9C Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. (Apply)

Identify the various forms of energy and discuss the sources for each Thermal (Heat) Energy: energy from heat packs or the result of digesting food Radiant (Light) Energy: energy from the sun (solar energy) Electrical Energy: energy from electricity Chemical Energy: energy from a battery, food break down, decaying organisms, burning of fossil

fuels (coal, oil and natural gas), using ethanol from corn decomposition Mechanical Energy: energy from winding or turning something, ex: wind-up clock, or rubber band Nuclear Energy: fission-nuclear reactor, fusion - Sun

Compare and contrast the different energy conversions or transformations in the environment: Example #1: Batteries powering a flashlight

Chemical Energy → Electrical Energy → Light Energy Example #2: Light (solar) energy needed for photosynthesis (to make sugar)

Solar Energy → Chemical Energy Example #3: Food requirements for the human body/and other animals

Chemical Energy → Thermal Energy Example #4: Wind turbines powering electricity

Mechanical Energy → Electrical Energy

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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations

6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; (Apply)

In the Signature Lab, students must wear safety goggles


category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

following safety procedures and environmentally appropriate and ethical practices. The student is expected to:





Students will collect and record qualitative data from the Signature Lab in the form of writing




6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (Analyze-Evaluate)


Students will use models in the Signature Lab


Students will be identifying advantages and limitations of the models they use in the Signature Lab


6.4 Critical Thinking, Problem Solving, and Decision-Making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to:

6.4E Make informed decisions and support reasoning.




How would you demonstrate energy transformations from a battery to a flashlight? The chemical energy from the batteries creates electrical energy that is then transferred to radiant energy

Give a real-life example of thermal energy, radiant energy, electrical energy, chemical energy, mechanical energy, nuclear energy Answers will vary

What is the Law of Conservation of Energy? The law of Conservation of Energy states that energy can neither be created nor destroyed it only changes form.


Energy Law of Conservation of Energy Thermal Energy


Chemical Energy Electrical Energy Energy Transformation Law of Conservation of Energy Light Energy

Mechanical Energy Nuclear Energy Radiant Energy


Conversion Demonstrate

Vertical Alignment

7.7B Illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion

ELPS



2C Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions



Pacing Resources

Energy Transformation 6.9C

10 Days Signature Labs:

Energy Transformation Stations

Energy Transformation Stations CER SMARTboard Lesson HMH Resources:

Unit 4: Lesson 1, Intro to Energy; Virtual Lab and Companion

Unit 4: Lesson 1, Intro to Energy; pp 192-194, 196-198

Unit 4: Video Based Project, Take the Long Way

Unit 3: Lesson 6, Stations (p 190 in Teacher Edition)

Unit 4: Lesson 1, Intro to Matter Digital Lesson Gateways to Science:

Gateways (STAAR) Edition – Forms of Energy (6.9C) – Unit 3, Lesson 4 (pg. 161) SMARTboard:

Energy Transformation Worksheet

Energy Transformations

Energy Transformations Quiz


Forms of Energy

Gateways Energy Transformation Cards

Law of Conservation Montage/Discovery Education:

Montage: “The Transfer of Energy”

Discovery Education: “Getting to Know: Energy”


8th


Energy Transformations

Energy Transformations Bingo Questions, Cards 1, Cards 2

Energy Transformations Game and Answer Key

Energy Transformation PowerPoint

Energy Transformations Stations

Energy Transformations Worksheet

Forms of Energy Answer Key

How Does Energy Change?


Warm Up to Science pp 113 – 120 (pg 113 mini lab) Technology Resources:

Energy Transformation Simulation/Virtual Lab

Youtube - Conservation of Energy Song


Energy Transformations Unit Test


http://www.discoveryeducation.com/?returnURL=player%2Ediscoveryeducation%2Ecom%2Findex%2Ecfm%3FguidAssetId%3D3D5DF2BC%2D1499%2D427C%2DB783%2DADC8D56C2033%27

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.html

http://www.youtube.com/watch?v=k60jGJfV8oU


Science Allen ISD - Bundled Curriculum Unit # 8 Time: 10 Days Subject Area 6th Grade Science Unit Name: Thermal Energy Overview Thermal energy can be transferred by conduction, convection, or radiation. Energy moves in a predictable pattern from warmer to cooler.

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2: Force, Motion, and Energy. The student will demonstrate an understanding of force, motion, and energy and their relationships.

6.9 Force, Motion, and Energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: Su

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6.9A Investigate methods of thermal energy transfer, including conduction, convection, and radiation; and (Analyze)

Conduction – transfer of heat through direct contact Ex. heating of a solid – a metal pot heating up on a stove burner

Convection – transfer of thermal (heat) energy through diffusion –in liquid and gases only, molecules must be able to move (flow) Ex. convection currents in air or atmosphere, in the mantle of Earth (magma), in the ocean, or in

a lava lamp

Radiation – transfer of heat through electromagnetic waves (Ex. sunlight) Ex., getting a suntan while lying on a beach Ex., Heat lamp in restaurant over the food Ex., Greenhouse is heated with radiant energy

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6.9B Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting. (Analyze)

Heat moves to where there is less heat

Heat flows from warmer objects to cooler objects until all objects attain the same temperature. This is called thermal equilibrium.

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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting category. Instead, they will be incorporated

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally


In the Signature Lab, students must wear safety goggles and aprons and use heat-resistant gloves


In the Signature Labs, students must properly dispose of the chemicals

Teach proper disposal of what reagents may be washed down the drain. Some reagents cannot be disposed of in the sink, but must be emptied into a designated container


into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

appropriate and ethical practices. The student is expected to:





Students will collect and record qualitative data from the Signature Lab in the form of labeled drawings.

