Download Grade 6 Science - Westwood Regional School District

Westwood Regional School District
Science Department Curriculum
Grade 6 Science
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Westwood Regional School District
Table of Contents
1. Introduction ......................................................................................................................1
2. District Mission, Vision, and Belief Statements ..............................................................3
3. Departmental Philosophy .................................................................................................4
4. Course Summary and Course/Grade-level Goals ............................................................5
5. Unit Plans .........................................................................................................................6
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Westwood Regional School District
Introduction
The most precious resource teachers have is time. Regardless of how much time a course
is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is
imperative that teachers utilize the time they have wisely in order to maximize the
potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of
instruction, and ways of measuring whether students are achieving program goals.
The Westwood Regional School District Curriculum Format
The Westwood Regional School District will be using a curriculum format that
incorporates aspects of several different curriculum development models. When
reviewing curriculum documents and the district’s curriculum format, aspects of the
“backward-design” model will be found in the way in which unit objectives, assessments,
and instructional activities are designed.
The curriculum design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum
design, development, and implementation hinges upon the integration of the following
three stages.
Stage I – Identifying Desired Results: Course goals based upon knowledge and skills
need to be woven into curriculum publications, documents, standards, and scope and
sequence materials. Course goals highlight the big ideas that students will grapple with
during the course of the unit. Unit objectives are more granular and should be reflective
of best practices, containing the following components:
 Specific performance (e.g. to write, to name, to compare and contrast, to
debate, to decide, etc.)
 Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal
entry, etc.)
 Conditions (during a cooperative learning activity, after reading the story
______________)
 Criterion or Standard (e.g. correct to the nearest mile, four out of five correct,
list three examples, state two differences, etc.)
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Westwood Regional School District
The Westwood Regional School District Curriculum Format (con’t)
Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to
ensure that students demonstrate attainment of desired results. While discrete knowledge
assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized
during an instructional unit, the overall unit assessment should be performance-based and
asks students to demonstrate that they have mastered the desired understandings. Ideally,
these culminating (summative) assessments are authentic tasks that students would likely
encounter in the real-world after they leave school. They allow students to demonstrate
all that they have learned and can do. To demonstrate their understandings students can
explain, interpret, apply, provide critical and insightful points of view, show empathy
and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e. rubrics) are provided to all students in
advance of starting work on the unit task.
Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences
are aligned with stages one and two so that the desired results are obtained based on the
identified evidence or assessment tasks. Instructional activities and strategies are
considered only once stages one and two have been clearly designed. Therefore,
congruence among all three stages can be ensured and teachers can make wise
instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves all
stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools.
These leaders demonstrate a clear purpose and direction for the curriculum within their
school or district by providing support for implementation, opportunities for revision
through sustained and consistent professional development, initiating action research
activities, and collecting and evaluating materials to ensure alignment with the desired
results. Intrinsic to the success of curriculum is to show how it aligns with the
overarching goals of the district, how the document relates to district, state, or national
standards, what a high quality educational program looks like, and what excellent
teaching and learning looks like. Within education, success of the educational program is
realized through this blend of commitment and organizational direction.
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Westwood Regional School District
MOTTO
“Excellence in Education”
MISSION STATEMENT
To provide excellence in education through rich and diverse learning opportunities,
enabling students to exercise intelligent control of their future.
VISION STATEMENT
The vision of the Westwood Regional School District, serving the diverse communities
of the Borough of Westwood and the Township of Washington, is to provide a sound and
comprehensive education. This education process will ensure that our students have the
knowledge, skills, and experiences which will enable them to make future life choices. It
is our long-term goal that each student will use this knowledge, these skills and these
experiences to reach his/her potential and thus become an actively contributing,
productive member of the global community.
BELIEF STATEMENTS
Westwood Regional School District Staff believe that:
1. Children are our community’s most valuable asset and we value each
individual child.
2. All students have the right to a safe, positive, learning environment where
diversity and individuality are respected and appreciated.
3. Each student’s individual learning styles and needs shall be addressed.
4. Students shall be empowered to be productive, organized, responsible, and
self-directed individuals.
5. Our school shall inspire pride, accomplishment, and growth in all students.
6. Physical and mental well-being contribute to student success.
7. Students shall be encouraged to become life-long learners.
8. A sound and comprehensive education produces literate individuals who are
effective problem solvers, critical thinkers, and users of technology.
9. Our school has a responsibility to instill an awareness and appreciation of the
global community and environment.
10. Education is the shared responsibility of the students, faculty, staff, Board of
Education, family, community, and government.
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Westwood Regional School District
6th Grade Science Course Summary and Goals
Students in 6th grade take a science course that gives an overview of three important
scientific topics. The class is broken into four units, each concentrating on a different
discipline. The sequence flows from the study of the very large to a study of the very
small, giving students an understanding of their relative place in the universe.
- Astronomy: This unit will focus on the planetary, galactic and stellar phenomena
occuring in the universe. This will include a discussion of the Earth's unique status,
The Moon's relationship to the Earth, an exploration of the solar system, an
explanation of stars and their formation and death, our solar systems place in the
galaxy and the universe.
