Download ATA Curriculum Map

Academy of Westland Science Curriculum Map
Course: 6th Grade Science
Timeline
Essential Questions
1. How are energy, work, and
power related?
Week 1 4
2. What are the two basic kinds
of energy?
3. How are different forms of
energy related?
4. What is a common energy
transformation?
5. What is the law of
conservation of energy?
BenchmarkAligned
Terminology
~ energy
~ kinetic energy
~ potential energy
~ gravitational
potential energy
~ elastic potential
energy
~ energy
transformation
~ law of
conservation of
energy
~ matter
Unit Benchmarks
Assessments
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
P.EN.06.11 Identify kinetic
or potential energy in
everyday situations (for
example: stretched rubber
band, objects in motion, ball
on a hill, food energy).
P.EN.06.12 Demonstrate the
transformation between
potential and kinetic energy
in simple mechanical systems
(for example: roller coasters,
List of Essential Questions to
Guide Scientific Inquiry
Suggested
Resources,
Activities, Strategies
Text: Prentice Hall
“Physical Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Cross-Curriculum
Integration:
Evidence Based Portfolio
Concept Mapping
Unit Project Rubric
Labs: How High
Does A Ball
Bounce? What
Would Make A
Card Jump?
http://sciencespot.n
et/Pages/classphysl
sn.html
http://www.teachnology.com/teacher
s/lesson_plans/scie
nce/
http://www.lessonpl
anspage.com/Scien
ceJH.htm
http://www.iit.edu/
Page 1 of 13
pendulums).
~smile/physinde.ht
ml
http://school.discov
eryeducation.com/l
essonplans/912.html
Week 5 &
6
1. How can you determine an
object’s mechanical energy?
2. What are some forms of
energy associated with the
particles that make up objects?
~ mechanical energy
~ thermal energy
~ electrical energy
~ chemical energy
~ nuclear energy
~ electromagnetic
energy
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
P.EN.06.41 Explain how
different forms of energy can
be transferred from one place
to another by radiation,
conduction, or convection.
P.EN.06.42 Illustrate how
energy can be transferred
while no energy is lost or
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Physical Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Evidence Based Portfolio
Concept Mapping
Cross-Curriculum
Integration:
Labs: Can You Feel
The Power?
Unit Project Rubric
http://www.dmoz.o
rg/Science/Physics/
Education/Lesson_
Plans/
http://www.cln.org/
subjects/physics_in
st.html
Page 2 of 13
gained in the transfer.
Week 7 &
8
1. What are the characteristics of
a solid?
2. What are the characteristics of
a liquid?
3. What are the characteristics of
a gas?
4. What happens to a substance
during changes between liquid
and gas?
5. What happens to a substance
during changes between solid
and gas?
6. What happens to a substance
during changes between solid
and liquid
~ solid
~ liquid
~ gas
~ crystalline solid
~ amorphous solid
~ fluid
~ surface tension
~ viscosity
~ melting
~ freezing
~ melting point
~vaporization
~ evaporation
~ boiling
~ boiling point
~ condensation
~ sublimation
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
P.CM.06.11 Describe and
illustrate changes in state, in
terms of the arrangement
and relative motion of the
atoms or molecules.
P.CM.06.12 Explain how
mass is conserved as it
changes from state to state
in a closed system.
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Physical Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Cross-Curriculum
Integration:
Evidence Based Portfolio
Concept Mapping
Unit Project Rubric
Labs: What Are
Solids, Liquids,
And Gases? What
Happens When
You Breathe On A
Mirror?
http://www.ncsu.ed
u/imse/4/lessons.ht
m
http://www.physics.
rutgers.edu/hex_old
/visit/lesson/lesson_
index.html
http://www.coled.org/cur/science.h
tml
http://www.teachert
ube.com/search_res
ult.php?search_id=
Altman
Page 3 of 13
http://www.dmoz.o
rg/Science/Physics/
Education/Personal
_and_Class_Pages/
Week 9 &
10
1. What energy roles do
organisms play in an ecosystem?