6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (Remember - Create)

Students will organize their data in a table with labeled drawings




6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (Analyze - Evaluate)







Students will be using beakers, timing devices and hot plates in the Signature Lab


Students will be using goggles, lab aprons and heat-resistant gloves in the Signature Lab




What are the three classifications of thermal energy? Conduction, Convection and Radiation

How would you explain conduction? Conduction is the transfer of thermal energy with direct contact

How would you explain convection? Convection is the transfer of thermal energy with the flow of a liquid or gas

How would you explain radiation? Radiation is the transfer of thermal energy through electromagnetic waves

How would you explain thermal equilibrium? Thermal equilibrium occurs when heat flows from warmer objects to cooler objects until they are the same temperature.


Conductor Energy Insulator Temperature


Conduction Convection Electromagnetic Waves Radiation Thermal Energy


Equilibrium Methods Transfer Verify

Vertical Alignment

8.10A* Recognize that the Sun provides energy that drives convection within the atmosphere and oceans, producing winds and ocean currents

ELPS






Thermal Energy 6.9AB


Gateways (STAAR) Edition – Thermal Energy (6.9AB) – Unit 3, Lesson 6 (pg. 186) HMH Resources:

Unit 4: Lesson 3, Thermal Energy; Digital Lesson and Companion

Unit 4: Lesson 3, Thermal Energy; Quick Lab 2 – Observing the Transfer of Energy

Unit 4: Lesson 3, Thermal Energy; Take it Home

Unit 4: Lesson 3, Thermal Energy; pp 211 – 219

Unit 4: Lesson 2, Temperature; Digital Lesson and Companion

SMARTboard:

Conduction, Convection & Radiation


Conduction, Convection & Radiation Match Up

Heat Transfer Montage/Discovery Education:

Montage: “Bill Nye: Heat”


8th


Convection Lab

Convection Spiral

Thermal Energy Concept Map

Thermal Energy Notes—Modified

Thermal Energy PowerPoint

Thermal Energy Stations Thermal Energy Video

Transfer of Heat-Convection


ScienceSaurus pp 301-305

Warm Up to Science pp 97 – 112 (pg 98, 102, 106, 108, 110 mini labs) Technology Resources:

Heat Transmission Video

Cooking With Thermal Energy Transfer

Youtube - Conduction, Convection, and Radiation Song

Study Jams - Heat

Textbook Alignment


Thermal Energy Unit Test



http://www.youtube.com/watch?v=yUEPGMnRqGs

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm


Science Allen ISD - Bundled Curriculum Unit # 9 Time: 9 Days Subject Area 6th Grade Science Unit Name: Renewable & Non-Renewable Resources

Overview Energy resources are available on a renewable, nonrenewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision-making. Students should consider the ethical/social issues surrounding Earth's natural energy resources, while looking at the advantages and disadvantages of their long-term uses.

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6.7 Matter and Energy. The student knows that some of Earth’s energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:

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6.7A Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and (Evaluate)

Research and describe the different types of energy from their source to their use and discuss if they are renewable and nonrenewable (state advantages and disadvantages)

Renewable: biomass, trees, plants, wind, water, hydroelectric, geothermal, etc.

Nonrenewable: coal, oil, natural gas (fossil fuels) and nuclear energy

Emphasize which energy sources are presently used most (fossil fuels = coal, oil, natural gas)

Our use of energy sources – Listed greatest to least: (could vary) Fossil fuels—78.6% Nuclear—8.32% Biomass—3.884% Hydropower—2.62% Wind—0.697% Geothermal—0.373% Solar—0.109%

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6.7B Design a logical plan to manage energy resources in the home, school, or community. (Create)


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6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. (Analyze-Evaluate)


6.3 Research and information fluency. The student acquires and evaluates digital content. The student is expected to:

6.3A Create a research plan to guide inquiry;


Plan before beginning research to focus inquiry

Use a variety of ways to search

Independently apply of quality searches

Validate search results

6.3B Discuss and use various search strategies, including keyword(s) and Boolean operators;


Use keywords instead of complete sentences

Understand and use of quotations, “and,” “or,” “not,” parenthesis and other operators in searches

6.3C Select and evaluate various types of digital resources for accuracy and validity

Plan before beginning research to focus inquiry

Use a variety of ways to search

Independently apply of quality searches

Validate search results


6.3D Process data and communicate results.

Compile and analyze data from several sources and process information

Explain main conclusions from data

6.4 Critical thinking, problem solving, and decision-making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to:

6.4D Use multiple processes and diverse perspectives to explore alternative solutions.


6.6 Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to:

6.6A Define and use current technology terminology appropriately;

Operating system, license, compatibility, Windows, iOS, Android, hierarchy, file conversion, backup, database, curate, share drives (3-5), dongle cables that attach to a device for a specific task

6.6C Identify, understand, and use operating systems;

Windows, OS, iOs, and Android

6.6D Understand and use software applications, including selecting and using software for a defined task; and

Explain benefits and limitations of various programs such as Word vs.. Publisher vs. Google Doc, PowerPoint vs. Slides vs. Prezi, Excel vs. Google Spreadsheet, iMovie vs. Windows Movie Maker

Choose and justify which application to use for a project; such as Word vs. Publisher vs. Google Doc, Powerpoint vs. Slides vs. Prezi, Excel vs. Google Spreadsheet, iMovie vs. Windows Movie Maker

6.6F Apply troubleshooting techniques, including restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties.

