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Delta RV Sixth Grade Science Revised-2009

Science Sixth Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter

Concepts Measurable Learner Objective

Process Standards

Integrated Skills

DOK Instructional Strategies/Student Activities/Resources

Assessment

A The students will: recognize matter is anything that has mass and volume.

1.2 1.4

Rec

all Students will read and discuss

properties of matter packet. Teacher assess class discussion

describe and compare the volumes of objects or substances directly, using a graduated cylinder, and/or directly, using displacement methods.

1.2 1.4 1.6 2.3

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Students work in small groups to measure volumes of different objects (toy car, marbles, etc.) using graduated

Teacher will assess final measurements and description of volumes in science notebook

describe and compare the masses of objects to the nearest gram using a balance scale.

1.1 1.2 1.3

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Objects, and the materials

they are made of,

have properties that can be

used to describe and

classify them.

classify the types of matter in an object into pure substances or mixtures using their specific physical properties.

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Process Standards

Integrated Skills


Assessment

B The students will: describe the properties of each component in a mixture/solution and their distinguishing properties.

1.3 1.4 1.6

Rec

all The class will read and discuss

what are mixtures and solutions packet, class discussion on properties of mixtures/solutions and their individual properties will follow.

Teacher will assess student’s response during class discussion

describe appropriate ways to separate the components of different types of mixtures (sorting, evaporation, filtration, magnets, boiling, chromatography, screening).

1.1 1.2 1.3 3.1 3.4

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Students, in small groups, will take a variety of mixtures and find the appropriate methods to separate them, record experiments, and write the results in their individual science notebooks.

Teacher will assess students’ notebook for proper separating methods

Properties of mixtures

depend upon the

concentrations, properties, and interactions of

particles predict how various solids (soluble/insoluble) behave (examples—dissolve, settle, float) when mixed with water

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Students will make predictions about how given solids react when mixed with water (float, settle, or dissolve). Predictions will then be tested in classroom demonstrations and results will be recorded in the science notebook.

Teacher will assess predictions in students’ notebooks

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Process Standards

Integrated Skills


Assessment

C Students will:

Properties of matter can be explained in

terms of moving

particles too small to be seen

without tremendous

magnification

recognize evidence (examples—diffusion of food coloring in water, light reflecting off of dust particles in air, condensation of water vapor by increased pressure or decreased temperature) that supports the theory that matter is composed of small particles (atoms, molecules) that are in constant random motion.

1.1 1.4 1.5 1.6

Rec

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D

Physical changes in the state of matter that result from thermal changes

can be explained by the Kinetic Theory of

Matter (Matter consists of

small particles in rapid,

random motion)

describe the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water (examples—water expands and becomes less dense when frozen).

1.1 1.3 1.6 4.1

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Students will use ice cubes to experiment with temperature. Students will change the temperature on the ice to discover the changes of volume and how temperature relates to properties of water. Students record predictions and results in the science notebook.

Teacher will assess predictions and final explanations in students’ notebook

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Process Standards

Integrated Skills


Assessment

G The students will: recognize and classify changes in matter as chemical and/or physical.

1.1, 1.2 1.6, 1.8

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and chemical changes. Students are instructed to think of something they have done to cause a physical change, a chemical change, or both. Students describe what happened in their science notebooks.

Teacher assesses to see that student described change and labeled correctly as physical or chemical change

identify chemical changes (examples—rusting, oxidation, burning, decomposition by acids, decaying, baking) in common objects (examples—rocks such as limestone, minerals, wood, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties.

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Skill

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cept

Students work in small groups to match a list of chemical changes (burning, rusting, oxidation, decomposition, and decaying) with a list of objects in which the change may occur (examples—wood, steel, plants, minerals, etc.).

Teacher will assess the groups finished list to see that students matched proper chemical change with object in which it could actually occur

Properties of objects and

states of matter can

change chemically

and/or physically

identify physical changes in common objects (examples—rocks, minerals, wood, water, steel wool, plants) and describe the processes which cause the change (examples—weathering, erosion, cutting, dissolving).

1.1 1.2 1.6 3.2 3.3

Rec

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Skill

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cept

In small groups, the students will walk through outside grounds while searching for and identifying physical changes in objects on the grounds. Students will list objects and describe changes in their science notebooks.

Teacher will assess science notebook

I

Mass is conserved during any physical or chemical change

demonstrate and provide evidence that mass is conserved during a physical change.