- Earth Science: This unit deals with study of the planet Earth. It uses an
interdisciplinary approach, including aspects of physics, geography, mathematics,
chemistry, and biology. The lessons will include plate tectonics, the composition of
the Earth, the erosion, deposition and contents of the Earth's crust, and the age of the
Earth.
- Chemistry: This unit is a study of matter at or near the atomic scale. The lessons
will explore the properties of matter, the transformation and interactions of matter and
energy the interaction of one substance with another, such as in a chemical reaction,
where a substance or substances are transformed into another. Most importantly,
students will understand that the structure of matter at the atomic scale determines the
nature of a material.
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Westwood Regional School District
Departmental Philosophy
The pursuit of science has advanced the understanding of the natural world and given rise to the
technologies that make our lives better. The Westwood Regional School District's Science
program is designed to create an exciting learning environment that prepares students to
understand the latest advancements in science. Our department’s fundamental mission is to
advance public understanding and appreciation of science. We would like to foster scientific
habits of mind that improve our societies foundation. Our students will learn to use the scientific
method and engage in hands-on inquiry to acquire an understanding of fundamental concepts in
life, earth, physical, and environmental sciences.
Our teachers will provide current examples and be malleable in the presentation of their lessons.
The curriculum serves as a guideline to understanding modern science. Each lesson teaches
basic principals of science rather than focusing on history or classic science practice. As the
world becomes more connected, classic science subjects have begun to combine into an
uncountable number of new specialties and disciplines that fit as pieces of a puzzle to forward
human understanding. This new globalization of science is leading to an exponential increase in
the advancement of technology. Students must be prepared for this in their lives and careers.
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Westwood Regional School District
Curricular Unit Plan
GRADE 6 SCIENCE
UNIT: Observing the Sky (September – October)
Aim & Objectives:
What is Astronomy?
Performance Objectives:
Students will be able to:
 Explain what astronomers study and
their scientific method.
 Explore different methods of
learning about a planet.
 Describe light and telescopes.
 Define refraction, reflection,
wavelength, frequency, and
electromagnetic spectrum.
 Describe the requirements and goals
of space travel.
Instructional Strategies,
Activities, Labs and
Process Skills
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets, Needs in Space Lab,
Lesson outline, Think and Write
Questions. (RST.6-8.3, WHST.6-8.1b)
Process Skills
Developing Thinking Skills, Inquiry
Questions and Answers
Applicable CPI
Resources, Materials, Web
Sites:
5.2.6.C.1 Predict the path of reflected or
refracted light using reflecting and
refracting telescopes as examples.
Text: P. C16-C17
5.2.6.C.2 Describe how to prisms can
be used to demonstrate that visible light
from the Sun is made up of different
colors.
Science Library DVD “Astronomy”
Library books on astronomy,
telescopes, light, and space travel.
http://www.kidsastronomy.com/
http://hubblesite.org/
http://solarsystem.nasa.gov/index.cfm
http://spaceplace.nasa.gov/en/kids/
Modifications
www.edhelper.com Reading
Comprehension on Astronomy
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
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Westwood Regional School District
How do we know the Earth is rotating
and revolving?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Guided Notes, Interpret Illustrations
worksheets, Lesson outline, Think and
Write Questions. (RST.6-8.3,
WHST.6-8.1b)
 Describe Earth’s rotation and its
consequences.
 Explore how shadows on Earth
change with the Sun’s position.
 Define standard time zone and
International Date Line.
 Describe Earth’s revolution and the
cause of the seasons.
 Describe how the Sun is Earth’s
energy source.
Process Skills
5.4.6.A.1 Generate and analyze
evidence (through simulations) that the
Sun’s apparent motion across the sky
changes over the course of a year.
5.4.6.A.2 Construct and evaluate
models demonstrating the rotation of
Earth on its axis and the orbit of Earth
around the Sun.
Observing and Predicting, Cause and
Effect
Text: P. C20-C27
Library books on the motions of the
Earth.
http://solarsystem.nasa.gov/index.cfm
http://spaceplace.nasa.gov/en/kids/
www.edhelper.com Reading
Comprehension on Motions of Earth
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
What causes the Moon to change its
appearance?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Guided Notes, Interpret Illustrations
worksheets, Lesson outline, Moon
Motion Lab, Graphic Organizers, Think
and Write Questions. (RST.6-8.3,
WHST.6-8.2 )
 Explore and explain the phases of
the Moon.
 Describe and explain a solar eclipse
and a lunar eclipse.
 Describe what tides are.
 Describe the surface features of the
Moon.
Process Skills
Observing, Drawing Conclusions,
Inquiry Questions and Answers
5.4.8.A.1 Analyze moon-phase, eclipse,
and tidal data to construct models that
explain how the relative positions and
motions of the Sun, Earth, and Moon
cause these three phenomena.
Text: P. C32-C39
Library books on the Moon.