Check for loose or disconnected wires

Ctrl-Alt-Delete

Check the network connection center

Understand display properties and understand how resolution works


What criteria would you use to assess the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal and solar resources? Answers will vary

Rate our use of energy sources from greatest to least. Fossil fuels, Nuclear Power, Biomass, Hydropower, Wind, Geothermal, Solar

What information would you use to prioritize how much of each energy source the United States uses? Answers will vary



Energy Recycle Resource


Biomass Coal Fossil Fuels Geothermal Hydropower

Inexhaustible Natural Gas Nonrenewable Resource Nuclear Power Oil

Pollution Renewable Resource Solar Power Wind Power


Advantage Debate Disadvantage Ethanol Greenhouse Gases

Landfill Logical Origin

Vertical Alignment

ELPS

2E Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

3G Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

4I Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs



Advantages & Disadvantages 6.7A

7 Days Gateways to Science:

Gateways (STAAR) Edition – Earth’s Energy Resources (6.7A) – Unit 3, Lesson 1 (pg. 130) HMH Resources:

Unit 5: Lesson 1, Natural Resources; Digital Lesson and Companion

Unit 5: Lesson 1, Natural Resources; Take it Home

Unit 5: Lesson 1, Natural Resources; Quick Lab 1 – Renewable or Not

Unit 5: Lesson 1, Natural Resources; pp 289 – 299

Unit 5: Lesson 2, Non-Renewable Resources; Digital Lesson and Companion

Unit 5: Lesson 2, Non-Renewable Resources; pp 301 - 311 SMARTboard:

Natural Resources

Types of Resources


Montage: “The Eyes of Nye: Nuclear Energy: The Cost & Benefits of Alternate Choices” Additional Resources:

8th




Earth’s Resources

Energy Pamphlet

Renewable & Nonrenewable Energy Sources

Resources Rule PowerPoint and Handout

Snap Circuits


Design a Logical Plan 6.7B


Gateways (STAAR) Edition – Energy Debate (6.7AB) – Unit 3, Lesson 2 (pg. 140)

HMH Resources:

Unit 5: Lesson 3, Renewable Resources; Digital Lesson with Companion

Unit 5: Lesson 3, Renewable Resources; pp 315 - 325 SMARTboard:

Using Energy Sources Additional Resources:

Cost of Light School

Warm Up to Science pp 53 -60


Solar Highways Video

Earth Provides Resources


Renewable & Nonrenewable Resources Unit Test

http://www.wimp.com/solarhighways/



Science Allen ISD - Bundled Curriculum Unit # 10 Time: 9 Days Subject Area 6th Grade Science Unit Name: Layers of the Earth

Overview Students should recognize that the Earth’s crust is made from common elements. Students must be able to build a model of the structural layers of the Earth, and be able to identify the advantages and limitations of that model.

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6.5B Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere. (Remember)


Carbon, Hydrogen, Nitrogen, Oxygen, Phosphorus, Sulfur (C, H, N, O, P, S) = some of the most common elements on Earth

3: Earth and Space. The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

6.10 Earth and Space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:

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6.10A Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. (Create)

The lithosphere is that part of the planet composed of rock material and how natural processes recycle that material ("litho" means rock)

Models can be made with clay, Styrofoam, paper plate layers, etc.

Know where each of the layers are found in the Earth

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Scientific Investigation and Reasoning Skills. These skills will

6.2 Scientific Investigation and Reasoning. The student uses scientific inquiry




not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

methods during laboratory and field investigations. The student is expected to:







6.1 Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:

6.1B Create, present, and publish original works as a means of personal or group expression.

Projects do not have creative parameters; students use their own creativity

Create, present project, and then publish so that people outside of the class can view


6.4F Transfer current knowledge to the learning of newly encountered technologies.



What alternative would you suggest for creating a model of the layers of the Earth? Answers will vary

What are the limitations to your model of the Earth? Answers will vary but could include size, shape, color, etc.

How would you improve your model next time? Answers will vary


Predict the outcome if the inner core of the Earth was removed Answers will vary


Element Model


Asthenosphere Crust Inner Core Lithosphere Mantle

Outer Core Plasticity


Advantages Limitations Structural

Vertical Alignment

ELPS


3B Expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

4D Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text



Layers of the Earth 6.5B, 6.10A


Earth’s Layers Model HMH Resources:

Unit 7: Lesson 1, Earth’s Layers; Digital Lesson and Companion

Unit 7: Lesson 1, Earth’s Layers; pp 388-395 Gateways to Science:

Gateways (STAAR) Edition – Earth’s Layers(6.5B, 6.10A) – Unit 4, Lesson 5 (pg. 292) SMARTboard:

Earth’s Layers

Layers of the Earth Question Set


Discovery Education: “Earth’s Layers”




8th


Bill Nye: Earth’s Crust

Earth’s Interior PowerPoint

Earth’s Layers PowerPoint

Earth on the Move PowerPoint

Edible Model of Earth -Extension

Inside the Earth PowerPoint

Layers of the Earth Foldable

Layers of Earth Notes

Layers of Earth PowerPoint

Layers of Earth & Rock Cycle PowerPoint

Visual Model of Planet Earth HMH Unit 7 Assessments Warm Up to Science pp 11 – 12, 121 – 124 Technology Resources:

Earth’s Layers Video

Youtube - Layers of the Earth Rap

Earth’s Structure Interactivity Textbook Alignment


Layers of the Earth Unit Test

http://www.youtube.com/watch?v=oNDVcrN_sSo

http://www.youtube.com/watch?v=RiHRI_Z2Kgs

http://www.learner.org/interactives/dynamicearth/structure.html


Science Allen ISD - Bundled Curriculum Unit # 11 Time: 16 Days Subject Area 6th Grade Science Unit Name: Plate Tectonics

Overview Students need to identify the major tectonic plates and describe how the movement of those plates causes major geological events.

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The six major plates include Eurasian, African, Indo-Australian, Pacific, North American, and South American

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6.10D Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building. (Understand)

Discuss the work of Alfred Wegener in 1915, who published The Origin of Continent and Oceans, suggesting that a supercontinent called Pangaea, once existed

Explain how convection currents (heat energy) move deep within the mantle of the Earth creating surface plate tectonics (demonstrate with the convection lab)

Explain the dynamics of seafloor spreading. Referencing a map, show the location of the MidAtlantic Ridge, and demonstrate how the Atlantic Ocean is expanding or pulling apart, while the Pacific Ocean is shrinking

Discuss volcanic island formation, such as Japan, and the surrounding area referred to as the "ring of fire"

Predict how gradual shifts and changes within the Earth can change land features. The shifting of the large crustal plates continually reshapes the Earth's surface over time

Identify types of geologic activities in the development and formation of earthquakes, volcanoes, mountains, trenches, mid-ocean ridges, faults, islands, island arcs, rift valleys, and folded mountains (show pictures and how the forces beneath the land are pushing up or being forced down)