1.2 1.3 1.8 1.9 2.1

Skill

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cept

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Science Sixth Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems


Process Standards

Integrated Skills


Assessment

A The students will: Forms of Energy—Light identify sources of visible light (examples—sun and other start, flint, bulb, flames, lightening).

1.1 1.2 1.3 1.6

Rec

all Students will read Light unit in

fifth grade book, then participate in source of light scavenger hunt. Students will work in pairs to find as many sources of light as they can. Students will list the various light sources.

Teacher and students compare all scavenger hunt list. Discuss light sources together. Teacher assess students’ lists and discussion.

describe evidence (example-cannot bend around walls) that visible light travels in a straight line, using the appropriate tools (examples—pinhole viewer, ray box, laser pointer).

1.6 3.5

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Students read Lasers in fifth grade books. Using laser pointers in a dark room, students track the path of light. Students record the activity and what they have discovered about the travel of light in their science notebooks.

Teacher and peer assessment of science notebooks

compare the reflection of visible light by various surfaces (examples—mirror, smooth and rough surfaces, shiny and dull surfaces, moon).

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flashlight, mirror, and cardboard. Students compare the reflection of light in the mirror, cardboard, and other surfaces in the room. Students record the comparison and results in their science notebooks.


Forms of energy have a source, a means of transfer

(work and heat), and a

receiver

compare the refraction of visible light passing through different transparent and translucent materials (examples—prism, water, a lens).

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Process Standards

Integrated Skills


Assessment

A The students will: predict how different surfaces (transparent, translucent, opaque) and lenses (convex, concave) affect the behavior of visible light rays and the resulting image of an object.

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Teacher will assess drawing and explanations in science notebook

identify receivers of visible light energy (examples—eye, photocell).

3.1 4.1

Rec

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recognize that an object is “seen” only when the object emits or reflects light to the light.

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Forms of energy have a source, a means of transfer

(work and heat), and a

receiver

recognize differences in wavelength and energy level within that range of visible light that can be seen by the human eye are perceived as differences in color.

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Students will work with partners to do a filtered light activity. Students place assortment of small colored objects on white paper. Students predict how colored filters would change the look of objects. Students look at objects through blue, red, and green cellophane. Students look at object through all three at once. Students record all results in the science notebooks.

Teacher will assess activity and notebook

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Process Standards

Integrated Skills


Assessment

A Students will: Form of Energy—Sound describe how sound energy is transferred by wavelike disturbances that spread away from the source through a medium.

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Rec

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Forms of energy have a

source, a means of transfer (work and

heat), and a receiver

predict how the properties of the medium (examples—air, water, empty space, rock) affect the speed of different types of mechanical waves (examples—earthquake, sound).

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C recognize energy from the sun is transferred to earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation.

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The electromagnetic energy from the

sun (solar radiation) is a

major source of energy on earth

recognize the sun is the source of almost all energy used to produce the food for living organisms.

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Science Sixth Grade Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments GLE 1: Organisms are interdependent with one another and their environment


Process Standards

Integrated Skills


Assessment

A Students will:

All populations living together

within a community interact with

one another and with their

environment in order to survive and maintain a

balanced ecosystem

identify the biotic factors (populations of organisms) and abiotic factors (examples—quantity of light and water, range of temperatures, soil composition) that make up an ecosystem.

1.1 1.6 1.7

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Students read ecosystems packet—book 5—students will work in groups to research the biotic factors and abiotic factors of the outside classroom. Students will research to find what populations of organisms may live in this environment. Students will record all their findings in science notebooks.

Teacher and peer assessment of the science notebooks

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Process Standards

Integrated Skills


Assessment

B The students will: identify populations within a community that are in competition with one another for resources

1.3 1.6

Rec

all Students will use aquatic

ecosystems books and teacher made packets.

Teacher will assess ecosystem packs and student presentations

recognize the factors that affect the number and types of organisms an ecosystem can support (examples—food availability, abiotic factors such as quantity of light and water, temperature and temperature range, soil composition, disease, competitions from other organisms, predation).

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Using the ecosystems packet, students will work in small groups, researching populations, abiotic factor, resources available and needed, and competition factors within the community. Students will complete packets and present their final products to fellow students.

Teacher will assess ecosystem packs and student presentations

Living organisms have the

capacity to produce

populations of infinite size but

environments and

resources are finite predict the possible

effects of changes in number and types of organisms in an ecosystem on the populations of other organisms within that ecosystem.