Science Library DVD “The Moon”
http://www.harcourtschool.com/activity
/moon_phases/
http://www.brainpop.com/science/space
/eclipse/
http://solarsystem.nasa.gov/index.cfm
http://spaceplace.nasa.gov/en/kids/
Modifications
www.edhelper.com Reading
Comprehension on Moon Motion
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
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Westwood Regional School District
What planets and objects make up the
inner solar system?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Guided Notes, Interpret Illustrations
worksheets, Lesson outline
 Define solar system and planet.
 Explore how to distinguish a planet
from a star.
 Compare and contrast the inner
planets Mercury, Venus, Earth, and
Mars.
 Explore why Earth’s atmosphere is
so special.
 Explain what an asteroid is.
Why Do Planets Seem to Move Lab
Paths in Space Lab (RST.6-8.4)
Graphic Organizers, Think and Write
Questions. (WHST.6-8.1 )
Water Cycle writing prompt (WHST.68.10)
Process Skills
Experiment, Observe, Measure,
Communicate, Define.
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
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5.4.6.A.4 Compare and contrast the
major physical characteristics
(including size and scale) of solar
system objects using evidence in the
form of data tables and photographs.
Text: P. C46-C55
5.4.6.A.3Predict what would happen to
an orbiting object if gravity were
increased, decreased, or taken away.
http://solarsystem.nasa.gov/index.cfm
Library books on Mercury, Venus,
Earth, Mars, and asteroids. (RST.6-8.1)
Science Library DVD “The Planets”
http://spaceplace.nasa.gov/en/kids/
www.edhelper.com Reading
Comprehension on The Inner Rocky
Planets
Westwood Regional School District
What planets and objects make up the
outer solar system?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Guided Notes, Interpret Illustrations
worksheets, Lesson outline, A Planet
Model Lab, Graphic Organizers, Think
and Write Questions. (RST.6-8.4,
WHST.6-8.2)
 Explore the relative distances of the
planets from the Sun.
 Compare and contrast the outer
planets Jupiter, Saturn, Mars, and
Venus.
 Explore the dwarf planets Pluto,
Eris, and Ceres.
 Explain what comets and
meteoroids are.
 Distinguish between meteoroids,
meteors, and meteorites.
 Describe the moons of Jupiter.
Planet brochure project (WHST.6-8.5)
5.4.6.A.4 Compare and contrast the
major physical characteristics
(including size and scale) of solar
system objects using evidence in the
form of data tables and photographs.
5.4.6.A.3Predict what would happen to
an orbiting object if gravity were
increased, decreased, or taken away.
Text: P. C58-C67
Library books on Jupiter, Saturn, Mars,
Venus, dwarf planets, comets,
meteoroids, meteors, and meteorites.
(RST.6-8.8)
http://solarsystem.nasa.gov/index.cfm
http://spaceplace.nasa.gov/en/kids/
www.edhelper.com Reading
Comprehension on The Outer Gas
Giant Planets (RST.6-8.9)
Process Skills
Make a Model, Use Numbers, Measure,
Interpret Data, Classify.
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
What are stars?
Performance Objectives:
Students will be able to:
 Explore the difference between real
and apparent star distance.
 Define star, constellation,
magnitude, parallax, light-year.
 Describe the properties of stars.
 Describe the stages of a star’s life
cycle.
 Define nebula, supernova, and black
hole.
 Describe the properties of the Sun.
5.4.6.A.4 Compare and contrast the
major physical characteristics
(including size and scale) of solar
system objects using evidence in the
form of data tables and photographs.
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets, Lesson outline,
How Parallax Works Lab, (RST.6-8.3)
Graphic Organizers, Think and Write
Questions. (WHST.6-8.1)
5.4.6.A.3Predict what would happen to
an orbiting object if gravity were
increased, decreased, or taken away.
Text: P. C70-C81.
Library books on stars, constellations,
supernovae, black holes, and the Sun.
http://www.enchantedlearning.com/subj
ects/astronomy/stars/lifecycle/
http://hubblesite.org/explore_astronomy
/black_holes/index.html
Process Skills
http://kids.yahoo.com/science
Observe, Use Variables, Interpret Data,
Predict.
www.edhelper.com Reading
Comprehension on The Life Cycle of
Stars.
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
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Westwood Regional School District
What is a galaxy?
Performance Objectives:
Students will be able to:
 Explore how galaxies are classified.
 Describe the Milky Way and the
other galaxies.
 Describe the evolution of the
universe and its contents.
 Describe ongoing research such as
of quasars.
 Define galaxy, Milky Way,
spectrum, expansion redshift, big
bang, background radiation, quasar.
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets, Lesson outline,
How Are Galaxies Classified Lab,
(RST.6-8.1)
5.4.6.A.4 Compare and contrast the
major physical characteristics
(including size and scale) of solar
system objects using evidence in the
form of data tables and photographs.
5.4.6.A.3Predict what would happen to
an orbiting object if gravity were
increased, decreased, or taken away.
Expanding Dots Lab, (RST.6-8.7)
Graphic Organizers, Think and Write
Questions. (WHST.6-8.1)
Process Skills
Observe, Classify, Compare
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of class notes if needed.
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Text: P. C82-C91.
