The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Patterns Macroscopic patterns are related to the nature of microscopic and structure. (MS-PS1-2) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment PS1.A: Structure and Properties of Matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has MS-PS1-1 How are atoms and molecules related? MS-PS1-1 How can particles combine to produce a substance with different properties? MS-PS1-1 How do physical and chemical properties relate Before: Pretest-(Must be the same as the final unit test) KWL-explain what you know about states of matter Brainstorm examples of states of matter-students work in small groups to create a list of examples for the various states of matter During: KWL-add to the “before” chart with new information Atom Atomic number Atomic mass Boiling point Chemical properties Color Condensation Conductivity Density Ductility Flammability Freezing Gas Halogens Kinetic energy Liquid Malleability Matter Interactive Sites for Education Use this site for interactive/visual examples of physical and chemical changes. Scholastic Study Jams (videos) can be used to introduce or review material. Search for topics under “matter.” Glenco: Solubility You can use this site to give students a visual representation of solubility. Vital Lab
Illustration-students will create a diagram of the energy pyramid showing the different roles organisms play in an ecosystem and to show the flow of energy in an ecosystem After: Unit Test (Post-test has to be the same as the pretest) Science Pacing Guide Time Frame: December – January Sixth Grade Unit 3: Forces and Motion Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with Systems and System Models Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. (MS-PS2-2) Connections to Engineering, Technology, and Applications of Science RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. MP.2 Reason abstractly and quantitatively. 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS2-1)
multiple sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific ideas or principles to design an object, tool, process or system. Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-PS2-4) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources
arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Why do objects fall to the ground? MS-PS2-2 Why do some objects move further than others? MS-PS2-2 What direction will objects move when a force is applied? MS-PS2-2 How is the motion of an object related to the point of reference? MS-PS2-2 How are distance and speed measured? MS-PS2-2 How is an object’s motion described in terms of speed and motion? a bowling ball using only a rubber mallet. Tapping the ball with the mallet can only move the ball, and the mallet cannot be kept in constant contact with the ball. This forces the students to observe the direction of the taps necessary to start the ball moving, keep the ball moving in a given direction, and to stop the ball and bring it to rest. The students identify the mallet as a contact force. Students will define the terms balanced and unbalanced forces in their own words; they will also provide examples of each force. Students will participate in a kinesthetic lesson on balanced and unbalanced forces by playing tug-of-war with their classmates. Relate balanced forces to when the pull is equal from each team energy Pull Push Relative position Speed Unbalanced force Velocity Zero net force and friction are appropriate. A lot of links to great games and activities about forces and motion:
from home (or objects will be provided by the teacher), and they will demonstrate Newton’s three laws. Science Pacing Guide Time Frame: February – March Sixth Grade Unit 4: Earth’s Place in the Solar System Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings. Patterns Patterns can be used to identify relationships. (MS-ESS1-1) Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Systems and System Models Models can be used to represent systems and their interactions. Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3) SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS-ESS1-1),(MS-ESS1-2) MP.2 Reason abstractly and quantitatively. (MS-ESS1-3) MP.4 Model with mathematics. 6. RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7. RP.A.2 Recognize and represent proportional relationships between quantities. 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or,
Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. depending on the purpose at hand, any number in a specified set. 7. EE.B.6 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-2) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. Earth and its solar system are part of MS-ESS1-3 Where is Earth located in our solar system? MS-ESS1-3 Where are the other planets located? MS-ESS1-3 What are asteroids? MS-ESS1-3 What are dwarf Before: Students will do a pre-write explaining where Earth is located in comparison to the other planets. Students will create a visual representation of our solar system. During: Students will create a model of our solar system which includes comets and asteroids. The models Actual movement of sun and moon Apparent motion Asteroids Axis Celestial Circular Comets Constellations Dwarf planet Earth Elliptical Gravitational pull Interactive Sites for Education Use this site for interactive/visual sites on the solar system. Scholastic Study Jams (videos) can be used to introduce or review material. Search for topics under “Solar System.” Kids Astronomy
year. (MS-ESS1-1) The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. appear to cross the sky? MS-ESS1-1 How do lunar and solar eclipses form? MS-ESS1-1 Why don’t eclipses happen every month? MS-ESS1-1 What causes the tides of the ocean? MS-ESS1-1 Why do we have seasons? Why is the Earth tilted? MS-ESS1-1 How is the Earth tilted in summer? Winter? MS-ESS1-1 How long does it take for the Earth to complete one revolution around the sun? presentation, conducting a demonstration, or creating a visual representation (drawing or model). Students elaborate on the position and gravitational pull of the Earth-moon system by investigating the cause and effects of tides. They will conduct research and create models, diagrams or activities to demonstrate ocean tides. Students will create moon journals complete with illustrations of the different phases of the moon. Students will explain the difference between the apparent and the actual motion of the sun and stars across the sky by completing a writing assignment or conducting an oral presentation.
Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] from the sun, releasing it over time, and globally redistributing it through ocean currents. through the water cycle? MS-ESS2-4 What is a watershed? MS-ESS2-4 How does water flow between the different components of watersheds? MS-ESS2-6 What is the atmosphere composed of? MS-ESS2-6 How does the composition of the atmosphere change at different elevations? MS-ESS2-6 How do these changes affect the properties and temperature of the air? MS-ESS2-6 What risks and benefits does the sun have on the Earth? interpret and report to the rest of the class weather maps from the local newspaper. Students will receive blank maps and will have to represent provided weather scenarios on the map. Students will be given weather maps with specific weather scenarios. They will have to interpret and explain the map to the class or to small groups of students. Students will create a water cycle representation: 3-D model, drawing, comic strip etc. to explain the water cycle. After: Students will take a posttest on the weathering unit. They will have to determine what weather symbols
K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future. (MS-ESS2-2) Connections to Nature of Science Scientific Knowledge is Open to Revision in Light of New Evidence Science findings are frequently revised and/or reinterpreted based on new evidence. (MS-ESS2-3) information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (MS-ESS2-5) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: MS-ESS2-1 Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification ESS2.A: Earth’s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The MS-ESS2-2 What effect does plate movement have on the Earth? MS-ESS2-2 How do the plates in the Lithosphere move/shift? Before: Students will complete a KWL chart on plate tectonics During: Students will create a model of the Earth to scale which show all parts of the Earth. Climate Convecting mantle Crust Earth’s age Earth’s atmosphere Earth’s layers Earthquakes Geological Click on link for plate movement drawings to use with the class. Great activity to do individually or in pairs plotting and finding the moving plates and doing various activities with them
volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: How do they move? MS-ESS2-3 What information do fossils provide? Students will complete (or add to) KWL chart on plate tectonics. Make observations of rock layers and fossils and compare them to modern life forms to demonstrate environmental change over time. Explain that Earth material mixture in the rock layer models represent Earth deposits from erosion over long periods of time. Great pressure and heat over long periods of time eventually turn the layers to rock. Discuss how fossils found in the different layers give evidence of organisms and climate from long ago. Conduct a mock fossil dig by planting different items to represent fossils between different layers of gravel, sand, soil, etc. Have students explain how the organism lived a very long time ago and the