2. How does energy move
through an ecosystem?
3. How much energy is
available at each level of an
energy pyramid?
~ producer
~ consumer
~ herbivore
~ carnivore
~ omnivore
~ scavenger
~ decomposer
~ food chain
~ food web
~ energy pyramid
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
L.OL.06.51 Classify
organisms (producers,
consumers, and
decomposers) based on their
source of energy for growth
and development.
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Life Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Cross-Curriculum
Integration:
Evidence Based Portfolio
Concept Mapping
Labs: What’s In
The Scence?
Unit Project Rubric
http://www.lessonpl
ansinc.com/biology_
lesson_plans.php
http://www.accessex
cellence.org/AE/
http://www.teachnology.com/workshe
ets/science/bio/
Page 4 of 13
L.OL.06.52 Distinguish
between the ways in which
consumers and decomposers
obtain energy.
http://serendip.bryn
mawr.edu/sci_edu/w
aldron/
http://departments.o
xy.edu/tops/topsbiology/biologylabs.
htm
Week 11 13
1. What needs are met by an
organism’s environment?
2. What are the two parts of an
organism’s habitat with which it
interacts?
3. What are the levels of
organization within an
ecosystem?
4. How do an organism’s
adaptations help it to survive?
5. What are the major ways in
which organisms in an
ecosystem interact?
6. What are the three types of
symbiotic relationships?
~ organism
~ habitat
~ biotic factor
~ abiotic factor
~ photosynthesis
~ species
~ population
~ community
~ ecosystem
~ ecology
~ natural selection
~ adaptation
~ niche
~ competition
~ predation
~ predator
~ prey
~ symbiosis
~ mutualism
~ commensalism
~ parasitism
~ parasite
~ host
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
L.EC.06.11 List examples of
populations, communities,
and ecosystems including the
Great Lakes region.
L.EC.06.21 Describe
common patterns of
relationships between and
among populations
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Life Science”
Rubric for grading lab
assignments
Labs: Can You Hide
A Butterfly? What
Happened Here?
Science Writing Journal
Evidence Based Portfolio
http://biology.clems
on.edu/biolab/home.
html
Concept Mapping
Unit Project Rubric
http://www.sciencec
ourseware.org/BLO
L/
http://sciencespot.ne
t/Pages/classbiolsn.h
tml
http://educ.queensu.
ca/~science/bio.htm
Page 5 of 13
(competition, parasitism,
symbiosis, predator/prey).
1. How do ecologists determine
the size of a population?
Week 14
& 15
2. What causes populations to
change in size?
3. What factors limit population
growth?
Week 16
& 17
1. What causes populations to
change in size?
~ estimate
~ birth rate
~ death rate
~ immigration
~ emigration
~ population density
~ limiting factor
~ carrying capacity
~ population density
~ limiting factor
~ carrying capacity
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
L.EC.06.22 Explain how two
populations of organisms can
be mutually benefificial and
how that can lead to
interdependency.
L.EC.06.23 Predict how
changes in one population
might affect other
populations based upon their
relationships in the food web.
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Life Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Cross-Curriculum
Integration:
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
List of Essential Questions to
Guide Scientific Inquiry
Evidence Based Portfolio
Labs: What’s The
Population Of
Beans In A Jar?
Concept Mapping
Unit Project Rubric
http://www.teachnology.com/workshe
ets/science/bio/
Text: Prentice Hall
“Life Science”
Page 6 of 13
2. What factors limit population
growth?
3. What are the major ways in
which organisms in an
ecosystem interact?
Week 18 20
1. What are the general
categories of environmental
issues?
2. How do decision makers
balance different needs and
concerns?
3. How can forests be managed
as renewable resources?