Library books on galaxies and the
universe.
Westwood Regional School District
UNIT: The Restless Earth (November – December)
Aim & Objectives:
Are the continents moving?
Performance Objectives:
Students will be able to:
 Explore finding patterns in
coastlines of continents.
 Define crust and original
horizontality.
 Evaluate continental drift and seafloor spreading.
 Define magma, and mantle.
 Compare plate tectonics with other
theories of crustal motion.
 Explain how plate tectonics unifies
theories of crustal motion.
 Define subduction.
Instructional Strategies,
Activities, Labs and
Process Skills
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets,
Are the Continents Moving Lab,
(RST.6-8.9)
Think and Write Questions (WHST.68.1).
Process Skills
Experiment, Interpret Data, Infer.
Modifications:
Provide study guides, clarify
information as needed, monitor for
understanding.
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Applicable CPI
5.4.6.B.2 Examine Earth’s surface
features and identify those created on a
scale of human life or on a geologic
time scale.
5.4.6.D.1 Apply understanding of the
motion of lithospheric plates to explain
why the Pacific Rim is referred to as the
Ring of Fire.
5.4.6.C.3
Deduce the story of the tectonic
conditions and erosion forces that
created sample rocks or rock
formations.
Resources, Materials, Web
Sites:
Text: P. D4-D15.
Library books on plate tectonics.
Models.
Westwood Regional School District
What causes earthquakes?
Performance Objectives:
Students will be able to:
 Explore patterns to the location of
earthquakes.
 Describe what earthquakes are and
define fault.
 Explain what seismic waves can tell
about earthquakes.
 Define, focus, seismic waves,
epicenter, aftershocks, seismograph,
magnitude.
 Describe how to prepare for and
predict earthquakes.
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets, Lesson Outline,
Where Do Earthquakes Happen Lab
(WHST.6-8.2)
Graphic Organizers, Think and Write
Questions. (RST.6-8.1)
Mayor of the town writing prompt
(WHST.6-8.10)
Process Skills
Communicate, Interpret Data, Infer,
Predict.
Modifications:
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide specific information to assist in
plotting points on a map.
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5.4.6.B.2 Examine Earth’s surface
features and identify those created on a
scale of human life or on a geologic
time scale.
5.4.6.C.3
Deduce the story of the tectonic
conditions and erosion forces that
created sample rocks or rock
formations.
Text: P. D18-D27
Library books on earthquakes.
Fault model.
Westwood Regional School District
How do volcanoes provide Earth with
natural resources?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Guided Notes, Interpret Illustrations
worksheets, Lesson Outline,
 Explore patterns in the location of
volcanoes.
 Define vent, lava, crater, hot spot.
 Relate volcanoes and plate
tectonics.
 Compare and contrast cinder-cone
volcanoes, shield volcanoes, and
composite volcanoes.
 Describe volcanic features.
 Define geothermal energy.
Where Are Volcanoes Located Lab
(WHST.6-8.2)
Graphic Organizers, Think and Write
Questions. (RST.6-8.1)
5.4.6.B.2 Examine Earth’s surface
features and identify those created on a
scale of human life or on a geologic
time scale.
Text: P. D28-D37
Library books on volcanoes.
Volcano model. (RST.6-8.3)
5.4.6.D.1 Apply understanding of the
motion of lithospheric plates to explain
why the Pacific Rim is referred to as the
Ring of Fire.
Process Skills
Interpret Data, Form a Hypothesis
Modifications:
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide specific information to assist in
plotting points on a map.
How does Erosion and Deposition
impact our Earth?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Guided Notes, Interpret Illustrations
worksheets, Lesson Outline, Where Are
Volcanoes Located Lab, Graphic
Organizers, Think and Write Questions.
(RST.6-8.1, WHST.6-8.2)
 Explore why sediment moves
downhill
 Explain how erosion and deposition
work with gravity and wind
 Describe how running water
changes the land.
 Describe how glaciers change the
land.
5.4.6.B.3 Determine if landforms were
created by processes of erosion (e.g.,
wind, water, and/or ice) based on
evidence in pictures, video, and/or
maps.
5.4.6.B.4 Describe methods people use
to reduce soil erosion.
5.4.6.D.2 Locate areas that are being
created (deposition) and destroyed
(erosion) using maps and satellite
images.
Process Skills
Interpret Data, Form a Hypothesis
Modifications:
5.4.6.C.3
Deduce the story of the tectonic
conditions and erosion forces that
created sample rocks or rock
formations.
Provide study guides, clarify
information as needed, monitor for
understanding.
13
Text pages D56-D65
Westwood Regional School District
What are the properties of rocks?
Performance Objectives:
Students will be able to:
 Explore how to tell types of rocks
apart
 Identify ways of recognizing
minerals in rocks
 Identify examples of rocks that form
from sediments and other rocks.
 Trace pathways of change in the
rock cycle.
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets, Lesson Outline, Where Are
Volcanoes Located Lab, Graphic
Organizers, Think and Write Questions.