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Scientific Investigation and Reasoning Skills. These skills will not be listed

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of instructional time,

6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. (Apply)

In the Signature Labs, students must wear safety goggles, lab aprons and use heat-resistant gloves


under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:


6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; and (Apply -Create)






6.3B Use models to represent aspects of the natural world such as a model of Earth’s layers; (Apply)

Students will build and use models in the Signature Labs

6.3C Identify advantages and limitations of models such as size, scale, properties, and materials; and (Remember)



Students will be familiar with Alfred Wegner’s impact of research on scientific thought and society

6.4 Scientific Investigation and Reasoning. The student knows how to use a variety of tools and safety equipment to conduct


Students will be using graduated cylinders, beakers hot plates and pipettes in the Signature Labs


science inquiry. The student is expected to:


Students will be using goggles, lab aprons and heat-resistant gloves in the Signature Labs



6.4A Identify and define relevant problems and significant questions for investigation.



Identify the six major tectonic plates on a map. The 6 major plates include: Eurasian, African, Indo-Australian, Pacific, North American, South American,

Describe how convection currents cause the tectonic plates to move. Large convection currents under earth’s surface transfer thermal energy to the surface. The magma becomes less dense and the plates begin to spread apart. As the

plates spread apart, they cool. The cooler, denser magma then sinks creating the convection currents.

What can you infer from looking at Wegner’s theory on Pangaea? Answers will vary, but should include something about the plates previously being one large supercontinent


Convection


Continental Plate Convergent Boundary Divergent Boundary Earthquakes Geological

Mountain Building Ocean Basin Oceanic Plate Plate Tectonics Sea-floor Spreading

Subduction Transform Boundary Volcanic Eruptions


Uplifting

Vertical Alignment

7.8B Analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas

8.9A* Describe the historical development of evidence that supports plate tectonic theory

8.9B** Relate plate tectonics to the formation of crustal features

8.9C** Interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering


ELPS



3E Share information in cooperative learning interactions

3J Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment




Tectonic Plates 6.10C

5 Days *May Lose some days to STAAR Simulation


Gateways (STAAR) Edition – Tectonic Plates (6.10C) – Unit 4, Lesson 6 (pg. 303) SMARTboard:

Plate Tectonics Additional Resources:

8th


Continental Drift PowerPoint

Plate Tectonic Intro PowerPoint 1,2,3

Plates


Warm Up to Science pp 131 – 140 (pg 132 mini lab/puzzle) Technology Resources:

Study Jams - Volcanoes

Study Jams - Earthquakes

Study Jams - Landforms

Ice Age 4 Trailer (Pangaea)

Youtube - Crust in Pieces

Youtube - Pangaea song

Geologic Events 6.10D

9 Days *May lose some days to STAAR Simulation

Signature Lab:

Gateways (STAAR) Edition – Plate Tectonics and Geologic Events (6.10CD) – Unit 4, Lesson 7 (pg. 136) and Instruction Slide HMH Resources:

Unit 7: Lesson 2, Plate Tectonics; Digital Lesson and Companion

Unit 7: Lesson 2, Plate Tectonics; Virtual Lab and Companion

Unit 7: Lesson 2, Plate Tectonics; pp 397 - 409

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/volcanoes.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/earthquakes.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/landforms.htm

http://www.youtube.com/watch?v=TzzGPfVx32M

http://www.youtube.com/watch?v=wW23Z94yf24

http://www.youtube.com/watch?v=gyT8Xs6Ab-k


SMARTboard:

Plate Tectonic Question Set


Montage: “Amazing Planet: Born of Fire”


8th


Dinos Plate Tectonics

Milky Way Plate Tectonics Lab

Plate Boundaries in the Ocean

Plate Tectonics Boundary Chart

Plate Tectonics Foldable

Teaching Plate Tectonics With Easy-to-Draw Illustrations

Theory of Plate Tectonics Reading Passage

HMH Unit 7 Assessments Textbook Alignment


Plate Tectonics Unit Test



Science Allen ISD - Bundled Curriculum Unit # 12 Time: 15 Days Subject Area 6th Grade Science Unit Name: Classification of Rocks

Overview Students must be able to classify rocks as metamorphic, igneous or sedimentary by the processes of their formation.

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6.6 Matter and Energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

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6.6C Test the physical properties of minerals, including hardness, color, luster, and streak. (Analyze)

Use Moh’s Scale of Hardness

Use streak plates to test minerals



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6.10B Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation. (Understand)

Model processes and products of the rock cycle

Teach how to move back and forth between stages in the rock cycle

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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate

6.1 Scientific Investigation and Reasoning. The student, for at least 40% of instructional time, conducts laboratory and


In the Signature Lab, students must wear safety goggles, lab aprons and use heat-resistant gloves

6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of


reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

materials. (Apply)

In the Signature Lab, students must properly dispose of the chemicals






Students will collect and record qualitative data from the Signature Lab in the form of writing and labeled drawings











Students will be using hot plates and in the Signature Lab



Students will be using goggles, lab aprons and heat-resistant gloves in the Signature Lab


6.4 Critical Thinking, Problem Solving, and Decision-Making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to:

6.4B Plan and manage activities to develop a solution, design a computer program, or complete a project; and


6.4C Collect and analyze data to identify solutions and make informed decisions.



How would you differentiate between an igneous rock, a metamorphic rock, and a sedimentary rock? An igneous rock has been completely melted and cooled, a metamorphic rock has had both heat and pressure, and a sedimentary rock is only formed with pressure.

How would you generalize the formation of sedimentary rocks? Most sedimentary rocks are formed under the ocean where there is extreme pressure.