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Teacher will assess reasons for predictions in science notebooks

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Process Standards

Integrated Skills


Assessment

D The students will: describe beneficial and harmful activities of organisms, including humans (examples—deforestation, overpopulation, water and air pollution, global warming, restoration of natural environments, riverbank/coastal stabilization, recycling,

1.1 1.2 1.5 1.6

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The diversity of species within an

ecosystem is affected by changes in

the environment, which can be

caused by other

organisms or outside

processes

predict the impact (beneficial or harmful) of a natural environmental change (examples—forest fire, flood, volcanic eruption, avalanche) on the organisms in an ecosystem.

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Process Standards

Integrated Skills


Assessment

D The students will: describe possible solutions to potentially harmful environmental changes within an ecosystem.

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Students are given lists of harmful environmental changes that occur within an ecosystem. Students will create a possible solution to reverse or improve the effect on the ecosystem. Students present the solution.

Teacher will assess student’s presentation

The diversity of species within an

ecosystem is affected by changes in

the environment, which can be

caused by other

organisms or outside

processes

explain the beneficial or detrimental impact that some organisms (examples—viruses, bacteria, protests, fungi) may have on other organisms (examples—diseases, antibiotics, breakdown of waste, fermentation).

1.4 1.6 3.1

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Science Sixth Grade Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments GLE 2: Matter and energy flow through an ecosystem


Process Standards

Integrated Skills


Assessment

A Students will: diagram and describe the transfer of energy in an aquatic food web and a land food web with reference to producers, consumers, decomposers, scavengers, and predator/prey relationships.

1.6 1.8 3.1

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Students read “From Sun to Sunfish” in the Aquatic Ecosystems book. Students will create a poster of any aquatic food web. Students will create a poster of a land food web. Students will reference and label producers, consumers, decomposers, scavengers, predators, and prey.

Teacher assesses posters and references

As energy flows

through the ecosystem,

all organisms capture a portion of that energy

and transform it

to a form they can use

classify populations of unicellular and multicellular organisms as producers, consumers, and decomposers by the role they serve in the ecosystem.

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B illustrate the oxygen/carbon dioxide cycles.

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Skill

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Matter is recycled

through an ecosystem describe the processes

involved in the recycling of matter in the oxygen/carbon dioxide cycles.

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Science Sixth Grade Content Standard 4: Changes in Ecosystems and Interactions of Organism with their Environments GLE 3: Genetic variation sorted by the natural selection process explains evidence of biological evolution


Process Standards

Integrated Skills


Assessment

A Students will: Evidence for the nature and rates of evolution can

be found in anatomical and

molecular characteristics of organisms and in the fossil record

identify fossils as evidence some types of organisms (examples—dinosaurs, trilobites, mammoths, giant tree ferns) that once lived in the past, and have since become extinct, have similiarities with and differences from organisms living today.

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C relate examples of adaptations (specialized structures or behaviors) within a species to its ability to survive

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Natural selection is the process of sorting

individuals based on

their ability to survive

and reproduce

within their ecosystem

predict how certain adaptations, such as behavior, body structure, or coloration, may offer a survival advantage to an organism in a particular environment.

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computer lab to research a species to discover any adaptations that have occurred to aid in the species survival. Students will record results in their science notebook

Teacher assesses students’ science notebooks

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Science Sixth Grade Content Standard 5: Processes and Interactions of the Earth’s System (Geosphere, Atmosphere, and Hydrosphere) GLE 1: Earth’s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures


Process Standards

Integrated Skills


Assessment

A The students will: describe the components of the soil and other factors that influence soil texture, fertility, and resistance to erosion (examples—plant roots and debris, bacteria, fungi, worms, rodents).

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differentiate between minerals and rocks (which are composed of different kinds of minerals).

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After studying properties of minerals and rocks, students are given a mixture of both. Students work in small groups to compare and investigate the samples. Students are to record any “telling” data and decide whether each specimen is a mineral or a rock. Results recorded in notebook.

Teacher assesses students’ data and predicting in science notebooks.

describe the distinguishing properties that can be used to classify minerals (examples—texture, smell, luster, hardness, crystal shape, streak, reaction to magnets and acids).

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“The Way Minerals Look”—books-- Students use a mineral properties chart to classify minerals. Students work with partners to discover the luster, color, streak, hardness, or cleavage of different minerals. Students record their data on their chart. Students record and interpret their information in their science notebooks.