(RST.6-8.1, WHST.6-8.2)
Process Skills
5.4.6.C.2 Distinguish physical
properties of sedimentary, igneous, or
metamorphic rocks and explain how
one kind of rock could eventually
become a different kind of rock.
Text pages D68-D79
5.4.6.C.3 Deduce the story of the
tectonic conditions and erosion forces
that created sample rocks or rock
formations.
Interpret Data, Form a Hypothesis
Modifications:
Provide study guides, clarify
information as needed, monitor for
understanding.
Which rock is older?
Performance Objectives:
Students will be able to:
 Explore ways to determine relative
age.
 Describe what a rocks position and
fossil content can reveal.
 Describe how half-life is used to tell
absolute age.
 Compare and contrast the four
geologic eras.
Instructional Strategies, Activities,
Labs
Guided Notes, Interpret Illustrations
worksheets, Lesson Outline, Where Are
Volcanoes Located Lab, Graphic
Organizers, Think and Write Questions.
(RST.6-8.1, WHST.6-8.2)
Process Skills
Interpret Data, Form a Hypothesis
Modifications:
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide specific information to
compare and contrast the four geologic
eras.
14
5.4.6.B.1 interpret a representation of a
rock layer sequence to establish oldest
and youngest layers, geologic events,
and changing life forms.
5.4.6.B.2 Examine Earth’s surface
features and identify those created on a
scale of human life or on a geologic
time scale.
Text pages D80-D91
Westwood Regional School District
UNIT: Interactions of Matter and Energy (January – March)
Aim & Objectives:
Instructional Strategies,
Activities, Labs and
Process Skills
What are the physical properties of
matter?
Instructional Strategies, Activities,
Labs
Performance Objectives:
Students will be able to:
Explore Activity What Things Float on
Others? Quick Lab Separating
Mixtures.
 Explore how different substances
float on top of each other.
 Identify measurements and physical
properties of matter.
 Explain why some objects in water
float while others sink.
 Define matter, mass, volume,
density, physical property, physical
change, and solution.
(RST.6-8.3)
Guided notes, Interpret Illustration
worksheets, Lesson Outline, and Think
and Write questions. (WHST.6-8.1)
Applicable CPI
5.2.6.A.1 Determine the volume of
common objects using water
displacement methods.
5.2.6.A.2 Calculate the density of
objects or substance after determining
volume and mass.
5.2.6.A.3 Determine the identity of an
unknown substance using data about
intrinsic properties.
5.2.6.E.4. Predict if an object will sink
or float using evidence and reasoning.
Process Skills
Measure, Observe, Experiment,
Interpret Data, Communicate, Infer, and
Predict.
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of lab notes, including
information and diagrams, for the
Explore Activity.
15
Resources, Materials, Web
Sites:
Text: P. E4-E15
 Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action,
Third Edition, Copyright © 2007,
American Chemical Society.”
http://www.inquiryinaction.org/
 National Science Digital Library, Science
Digital Literacy Maps The Physical
Setting: Conservation of Matter
http://strandmaps.nsdl.org/?id=SMS-MAP1332
 National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
 Science Curriculum Topic Study:
Density p. 164
 Float or Sink – What Do You Think?
located at:
http://portal.acs.org/portal/PublicWebSite/ed
ucation/whatischemistry/scienceforkids/ch
aracteristicsofmaterials/density/CSTA_014
924
 How Sweet It Is! located at:
http://portal.acs.org/portal/PublicWebSi
te/education/whatischemistry/sciencefo
rkids/yourbody/nutrition/CSTA_01510
4
Westwood Regional School District
Elements and Atoms
Performance Objectives:
Students will be able to:
 Explore how to learn about
something that cannot be seen.
 Explain how changing an atom’s
composition produces different
elements.
 Compare and contrast particles and
waves.
 Define: element, atom, nucleus,
proton, neutron, electron, atomic
number, metal.
Instructional Strategies, Activities,
Labs
Activity resources pages 155-159
5.2.8.A.2 Explain that all matter is
made of atoms, and give examples of
common elements.
Text: P. E16-E27
Reading Aid Transparency E2
Visual Aid Transparencies 28 and 29
“What is Inside the Mystery Fruit?”
or “What’s Inside?”
Quick Lab “Element Lineup”
Reading in Science resources pages
235-240
(RST.6-8.7, WHST.6-8.4)
Interpret Illustrations worksheets:
“What Are Electrons, Protons, and
Neutrons?” and “How Have Ideas
About Atoms Changed?”
(RST.6-8.8, WHST.6-8.4)
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide completed graphic organizers
with copy of class notes for matter.
Group students based on learning styles
to complete “How Have Ideas About
Atoms Changed?”
16
5.2.8.A.2. Analyze and explain the
implications of the statement “all
substances are composed of elements.”
Westwood Regional School District
Chemical Changes
Performance Objectives:
Students will be able to:
 Explore what chemical changes are.
 Explain how compounds form.
 Compare and contrast chemical
changes.
 Understand that chemical changes
can release energy.
 Define: chemical change,
compound, chemical bond, chemical
formula, ion, chemical property,
molecule, exothermic, endothermic.