Conductivity Deposition Erosion Malleability Magnetic Sediment

Weathering


Cementation Compaction Crystal Formation Hardness Igneous

Lava Luster Magma Metamorphic Mineral

Sedimentary Streak


Classify Distinguish Formation Inorganic Layering

Limitation Model Process Uplifting

Vertical Alignment

ELPS




3H Narrate, describe, and explain with increasing specificity and detail as more English is acquired


4F Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language



Rocks 6.10B


Crayon Rock Cycle

HMH Resources:

Unit 6: Lesson 1, Minerals; Digital Lesson and Companion

Unit 6: Lesson 1, Minerals; Quick Lab 2 – Scratch Test

Unit 6: Lesson 1, Minerals; pp 336 – 349

Unit 6: Lesson 2, Three Classes of Rock; Digital Lesson and Companion

Unit 6: Lesson 2, Three Classes of Rock; pp 351 – 361

Unit 6: Lesson 3, The Rock Cycle; Digital Lesson and Companion

Unit 6: Lesson 3, The Rock Cycle; pp 367- 377 Gateways to Science:

Gateways (STAAR) Edition – Rock Cycle (6.10B) – Unit 4, Lesson 8 (pg. 330) SMARTboard:

Classifying Rocks

Don’t Take Granite for Granted

Rock Cycle

The Rock Cycle Question Set Montage/Discovery Education:

Montage: “Rocks”


8th


Chocolate Rocks Lab

Journey of a Rock Stations

Journey of a Rock Comic Strip

Processes & Products of the Rock Cycle

Edible Igneous Rock

Ride the Rock Cycle

Rocks & the Rock Cycle PowerPoint

Rock Cycle Worksheet

Rocky’s Big Adventure





The Rock Cycle Interactive

Interactive Mineral ID Lab

Youtube - Types of Rocks Song

Youtube - World of Rocks Song Study Jams - Weathering and Erosion

Study Jams - Minerals

Study Jams - Igneous Rocks

Study Jams - Metamorphic Rocks

Study Jams - Sedimentary Rocks

Study Jams - The Rock Cycle

Study Jams - Fossils

Properties of Minerals 6.6C


Gateways (STAAR) Edition – Minerals (6.6C) – Unit 4, Lesson 9 (pg. 344) *Elaborate Section Montage/Discovery Education:

Montage: “Eyewitness: Rocks and Minerals”

Discovery Education: Rocks and Minerals: The Hard Facts (Segment: “The Physical Properties of Minerals”) Additional Resources:

8th



Warm Up to Science pp 49 – 52, (pg 50 mini lab) Technology Resources:

The 3 Rock Types Video

Our World: The Rock Cycle Video


Classification of Rock Unit Test

http://www.learner.org/interactives/rockcycle/index.html

http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES03/ES03.html

http://www.youtube.com/watch?v=lE3jR_RhxO4

http://www.youtube.com/watch?v=1mfpmUNMtNc

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/minerals.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/igneous-rocks.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/metamorphic-rocks.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/sedimentary-rocks.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/rock-cycle.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/fossils.htm



https://edpuzzle.com/media/54f466874242304c1db8bf8e

https://edpuzzle.com/media/54f4666d4242304c1db8bf85


Science Allen ISD - Bundled Curriculum Unit # 13 Time: 13 Days Subject Area 6th Grade Science

Unit Name: Solar System

Overview Students should develop an understanding of Earth as part of our solar system. The topics include organization of our solar system, the role of gravity, and space exploration.

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6.11 Earth and Space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:

6.11A Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets; (Understand)

THE SUN The Sun is a stationary star in the center of our solar system (our Sun does not rotate or revolve) Temperatures are generally highest closer to the Sun, and cooler farther away The Sun is a main-sequence medium-sized yellow star. It uses hydrogen (H) in its core for nuclear

fusion, whereby hydrogen is converted into helium (He), and tremendous amounts of energy are released

Teach that the Sun gets its energy from the result of nuclear fusion reactions

PLANETS AND MOONS Identify the eight planets in their proper sequence as they orbit the Sun. (Mercury, Venus, Earth,

Mars, Jupiter, Saturn, Uranus, Neptune) Recognize each planet's position in relation to one other. (Ex: Which two planets are found

closest to Earth?) Discuss the basic characteristics (composition, location) of planets and Galilean moons

Jupiter has four moons, called Galilean moons: Io, Europa, Ganymede, and Callisto Demonstrate how the moon’s position in the sky changes every day (moon phases)

EARTH (Teach all movement in one day—see resources) Distinguish between the terms revolution and rotation of the Earth Rotation determines the day and night cycle (24 hours) Earth and the moon both rotate in a “counter-clockwise direction” Illustrate how Earth revolves around the Sun and how the position of the stars “appears” to

change Model how the tilt of the Earth on its axis is the reason for the seasons The tilt of the Earth is what determines how much sunlight reaches the Northern and Southern

Hemispheres


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The Earth is closest to the Sun in winter (it is cold because sunlight hits the Earth at an angle because Earth is tilted away from the Sun)

The Earth is further from the Sun during summer (it is hot because the rays of the Sun hit the Earth directly)

MINOR OBJECTS Asteroids

Between Mars and Jupiter, there is an Asteroid Belt of thousands of rock fragments called asteroids

Some stray asteroids have crashed into Earth with devastating effects (believed to have caused extinction of the dinosaurs, debris in atmosphere from the asteroid impact clouded out sunlight causing global winter)

Comets Least understood of all solar bodies, comets are made of ice, dust, and gases, and are often

referred to as dirty snowballs Comets travel around the Sun in long oval-shape orbits A comet has a tail (that vaporizes and glows from Sun’s heat), and you can tell the direction

of motion because the tail points away from Sun; the head always appears to point toward the Sun as it travels around it

Meteoroids – Meteors – Meteorites Billions of meteoroids (small rocks and solid particles) move through space (most are smaller

than a grain of sand) Upon entering the atmosphere, meteoroids rub against the particles of air. The resulting

friction heats up the meteoroid until it glows A burning meteoroid is a meteor when it is in the Earth’s atmosphere Meteors (solid ones) that strike the ground are meteorites; some have formed circular

depressions called meteorite craters

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6.11B Understand that gravity is the force that governs the motion of our solar system; and (Understand)

Gravity is the force that governs the motions of our solar system

The larger the planet, the greater the force of gravity

Distinguish between mass and weight with respect to gravity. Mass is NOT affected by gravity

Compare and contrast using a spring scale to measure weight (Newtons) versus the triple beam balance, which is used to measure mass (grams)

Stress that mass does not change with an object's location because the changing force of gravity will NOT change the object's mass (Ex., An object on the moon will have the same mass as it would on Earth)

Emphasize how the forces of gravity and inertia keep the planets in their orbits around the Sun


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6.11C Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. (Understand)

Explain that light from a star travels through space (sound does not because vibrations require a medium). Light waves do not require a medium

Discuss types of equipment required for space travel; include the space suit with breathing apparatus, gravity boots, space helmet shield, etc.