Teacher assesses students’ observation- descriptions, data, and checks understanding of properties.

describe the methods used to identify the distinguishing properties of minerals.

1.6. 2.1

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The earth’s crust is

composed of various

materials, including

soil, minerals, and rocks, with

characteristic properties

classify rocks as sedimentary, igneous, or metamorphic.

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Science Sixth Grade Content Standard 5: Processes and Interactions of the Earth’s System (Geosphere, Atmosphere, and Hydrosphere) GLE 1: Earth’s systems (geosphere, atmosphere and hydrosphere) have common components and unique structures


Process Standards

Integrated Skills


Assessment

B The students will: The

hydrosphere is composed of water (a

material with unique

properties), gases, and

other materials.

recognize the properties of water that it an essential component of the Earth system (example—its ability to act as a solvent, its ability to remain as a liquid at most Earth temperatures.

1.5 3.1 3.2

Rec

all Students read and discuss ch 1—

water is life in aquatic systems. Students then list the special properties of water and explain why they are important to us in their science notebooks.

Teacher assesses students’ notebooks for correct list of properties and reasonable explanation of importance of water

16

Science Sixth Grade Content Standard 5: Processes and Interactions of the Earth’s System (Geosphere, Atmosphere, and Hydrosphere) GLE 2: Earth’s systems (geosphere, atmosphere, hydrosphere) interact with one another as they undergo change by common processes


Process Standards

Integrated Skills


Assessment

A The students will: make inferences about the formation of sedimentary rocks from their physical properties (examples—layering and the presence of fossils indicate sedimentation).

1.6 2.3 3.2

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Book 5 “The Rock Key” activity—using sedimentary rock specimens students study the physical properties of the rocks. Using a rock key (pg E 39) students infer the identity. Students record in notebooks the rocks number, properties, and its name. Students make an inference about additional data needed to help identify the specimen.

Teacher assesses that each rock is identified by its properties described, if students followed key and can justify their labeling, and if teacher can accept their conclusions

explain how formation of sedimentary rocks depends on weathering and erosion.

1.6 1.9

Rec

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describe how weathering agents and erosional processes (examples—force of water as it freezes or flows, expansion/contraction due to temperature, force of wind, force of plant roots, action of gravity, chemical decomposition) slowly cause surface changes that create and/or change landforms.

1.5 1.6 2.2 2.3

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The Earth’s materials and

surface features are

changed through a variety of external

processes

describe how the Earth’s surface and surface materials can change abruptly through the activity of floods, rock/mudslides, or volcanoes.

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Students, who work in small groups, are given a scenario of a weather pattern. The group must work together to write a description of the changes that could occur in surface materials due to the weather of their group.

Teacher will assess accuracy of the group’s description and check for correct possibilities.

17

Science Sixth Grade Content Standard 5: Processes and Interactions of the Earth’s System (Geosphere, Atmosphere, and Hydrosphere) GLE 2: Earth’s systems (geosphere, atmosphere, hydrosphere) interact with one another as they undergo change by common processes


Process Standards

Integrated Skills


Assessment

B Students will: There are internal

processes and sources of

energy within the geosphere

that cause changes in

Earth’s crustal plates

identify events (earthquakes, volcanic eruptions) and the landforms created by them on the Earth’s surface that occur at different plate boundaries.

1.1 1.5 1.6

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Students use computer lab to research landforms of the Earth and what events such as (earthquake, volcanic, floods, etc.) could cause their formation. Students create reports to share using one landform and explanation of its development. Students may use pictures but must have written explanation.

Teacher assesses the explanation of event that formed the student’s landform. Students should use reasonable ideas in their inference.

D explain the types of fossils and the processes by which they are formed (examples—replacement, mold and cast, preservation, trace).

1.3 1.4 1.5 1.6

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Book 6—Unit D—Students work in small groups to make models of a mold fossil and a cast fossil. Students will examine the final results and record their observations in science notebooks. Directions—Book 6, page D 54.

Teacher will assess fossil molds and student observations in science notebook.

Use fossil evidence to make inferences about changes on Earth and in its environment (examples—superposition of rock layers, similarities between

1.5 1.6 2.3 3.2

Skill

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Changes in the Earth over time

can be inferred over

time from rock and

fossil evidence

Describe the methods used to estimate geologic time and the age of the Earth (examples—techniques used to date rocks and rock layers, presence of fossils).