Instructional Strategies, Activities,
Labs
Activity resources pages 160-164
5.2.6.B.1 Compare the properties of
reactants with the properties of the
products when two or more substances
are combined and react chemically.
“How Much Does It Rust?”
5.2.8.B.1 Explain, using an
understanding of the concept of
chemical change, why the mass of
reactants and the mass of products
remain constant.
or “How Will Liquids Affect A
Penny?”
(RST.6-8.1, WHST.6-8.4)
Reading in Science resources pages
241-246
Interpret Illustrations worksheets:
“How Do Covalent Bonds Form?”
and “How Do Ionic Bonds Form?”
(RST.6-8.4, WHST.6-8.4)
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide completed copy of lab notes.
17
Text P. E30-E45
Reading Aid Transparency E3
Visual Aid Transparency 30
Westwood Regional School District
Temperature and Heat
Performance Objectives:
Students will be able to:
 Explore how temperatures change.
 Relate energy, heat, and
temperature.
 Compare and contrast how heat can
be transferred.
 Explain how insulation works.
 Define: kinetic energy, potential
energy, temperature, heat, radiation,
conduction, convection, insulation.
Instructional Strategies, Activities,
Labs
Activity resources pages 165-169
5.2.6.C.3 Relate the transfer of heat
from oceans and land masses to the
evolution to a hurricane.
Text P. E52-E63
Reading Aid Transparency E4
Visual Aid Transparency 31
“How Can You Tell Warm From
Cold?” or “Comparing Hot and
Cold” (RST.6-8.1, WHST.6-8.4)
Inquiry Skill Builder “Which Warms
Faster, Water or Sand?”
Reading in Science resources pages
253-258
Interpret Illustrations worksheets:
“What is Heat?” and “What Are
Radiation, Conduction, and
Convection?” (RST.6-8.2, WHST.68.4)
Graphic Organizer “Heat Energy”
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide copy of completed graphic
organizer.
18
Westwood Regional School District
How Heat Affects Matter
Performance Objectives:
Students will be able to:
 Explore how heat can change matter
physically.
 Relate temperature with expansion
of matter.
 Relate heat to change of state.
 Explain how heating systems,
refrigerators, and engines work.
 Define: thermal expansion, pressure,
melting, vaporization, condensation,
freezing, boiling, evaporation.
Instructional Strategies, Activities,
Labs
Activity resources pages 170-174
5.2.6.A.3 To determine the identity of
an unknown substance using data about
intrinsic properties.
Text P. E66-E77
Reading Aid Transparency E5
Visual Aid Transparency 32
“What Can Heat Do To Matter?” or
“Heating Air” (RST.6-8.1, WHST.68.4)
Quick Lab “Color Swirl”
Reading in Science resources pages
259-264
Interpret Illustrations worksheets:
“What Causes Changes of State?”
and “How Can Gases Drive a Car?”
(RST.6-8.2, WHST.6-8.4)
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
19
Westwood Regional School District
Sources of Energy
Performance Objectives:
Students will be able to:
 Explore how sunlight can heat
matter.
 Explain how the Sun’s energy can
be used to generate electricity.
 Compare and contrast alternative
forms of energy.
 Trace the path of electricity from
power station to home.
 Define: Solar cell, biomass
conversion, nuclear fission, chain
reaction, nuclear fusion,
hydroelectricity.
Instructional Strategies, Activities,
Labs
Activity resources pages 175-179
“How Can Energy from the sun Be
Used?” or “Capturing Solar Energy”
or “how Well Do Batteries Provide
Energy?”
Quick Lab “A Chain Reaction”
(WHST.6-8.2)
Reading in Science resources pages
265-270
Interpret Illustrations worksheets:
“How Can the Sun’s Energy Be
Used?” and “What is Nuclear
Fission?”
(RST.6-8.4, WHST.6-8.4)
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
20
Text P. E78-E91
Reading Aid Transparency E6
Westwood Regional School District
UNIT: Electricity (April – May)
Aim & Objectives:
Static Electricity
Performance Objectives:
Students will be able to:
 Define electricity, static electricity,
induced charge, conductor,
insulator, and grounding.
 Describe the causes and effects of
static electricity.
 Distinguish between materials
through which discharges will and
will not travel.
 Define: electricity, static electricity,
induced charge, conductor,
insulator, grounding.
Instructional Strategies,
Activities, Labs and
Process Skills
Instructional Strategies, Activities,
Labs
Activity resources pages 180-184
“What Happens to Charged Objects
That Are Brought Together?” or
“Creating a Charge” (RST.6-8.1)
Quick Lab “Static Charge” (WHST.68.2)
Reading in Science resources pages
277-282
Interpret Illustrations worksheets:
“What is Induced Charge?”
and “How is Lightning Produced?”
Graphic Organizer “Electricity and
Magnetism”
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide direct instruction to specified
lab groups.
21
Applicable CPI
5.2.4.E.3 Investigate and categorize
materials based on their interaction with
magnets.