4. How can fisheries be
~ organism
~ habitat
~ biotic factor
~ abiotic factor
~ natural resource
~ renewable
resource
~ nonrenewable
resource
~ pollution
~ environmental
science
~ clear-cutting
~ selective cutting
~ sustainable yield
~ fishery
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
L.EC.06.31 Identify the
living (biotic) and nonliving
(abiotic) components of an
ecosystem. L.EC.06.32
Identify the factors in an
ecosystem that inflfluence
changes in population size.
Rubric for grading lab
assignments
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Life Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Link to Careers,
Technology, or
Society:
Cross-Curriculum
Integration:
Evidence Based Portfolio
http://www.theteach
ersguide.com/Biolog
ylessons.html
Concept Mapping
Unit Project Rubric
http://homeschoolin
g.gomilpitas.com/ex
plore/biologyclass.ht
m
http://www.ncsu.edu
/imse/4/lessons.htm
http://www.troy.k12.
ny.us/thsbiology/lab
s_online/labs_index.
html
Science Writing Journal
Evidence Based Portfolio
Cross-Curriculum
Integration:
Labs: How Do
Page 7 of 13
managed for a sustainable yield?
5. In what ways is biodiversity
valuable?
6. What factors affect an area’s
biodiversity?
7. Which human activities
threaten biodiversity?
8. How can biodiversity be
protected?
Week 21 24
1. How do weathering and
erosion affect Earth’s surface?
2. What are the causes of
mechanical weathering and
chemical weathering?
3. What determines how fast
weathering occurs?
4. What is soil made of and how
does it form?
5. How do scientists classify
~ aquaculture
~ biodiversity
~ keystone species
~ extinction
~ endangered
species
~ threatened species
~ habitat destruction
~ habitat
fragmentation
~ poaching
~ captive breeding
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
L.EC.06.41 Describe how
human beings are part of the
ecosystem of the Earth and
that human activity can
purposefully, or accidentally,
alter the balance in
ecosystems.
L.EC.06.42 Predict possible
consequences of
overpopulation of organisms,
including humans, (for
example: species extinction,
resource depletion, climate
change, pollution).
Concept Mapping
~ weathering
~ erosion
~ uniformitarianism
~ mechanical
weathering
~ chemical
weathering
~ abrasion
~ ice wedging
~ oxidation
~ permeable
~ soil
~ bedrock
~ humus
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Earth Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Cross-Curriculum
Integration:
Unit Project Rubric
You Decide?
What Happened
To The Tuna?
How Much
Variety Is There?
http://biology.clems
on.edu/biolab/home.
html
Evidence Based Portfolio
Labs: How Fast
Can It Fizz? What
is Soil? Rock
Unit Project Rubric
Page 8 of 13
Concept Mapping
soils?
6. What is the role of plants and
animals in soil formation?
Week 25 28
1. What characteristics do
geologists use to identify rocks?
2. What are the three main
groups of rocks?
3. How are igneous rocks used?
4. How do sedimentary rocks
form?
~ fertility
~ loam
~ soil horizon
~ topsoil
~ subsoil
~ litter
~ decomposer
~ rock-forming
mineral
~ granite
~ basalt
~ grains
~ texture
~ igneous rock
~ metamorphic rock
~ sedimentary rock
~ extrusive rock
~ intrusive rock
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
E.SE.06.11 Explain how
physical and chemical
weathering lead to erosion
and the formation of soils and
sediments.
E.SE.06.12 Explain how
waves, wind, water, and
glacier movement, shape and
reshape the land surface of
the Earth by eroding rock in
some areas and depositing
sediments in other areas.
E.SE.06.13 Describe how soil
is a mixture, made up of
weather eroded rock and
decomposed organic
material.
E.SE.06.14 Compare
different soil samples based
on particle size and texture.
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
Shake. Comparing
Soil
http://sciencespot.
net/Pages/classeart
hlsn.html
http://www.coled.org/cur/science.
html
http://www.cloudn
et.com/~edrbsass/e
dsci.htm
http://school.disco
veryeducation.com
/lessonplans/912.html
List of Essential Questions to
Guide Scientific Inquiry
Rubric for grading lab
assignments
Science Writing Journal
Evidence Based Portfolio
Text: Prentice Hall
“Earth Science”
Link to Careers,
Technology, or
Society:
Cross-Curriculum
Integration:
Page 9 of 13
5. Under what conditions do
metamorphic rock form?