Allow students to research the needs of the International Space Station –what types of life support systems are needed for space travel



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6.5B Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere. (Remember)



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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1-4 and will be identified along


6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; and (Apply-Create)

Students will be making careful observations, and gathering and analyzing data, to identify the patterns and explain their findings in the Signature Lab



6.3 Scientific Investigation and Reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and


6.3B Use models to represent aspects of the natural world such as a model of Earth’s layers; (Apply)


with content standards.

knows the contributions of relevant scientists. The student is expected to:


6.3C Identify advantages and limitations of models such as size, scale, properties, and materials; and (Remember)



Students will describe the history and future of space exploration and relate the impact of that research to scientific thought and society


6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. (Apply)

Students will be using meter sticks and calculators in the Signature Lab


6.1 Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:

6.1 C Explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results.

Conduct virtual models, simulations and experiments where they can change variables to create different outcomes

Make hypotheses based on experiments and then change inputs to match their hypotheses

Re-conduct the experiment and analyze the results to see if their hypotheses were correct

6.3 Research and information fluency. The student acquires and evaluates digital content. The student is expected to:

6.3C Select and evaluate various types of digital resources for accuracy and validity; and


6.3D Process data and communicate results.



Compare and contrast the Sun and the Moon. The Sun is the much larger of the two. It does not revolve or rotate, and it makes its own light. The Moon rotates Counterclockwise and reflects the light from the Sun.

Differentiate between rotation and revolution. Rotate: Spins on its axis Revolve: Goes in an orbit around

Describe what determines how much sunlight reaches the Northern and Southern Hemispheres of the Earth. The tilt of the Earth is what determines how much sunlight reaches the Northern and Southern Hemisphere.


The Earth is closest to the Sun in winter (it is cold because sunlight hits the Earth at an angle because the Earth is tilted away from the Sun) The Earth is further from the Sun during summer (it is hot because the rays of the Sun hit the Earth directly)

Generalize the location of most asteroids. Most asteroids are found in the Asteroid belt between Mars and Jupiter

How could you identify a comet? A comet has a tail (that vaporizes and glows from Sun’s heat), and you can tell the direction of motion because the tail points away from Sun. The head always appears

to point toward the Sun as it travels around it.

Differentiate between meteoroids, meteors and meteorites. A meteoroid is small rocks and solid particles that move through space. When a meteoroid enters Earth’s atmosphere, it is known as a meteor. When a meteor strikes

the ground, it is called a meteorite.

How would you connect planet size to gravity? The larger the planet, the greater the force of gravity.

How would you distinguish mass from weight? The force of gravity does not affect the mass of an object.


Axis Elements Model Mass Physical Properties

Revolution Rotation Temperature Weight


Asteroids Comets Galilean Moon Gravity Inner Planet

Meteor Meteorite Meteoroid Moon Orbit

Outer Planet Planets Satellite Solar System Sun


Characteristics Distinguish Governs Simulate Space Exploration

Vertical Alignment

7.9A Analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere

7.9B Identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration

8.7C* Relate the position of the moon and sun to the effect on ocean tides

8.8A** Describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertsprung-Russell diagram for classification

8.8B* Recognize that the sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands times closer to Earth than any other star

ELPS






Gravity 6.11B


Unit 8: Lesson 2, Gravity and the Solar System; Quick Lab 1 – Gravity’s Effect Gateways to Science:

Gateways (STAAR) Edition – Gravity (6.11B) – Unit 4, Lesson 1 (pg. 242) Additional Resources:

Warm Up to Science pp 153 - 156

8th


Bill Nye: Gravity

Gravity Activity

Space 6.11A


Scale Model of the Universe

Toilet Paper Solar System HMH Resources:

Unit 8: Lesson 4, Terrestrial Planets; pp 497 – 509

Unit 8: Lesson 5, Gas Giants Planets; pp 515 – 525

Unit 8: Lesson 6, Small Bodies in the Solar System; Digital Lesson and Companion

Unit 8: Lesson 6, Small Bodies in the Solar System; pp 527-537 Gateways to Science:

Gateways (STAAR) Edition – Planet Locations and Properties (6.11A) – Unit 4, Lesson 2 (pg. 256) SMARTboard:

Our Solar System

Planets

Space Notes

Space Objects

Solar System Chooser

Review Lessons


8th Grade STAAR Formula Chart

Solar System Concept Map Cards

Solar System Riddles Matching Cards

Solar System Spinner


Warm Up to Science pp 141 – 152 Technology Resources:

Study Jams - Our Solar System, Inner Planets

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/solar-system-inner.htm


Study Jams - Our Solar System, Outer Planets

Study Jams - Gravity & Inertia

Study Jams - A Day on Earth

Study Jams - The Universe

Solar System Builder

Space Exploration 6.11C


Unit 9: Lesson 1, History of Space Exploration; Digital Lesson and Companion

Unit 9: Lesson 1, History of Space Exploration; pp 553 – 565

Unit 9: Lesson 2, Technology for Space Exploration; Digital Lesson and Companion

Unit 9: Lesson 2, Technology for Space Exploration; pp 569-581


Gateways (STAAR) Edition – Space Exploration (6.11C) – Unit 4, Lesson 4 (pg. 281)


Discovery Education: “When We Left Earth”



8th



Textbook Alignment


Construct a model using balloons or rockets to demonstrate that for an object to lift off the Earth's surface, a greater force must be exerted to overcome the force of gravity (an unbalanced force). The greater the force for lift-off, the farther the object will travel. Try cardstock arrows of different sizes.


