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Westwood Regional School District Science Department Curriculum Grade 6 Science i 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 i 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.) 1 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. 2 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. 3 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. 4 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. 5 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. 6 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. 7 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. 8 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. 9 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. 10 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. 11 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. 12 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. 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