Resources, Materials, Web
Sites:
Text P. E96-E105
Reading Aid Transparency E57
Westwood Regional School District
Circuits
Performance Objectives:
Students will be able to:
 To explore the effects of different
electrical pathways on the
brightness of a bulb.
 Describe the parts needed to make a
circuit.
 Compare series and parallel circuits,
and open and closed circuits.
 Define: circuit, current, resistor,
short circuit, series circuit, parallel
circuit, open circuit, closed circuit,
switch.
Instructional Strategies, Activities,
Labs
Activity resources pages 185-189
“How Does an Electrical Path Affect
the Brightness of a Light?” or
“Bulb Behavior”
Quick Lab “Parallel Circuits”
(WHST.6-8.2)
Reading in Science resources pages
283-288
Interpret Illustrations worksheets:
“What is a circuit?”
and “Resistors.” (RST.6-8.4,
WHST.6-8.4)
Process Skills
Predict, Experiment, Communicate,
Hypothesize.
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide direct instruction to specified
lab groups.
22
5.2.6.D.1 To use simple circuits
involving batteries and motors to
compare and predict the current flow
with different circuit arrangements.
Text P. E106-E113
Reading Aid Transparency E8
Westwood Regional School District
Electromagnets
Performance Objectives:
Students will be able to:
 Explore how to vary the strength of
an electromagnet.
 Describe the magnetic effects of
current in a wire.
 Identify ways electromagnets can
transform energy.
 Define: magnet, pole,
electromagnet, magnetic field.
Instructional Strategies, Activities,
Labs
Activity resources pages 190-194
“How Can You Make an
Electromagnet Stronger?” or
“Magnetic Attractions”
(RST.6-8.1)
Quick Lab “Electric Motor” (WHST.68.2)
Reading in Science resources pages
289-294
Interpret Illustrations worksheets:
“What is A Magnet?”
and “Earth’s Magnetic Field”
(RST.6-8.4, WHST.6-8.4)
Process Skills
Comparing, Formulating Questions,
Observing, Predicting, Analyzing,
Identifying Relationships
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide direct instruction to specified
lab groups.
23
5.2.6.D.1 Use simple circuits involving
batteries and motors to compare and
predict the current flow with different
circuit arrangements.
Text P. E116-E125
Reading Aid Transparency E9
Westwood Regional School District
Using Electricity
Performance Objectives:
Students will be able to:
 Explore how to produce a current
 Distinguish between sources of
electric current
 Describe household uses of
electricity
 Define: wet cell, direct current, dry
cell, generator, alternating current,
transformer, thermal pollution
Instructional Strategies, Activities,
Labs
Activity resources pages 195-199
“How Can an Electric Current Be
Produced?” or
“Creating a Charge” (RST.6-8.1)
Inquiry Skill Builder: “How Do
Transformers Change Volts?”
Reading in Science resources pages
295-300
Interpret Illustrations worksheets:
“What is Induced Charge?”
and “How Is Lightning Produced?”
(RST.6-8.4, WHST.6-8.4)
Process Skills
Infer, predict, experiment, measure,
interpret data
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide a model to assist in completing
a pie chart.
24
Text P. E126-E139
Reading Aid Transparency E10
Westwood Regional School District
UNIT: Motion, Work, and Machines (May – June)
Aim & Objectives:
How are position and motion related?
Performance Objectives:
Students will be able to:
 Explore how to measure motion.
 Define position, motion, distance,
speed, average speed, velocity, and
acceleration.
 Describe position by using frames
of reference.
 Distinguish between speed and
velocity.
 Give examples of acceleration.
Instructional Strategies,
Activities, Labs and
Process Skills
Instructional Strategies, Activities,
Labs
Explore Activity p.F5 How Can You
Tell Who Moves Faster?, (RST.6-8.8)
Inquiry Skill Builder p.F11 How Can
You Find Speed?, Quick Lab p.F13
Acceleration, (WHST.6-8.4)
Guided notes, Chapter Graphic
Organizer, Interpret Illustrations How
are Position and Motion Related? and
How Do You Find Speed?, Lesson
Outline
Process Skills
Measure, Predict, Use Numbers,
Interpret Data, Experiment
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide formulas for calculating
variables.
25
Applicable CPI
5.2.6.E.1 Model and explain how the
description of an object’s motion from
one observer’s view may be different
from a different observer’s view.
5.2.6.E.3 Demonstrate and explain the
frictional force acting on an object with
the use of a physical model.
Resources, Materials, Web
Sites:
Text: P.F4-F15
Westwood Regional School District
How do forces affect objects?
Performance Objectives:
Students will be able to:
 Explore the effects of forces on a
moving object.
 Define force, friction, drag force,
gravity, net force, balanced forces,
unbalanced forces, inertia.
 Identify forces that are being
exerted.
 Describe the combined effects of
many forces on an object.
 Give examples of inertia.
Instructional Strategies, Activities,
Labs
Explore Activity p.F17 Why Do Moving
Objects Stop, Quick Lab p.F28
Investigating Inertia, Guided Notes,
Interpret Illustrations What Are
Balanced Forces?, Lesson Outline.