Solar System Unit Test

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/solar-system-outer.htm

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/sgravity-and-inertia.htm

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/universe.htm

http://channel.nationalgeographic.com/channel/cosmos-a-spacetime-odyssey/interactives/solar-system-builder/



Science Allen ISD - Bundled Curriculum Unit # 14 Time: 18 Days Subject Area 6th Grade Science Unit Name: Organisms

Overview Students will learn that all organisms are composed of one or more cells, and that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. Students will gain an understanding of the broadest taxonomic classifications of organisms and how characteristics determine their classification.

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4: Organisms and Environments. The student will demonstrate an understanding of the structures and functions of living organisms and their interdependence on each other and on their environment.

6.12 Organisms and Environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

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6.12A Understand that all organisms are composed of one or more cells; (Understand)

Teach the parts and use of a compound microscope (compound means 2 or more lenses)

Teach that compound microscopes are generally used to enlarge images requiring a magnification of about 1000x times. For specimens requiring greater magnification, such as viruses, electron microscopes can enlarge images millions of times in order to see structures

Teach basic microscope techniques using prepared slides (observe plant-onion cells and animal cell specimens)

Emphasize that all living organisms are composed of tiny building blocks called cells. Cells are the simplest structures and can be put together to form complex systems, ex. circulatory system

Teach that organisms grow by adding on more cells, not increasing the size of their cells

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6.12B Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic; (Remember)

Prokaryotic cells do NOT have a nucleus. Ex. Bacteria (to help students remember this, teach Pro=No)

Eukaryotic cells have a nucleus (plant, animal and fungal cells)

Using a microscope, view cells with and without a nucleus: Prokaryotic cells (Ex. bacteria) – do NOT have a nucleus, their DNA is scattered throughout the

cell (use high power under microscope) or show pictures Eukaryotic cells – have a nucleus, their DNA is within the nucleus (in chromosomes)

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6.12C Recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains; and (Remember)

Teach that living things are classified into taxonomic groups: the largest and broadest umbrella is the domain

The 3 Domains for the Taxonomic Classification of Living Things are as follows: Archaea – live in extreme environments, one-celled critters = unicellular Bacteria – most are decomposers, some cause disease (also called Eubacteria) Eukaryota – protists, fungi, plants & animals


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6.12D Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction that further classify them in the currently recognized Kingdoms. (Understand)

The 6 Kingdoms of living things (some are unicellular and/or multicellular) are as follows: Archaebacteria – unicellular, prokaryotic Eubacteria – unicellular, prokaryotic Fungi – unicellular or multicellular (heterotrophic) and eukaryotic Protists – unicellular or multicellular (autotrophic, heterotrophic) and eukaryotic Plants – multicellular (autotrophic) and eukaryotic Animals – multicellular (heterotrophic) and eukaryotic

Identify common characteristics of what a living thing needs or requires: it needs food or energy, reproduces offspring, grows, responds to the environment, needs water and gases in the air, eliminates wastes, repairs injuries, etc.

Plant cells are termed autotrophic – plants make their own food through photosynthesis

Animal cells are heterotrophic-animals must seek their own food from other sources; they are not producers of food like plants



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Earth, living matter, oceans, and the atmosphere. (Remember)

Some elements are extremely common and found frequently in living things, Earth’s crust, ocean, and

atmosphere


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Scientific Investigation and Reasoning Skills. These skills will not be listed under a separate reporting category. Instead, they will be incorporated





Students will collect and record qualitative data from the Signature Lab in the form of labeled drawings

6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the


into at least 40% of the test questions in reporting categories 1-4 and will be identified along with content standards.

data, and predict trends. (Analyze)



6.2 Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to:

6.2A Participate in personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies; and


6.2B Communicate effectively with multiple audiences using a variety of media and formats.



Summarize how organisms grow. Organisms grow by adding more cells, not by cells growing

How would you identify the basic building block of an organism? The basic building block of an organism is a cell

How would you differentiate between a prokaryotic and a eukaryotic cell? A prokaryotic cell does not have a nucleus, and a eukaryotic cell does have a nucleus

Describe the three broadest taxonomic classifications of living organisms. Archaea, Bacteria, Eukaryota

Distinguish between an autotrophic organism and a heterotrophic organism. Autotrophic organisms make their own food (plants) A heterotrophic organism relies on other organisms for food (animal)


Elements Microscope Slide


Asexual Autotrophic Cell Domain Eukaryotic

Heterotrophic Kingdom Multicellular Nucleus Organism

Prokaryotic Reproduction Sexual Taxonomy Unicellular


Broadest Characteristics Classify Complex Structures

Vertical Alignment


7.11A* Examine organisms or their structures such as insects or leaves and use dichotomous keys for identification

7.12C Recognize levels of organization in plants and animals including cells, tissues, organs, organ systems, and organisms

7.12D* Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole

7.12F* Recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life

ELPS






Cells 6.12A


Unit 10: Lesson 1, Characteristics of Cells; Digital Lesson and Companion

Unit 10: Lesson 1, Characteristics of Cells; pp 593 – 601

Unit 10: Lesson 2, Classification of Living Things; Digital Lesson and Companion

Unit 10: Lesson 2, Classification of Living Things; pp 603 - 617 Gateways to Science:

Gateways (STAAR) Edition – Kingdoms (6.12CD) – Unit 5, Lesson 5 (pg. 410)

SMARTboard:

Microscopes

The Cell Game Additional Resources:

8th


Bloom Cell Activity

Introduction to Cells PowerPoint

Warm Up to Science pp 161 – 162

HMH Unit Assessments Prokaryotic & Eukaryotic 6.12B

2 Days Additional Resources:

8th


Compare and Contrast Prokaryotic vs. Eukaryotic Concept Map

Warm Up to Science 163 – 166

Taxonomy—Domains &

6 Days

Signature Labs:

Classifying Organisms


Kingdoms 6.12CD

HMH Resources:

Virtual Lab: Analyzing Cells SMARTboard:

Classification

Classification Question Set

The Six Kingdoms Montage/Discovery Education:

Discovery Education: “Greatest Discoveries by Bill Nye” (Segment: “Archaea”) Additional Resources:

8th


6 Kingdoms PowerPoint (use cards with this)

Alien Classification Activity: Directions, Classification Card Sort, Alien Classification, Alien Classification Cards

Classification of Living Things Web Quest

Classification Jeopardy

Disco Classification, Pieces, and Answer Key

Domains and Kingdoms PowerPoint

Kingdoms Information Activity

Kingdoms Pass the Poster and Answer Key

Living Organisms

Organizing Life’s Diversity—AIM

Six Kingdoms of Living Things Video and Handout (flipped video)

Story Concept Map

Super Searcher’s Scavenger Hunt

The Six Kingdoms

The Six Kingdom System (Great student assignment)

Matching & Charting Domains & Kingdoms PowerPoint (Use this for above assignment)

Matching Domains & Kingdoms (Use this for above assignment) (can make to cards)

Warm Up to Science 167 - 184


iCell App

Are You Team Prokaryote or Team Eukaryote? Video

Enrichment:


http://www.youtube.com/watch?v=5hMqYiWry8U

https://itunes.apple.com/us/app/hudsonalpha-icell/id364882015?mt=8

http://www.youtube.com/watch?v=ruBAHiij4EA


A Love Story – Prokaryotic and Eukaryotic Cells

Claymation Videos using iMovie, moviemaker, screencast-o-matic.com

Animal & Plant Cells (SMART board activity)

Review & SCA 4 Days

Taxonomy—Domains & Kingdoms 6.12CD

8 Days

**Same activities as listed above**


Organisms Unit Test

http://www.youtube.com/watch?v=MPYMuNmSyr4&list=UUaRzAQ01SjozfE9Wp2AafbQ


Science Allen ISD – Bundled Curriculum Unit # 15 Time: 16 Days Subject Area 6th Grade Science Unit Name: Ecosystems

Overview Students will focus on the interdependence between organisms and their environments and the levels of organization within an ecosystem.

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4: Organisms and Environments. The student will demonstrate an understanding of the structures and functions of living organisms and their interdependence on each other and on their environment.

6.12 Organisms and Environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

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6.12E Describe biotic and abiotic parts of an ecosystem in which organisms interact; and (Understand)

Biotic Parts of an Ecosystem The biotic parts of an ecosystem include all the living parts, such as the kinds of plants, animals,

and decomposers that inhabit an area in addition to the interactions between them, ex. Predator vs. prey, competition, etc.

Sometimes the biotic parts of the environment can become limiting factors such as not enough food, running out of grass (producers) for deer, too many parasites killing cattle, etc.

Abiotic Parts of an Ecosystem The abiotic parts of an ecosystem include the nonliving parts, such as the type of temperature,

amount of light, water, and oxygen, etc. Abiotic factors are things that help living things meet their needs to survive They can become limiting factors in an ecosystem, ex. Plants competing for light in a rainforest,

water availability during a drought, etc.

Biotic and Abiotic Factors Ecosystems strive to have a balance between the living (biotic) and the nonliving (abiotic) parts. If

the environment changes, this balance will change too A forest fire, drought, or hurricane can disrupt the ecosystem balance; this can change who lives

and who dies. Populations can migrate, adapt or die (or new ones arrive)

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6.12F Diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. (Analyze)

Use a graphic organizer to define and illustrate levels of organization in an ecosystem


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6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology and (Apply-Create)











6.1 Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products (6.1 generate new ideas, and create products.) The student is expected to:

6.1C Explore complex systems or issues using models, simulations, and new technologies.




Compare and contrast a biotic and abiotic part of an ecosystem Biotic—living parts Abiotic—non-living parts

List the levels of organization within an ecosystem from simple to complex. Organism, population, community, ecosystem, biome, biosphere


Ecosystem Energy Decomposer Organism Temperature


Abiotic Biotic Community Environment Habitat

Interdependence Limiting Factor Niche Population Species


Categorize Diagram Differentiate Interaction

Vertical Alignment

7.10A Observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms

7.10B* Describe how biodiversity contributes to the sustainability of an ecosystem

8.11B** Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures or soil composition

ELPS





Biotic & Abiotic 6.12E


Unit 10: Lesson 3, Introduction to Ecology; Digital Lesson and Companion

Unit 10: Lesson 3, Introduction to Ecology; Quick Lab – Which Abiotic and Biotic Factors are Found in an Ecosystem?

Unit 10 Video Based Project – The Producers of Florida Bay Gateways to Science:

Gateways (STAAR) Edition – Biotic and Abiotic Factors (6.12E) – Unit 5, Lesson 1 (pg. 358)

Gateways (STAAR) Edition – Cells (6.12A) – Unit 5, Lesson 4 (pg. 394) SMARTboard:

Abiotic & Biotic Sorting (Extension)

Biotic & Abiotic Factors

Living & Nonliving Question Set Montage/Discovery Education:

Montage: “Life in the Sea: Survival!”




8th




Levels of Organization 6.12F


Ecosystem Project

Ecosystem Board Game Project Gateways to Science:

Gateways (STAAR) Edition – Levels of Organization within an Ecosystem (6.12F) – Unit 5, Lesson 2 (pg. 370) SMARTboard:

Biomes Biome Game

Deserts and Forests

Taiga, Tundra, Grasslands Additional Resources:

Biomes

Biome Trading Cards

Ecosystem Research and Model

Levels of Organization in an Ecosystem

Ecosystems Levels Pyramid - Student

Ecosystems Levels Pyramid - Teacher


Warm Up to Science 193 - 200


Ecosystems Song


Ecosystems Unit Test

http://www.youtube.com/watch?v=GUY_-LK_lOc

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