1.5 1.6 2.3 3.2

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Science Sixth Grade Content Standard 5: Processes and Interactions of the Earth’s System (Geosphere, Atmosphere, and Hydrosphere GLE 2: Earth’s systems (geosphere, atmosphere, hydrosphere) interact with one another as they undergo change by common processes


Process Standards

Integrated Skills


Assessment

D The students will:

Changes in the Earth over time

can be inferred over

time from rock and

fossil evidence

use rock and fossil evidence to make inferences about the age, history, and changing life form and environment of the Earth (examples—changes in the successive rock layers of sedimentary rock, and the fossils within them, similarities between fossils and organisms present today, fossils of organisms indicating changes in climate, fossils of extinct organisms).

1,5 1.6 2.3 3.2

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Science Sixth Grade Content Standard 5: Processes and Interactions of the Earth’s System (Geosphere, Atmosphere, and Hydrosphere) GLE 3:


Process Standards

Integrated Skills


Assessment

A The students will: relate the comparative amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human activity.

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measuring cup, and a dropper to model the water on Earth compared to the amount of fresh and usable water on Earth. Students will read and discuss ch 1 in aquatic ecosystems.

Teacher observation of students

describe the affect of human activities (examples—landfills, use of fertilizers and herbicides, farming, septic systems)on the quality of water.

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Students read ch 2 of aquatic systems. Class discussion will follow. Students will work with partners to work on questions to consider. Students put responses in their science notebooks.

Teacher check for student’s understanding by assessing science notebook

Earth’s materials are

limited natural

resources affected by

human activity

analyze the ways humans affect the erosion and deposition of soil and rock materials (examples—clearing of land, planting vegetation, paving land, construction of new buildings, building or removal of dams).

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Science Sixth Grade Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking


Process Standards

Integrated Skills


Assessment

A The students will: formulate testable questions and hypotheses.

1.1 1.3 1.6

Skill

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cept

Working with a partner, students choose an item with which to experiment (teacher gives a collection of moveable, cheap, happy meal toys). Students will work with their toy to form a testable question (such as how long will it work or how far will it travel). Students will form a hypothesis. Students will record all information in their science notebooks.

Teacher assesses science notebook Peer assessment

recognize the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment.

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Students will design an experiment to answer their question. Students will use an independent and dependent variable. Students will record their constants, variables, and results of multiple trials in their science notebooks. Students will also write a description of the experiment.


Scientific inquiry

includes the ability of

students to formulate a

testable question and explanation, and to select appropriate

investigative methods in

order to obtain

evidence relevant to

the explanation

design and conduct a valid experiment.

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Students will work with their partners to conduct their experiments.

Teacher assessment

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Process Standards

Integrated Skills


Assessment

A The students will: evaluate the design of an experiment and make suggestions for reasonable improvements of extensions of an experiment.

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Students will work with their partners to evaluate the results of their experiments. Students will look for ways to improve their experiment. Students record their evaluations in their science notebooks.

Teacher assesses students science notebooks—teacher assesses for a valid experiment, suggestions, and hypotheses.

Scientific inquiry

includes the ability of

students to formulate a

testable question and explanation, and to select appropriate

investigative methods in

order to obtain

evidence relevant to

the explanation

recognize different kinds of questions suggest different kinds of scientific investigations (examples—some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models).

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Process Standards

Integrated Skills


Assessment

B The students will: make qualitative observations using the five senses.

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determine the appropriate tools and techniques to collect data.

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examine, discuss, and determine the proper data tools to gather.

use a variety of tools and equipment to gather data (examples—microscopes, thermometers, computers, spring scales, balances, magnets, metric rulers, graduated cylinders, stopwatches).

1.2 1.4 1.6

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Skill

/Con

cept

Students work in groups using a variety of tools to measure and gather a variety of data. Teacher will give students an assortment of scientific tools (thermometers, scales, cylinders, stopwatches). Students determine what to gather with the tool and record their data. Teacher will assess data that the students recorded in their science notebooks.

Scientific inquiry relies

upon gathering evidence

from qualitative

and quantitative observations

measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force (weight) to the nearest Newton, time to nearest second.

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measuring, millimeters, volume, grams, and temperatures of pre-selected items. Students record data in science notebooks. Teacher assesses the science notebook

23

Science Sixth Grade Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical reasoning


Process Standards

Integrated Skills


Assessment

B The students will: compare amounts/measurements.

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Scientific inquiry relies

upon gathering evidence

from qualitative

and quantitative observations

judge whether measurements and computation of quantities are reasonable.