(RST.6-8.8, WHST.6-8.4)
Process Skills
Measure, Observe, Interpret Data,
Predict
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide formulas for calculating
variables.
26
5.2.6.E.3 Demonstrate and explain the
frictional force acting on an object with
the use of a physical model.
Text: P. F16-F29
Westwood Regional School District
What is acceleration and momentum?
Performance Objectives:
Students will be able to:
 Explore what it takes to accelerate
an object.
 Define momentum.
 Explain how the variables in the
second law of motion are related.
 Understand the third law of motion
and momentum.
 Explain what happens to mass and
weight in space.
Instructional Strategies, Activities,
Labs
Explore Activity p.F33 What Affects
Acceleration, Quick Lab p.F41 Free
Fall, Guided Notes, (RST.6-8.1,
WHST.6-8.2)
Interpret Illustrations What is the
Second Law of Motion, What is the
Third Law of Motion, Lesson Outline.
(RST.6-8.4, WHST.6-8.4)
Process Skills
Measure, Predict, Infer, Observe
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide formulas for calculating
variables.
27
5.2.6.E.1 Model and explain how the
description of an object’s motion from
one observer’s view may be different
from a different observer’s view.
5.2.6.E.3 Demonstrate and explain the
frictional force acting on an object with
the use of a physical model.
Text: P. F32-F43
Westwood Regional School District
Energy and Work
Performance Objectives:
Students will be able to:
 Explore how height and speed are
related
 Distinguish between potential and
kinetic energy
 Give examples of transformation of
energy
 Explain what work is
 Define: potential energy,
gravitational potential energy,
kinetic energy, work
Instructional Strategies, Activities,
Labs
Activity resources pages 217-221
“How Are Height and Speed
Related?” or
5.2.6.E.1
Model and explain how the description
of an object’s motion from one
observer’s view may be different from a
different observer’s view.
5.2.6.E.3
Demonstrate and explain the frictional
force acting on an object with the use of
a physical model.
“Design A Roller Coaster”
(WHST.6-8.2)
Quick Lab “A Swinging Pendulum”
Reading in Science resources pages
333-338 (RST.6-8.1)
Interpret Illustrations worksheets:
(RST.6-8.4)
“What Are Some Forms of Energy?”
and “How Do Batteries Work?”
Graphic Organizer “Work and
Machines”
Process Skills
Communicate, interpret data, use
variables, observe, infer
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
Provide formulas for calculating
variables.
28
Text P. F50-F61
Reading Aid Transparency F4
Westwood Regional School District
How Levers Work
Performance Objectives:
Students will be able to:
 Explore the effect of applying force
at different points on a lever
 Explain how levers are simple
machines
 Calculate mechanical advantage to
describe simple machines
 Explain how pulleys and wheel and
axles are machines
 Define: simple machine, effort
force, resistance force, lever,
fulcrum, mechanical advantage,
pulley, wheel and axle
Instructional Strategies, Activities,
Labs
Activity resources pages 222-228
“How Do Machines Affect Force?”
or “Make a Balance” (WHST.6-8.1)
Inquiry Skill Builder: “What are Double
Levers?”
Quick Lab: “Pulleys” (WHST.6-8.2)
Reading in Science resources pages
339-344 (RST.6-8.1)
Interpret Illustrations worksheets:
(RST.6-8.4)
“What Are Simple Machines?”
and “How Do Levers Multiply
Effort?”
Process Skills
Predict, experiment, use numbers,
define terms, observe, interpret data
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
29
5.2.6.E.1
Model and explain how the description
of an object’s motion from one
observer’s view may be different from a
different observer’s view.
5.2.6.E.3
Demonstrate and explain the frictional
force acting on an object with the use of
a physical model.
Text P. F64-F77
Reading Aid Transparency F5
Visual Aid Transparency 34, 35, 36
Westwood Regional School District
How Inclined Planes Work
Performance Objectives:
Students will be able to:
 Explore how ramps can affect the
force needed to move an object.
 Explain how inclined planes are
machines
 Identify screws and wedges as kinds
of inclined planes
 Understand what efficiency means
 Define: inclined plane, screw,
wedge, compound machine,
efficiency
Instructional Strategies, Activities,
Labs
Activity resources pages 229-233
“How Is a Ramp a Machine?” or
“Ramps and Slopes” (WHST.6-8.1)
Quick Lab “Modeling Screws”
(WHST.6-8.2)
Reading in Science resources pages
345-350 (RST.6-8.1)
Interpret Illustrations worksheets:
(RST.6-8.4)
“What Is a Ramp’s Mechanical
Advantage?” and “How Does a
Screw Work?” (WHST.6-8.4)
Process Skills
Measure, predict, experiment, interpret
data, make a model
Modifications
Provide study guides, clarify
information as needed, monitor for
understanding.
30
5.2.6.E.1
Model and explain how the description
of an object’s motion from one
observer’s view may be different from a
different observer’s view.
5.2.6.E.3
Demonstrate and explain the frictional
force acting on an object with the use of
a physical model.
Text P. F78-F91
Reading Aid Transparency F6