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Process Standards

Integrated Skills


Assessment

C The students will: use quantitative and qualitative data as support for reasonable explanations (conclusions).

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use data as support for observed patterns and relationships, and to make predictions to be tested.

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Evidence is used to

formulate explanations

recognize the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions).

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Process Standards

Integrated Skills


Assessment

D The students will: evaluate the reasonableness of an explanation (conclusion).

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Scientific inquiry includes

evaluation of explanations (hypotheses,

laws, theories) in light of scientific

principles (understandings).

analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories).

1.5 1.7

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Process Standards

Integrated Skills


Assessment

E The students will:

The nature of science relies

upon communication of results and justification of explanations

communicate the procedures and results of investigations and explanations through: 1) oral presentations, 2) drawings and maps, 3) data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities), 4) graphs (bar, single line, pictograph, 5) writings

1.5 1.8 2.1 2.3 2.7

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Students use their “toy” experiment to create a presentation showing experiment, hypothesis, results, etc. Students may use data, tables, drawings, graphs, etc. in their presentation. Students will work with their partners to create and present their project.

Teacher will assess the students’ presentation.

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Science Sixth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs


Process Standards

Integrated Skills


Assessment

A The students will:

Designed objects are used to do

things better or more

easily and to do some

things that could not

other wise be done at all

explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (examples—new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers).

1.6 1.10 2.3 4.1

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Students choose a product from a given list. Students research their product and answer question to explain when, how, and why their product was invented. Students present technological improvements to the class including all information.

Teacher assesses students’ presentations—all required information included.

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Process Standards

Integrated Skills


Assessment

B The students will:

Advanced in technology often result in improved

data collection

and an increase in scientific

information

identify the link between technological development and the scientific discoveries made possible through their development (examples—Hubble telescope an stellar evolution, composition and structure of the universe, the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration; Doppler radar and weather conditions; MRI and CAT-scans and brain activity).

1.5 1.6 1.9 1.10 2.7

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Students are to choose an subject (Doppler radar, MRI, CAT-scans, etc.) to research. They should find a link between technological development and the scientific discovery of their subject. Students are to record their findings in their science notebooks.

Teacher will assess the students’ science notebooks.

29



Process Standards

Integrated Skills


Assessment

C The students will:

Technological solutions to problems often have

drawbacks as well as benefits

describe how technological solutions to problems (examples—storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (examples—design constraints, unintended consequences, risks). (Assess Locally)

3.1 3.2 3.3 2.1 2.3

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After class discussions, students choose as technological solution to a problem. Students will use the computer lab to research the benefits and/or drawbacks to the solution. In notebook students identify problem, solution, drawbacks, and benefits.

Teacher assess science notebooks

30

Science Sixth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time


Process Standards

Integrated Skills


Assessment

A Students will:

People of different gender

and ethnicity have

contributed to scientific

discoveries and the invention of technological innovations

describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (examples—George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson). (Assess Locally)

1.3 1.5 1.9

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Students work with a partner, choose a scientist, and research their contributions to science. Students will write a one-page report showing how the contributions of their scientist have contributed to technology and human activity.

Teacher will assess the final report.

B recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (examples—Darwin, Copernicus, Newton).

1.5 3.2

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Scientific

theories are developed

based on the body of

knowledge that exists at

any particular time and must be

rigorously questioned and tested for validity

recognize explanations have changed over time as a result of new evidence.

1.5 1.6 1.9

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Science Sixth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 3: Science and technology affect, and are affected by, society


Process Standards

Integrated Skills


Assessment

B The students will: describe ways in which science and society influence one another (examples—scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities through the availability of funding for research).

1.5 1.6 2.1 3.2

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Students will work in small groups to compare challenges, events, or fads in society that has inspired questions for scientific research. Students name the event and describe the questions and research the societal challenge led to.

Teacher observation

Social, political,

economic, ethical and

environmental factors

strongly influence, and are influenced

by, the direction of progress of science and technology

identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (examples—the need for alternative fuels, human travel in space, AIDS).

1.5 1.6 3.1 3.2

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Students will use computer lab, newspapers, magazines, etc, to research social, economic, and/or environment problems that are occurring in the world today. Students will choose a problem they think may be solved using science technology. Students create a report to share that includes the problem, their ideas of a solution, and any science technology that may be used in solving the problem.

Teacher assesses to see that the student has a problem that fits the criteria and a reasonable solution.

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