6. What is the rock cycle?
~ silica
~ sediment
~ erosion
~ deposition
~ compaction
~ cementation
~ classic rock
~ organic rock
~ chemical rock
~ foliated
~ rock cycle
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
E.SE.06.41 Compare and
contrast the formation of rock
types (igneous, metamorphic,
and sedimentary) and
demonstrate the similarities
and differences using the
rock cycle model.
Concept Mapping
Unit Project Rubric
Labs: How Do
Rocks Compare?
How Do Igneous
Rocks Form?
How Does
Pressure Affect
Particles Of Rock?
How Does A Rock
React To Acid?
How Do Grain
Patterns Compare?
Which Rock Came
First? Testing
Rock Flooring.
http://www.lesson
planspage.com/Sci
enceJH.htm
http://www.teachnology.com/teache
rs/lesson_plans/sci
ence/earth_science
s/
http://geology.com
/teacher/
http://interactive2.
usgs.gov/learning
web/teachers/lesso
n_plans.htm
http://www.beloit.
edu/~SEPM/activit
y-age.html
Page 10 of 13
Week 29 34
1. What is the process of seafloor spreading?
~ mid-ocean ridges
~ sonar
~ sea-floor
2. What is the evidence for sea- spreading
floor spreading?
~ deep-ocean
trenches
3. What happens at deep-ocean
~ subduction
trenches?
~ plate techtonics
4. What is the theory of plate
~ plate
techtonics?
~ fault
~ divergent
5. What are the types of plate
boundary
boundaries?
~ rift valley
~ convergent
6. How does stress in the crust
boundary
change Earth’s surface?
~ transform
boundary
7. Were are faults usually found, ~ stress
and why do they form?
~ tension
~ compression
8. What land features result
~ shearing
from the forces of plate
~ normal fault
movement?
~ hanging wall
~ footwall
9. Where are most of Earth’s
~ reverse fault
volcanoes found?
~ strike-slip fault
~ anticline
10. How do hot spot volcanoes
~ syncline
form?
~ plateau
~ volcano
6. How have geologists learned ~ magma
about Earth’s interior structure?
~ lava
~ Ring of Fire
7. What are the characteristics
~ island arc
of Earth’s crust, mantle, and
~ hot spot
core?
~ seismic wave
~ pressure
8. How is heat transferred?
~ crust
~ basalt
9. What causes convection
~ granite
currents?
~ mantle
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
decision-making and the
application of science
throughout history and
within society.
E.SE.06.51 Explain plate
tectonic movement and how
the lithospheric plates move
centimeters each year.
E.SE.06.52 Demonstrate
how major geological events
(earthquakes, volcanic
eruptions, mountain building)
result from these plate
motions.
E.SE.06.53 Describe layers
of the Earth as a lithosphere
(crust and upper mantle),
convecting mantle, and dense
metallic core.
E.SE.06.61 Describe the
Earth as a magnet and
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Earth Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Evidence Based Portfolio
Concept Mapping
Unit Project Rubric
Cross-Curriculum
Integration:
Labs: What Is The
Effect Of A
Change In
Density?
Modeling SeaFloor Spreading.
How Well Do The
Continents Fit
Together?
Modeling Mantle
Convection
Currents. How Do
Scientists Find Out
What’s Inside
Earth? How Can
Heat Cause
Motion In A
Liquid? Where
Are Volcanoes
Found On Earth’s
Surface? Mapping
Earthquakes and
Vocanoes.
http://www.mii.org
/teachercom.html
Page 11 of 13
10. What causes convection
currents in Earth’s mantle?
~ lithosphere
~ anthenosphere
~ outer core
~ inner core
~ radiation
~ conduction
~ convection
~ density
~ convection current
compare the magnetic
properties of the Earth to
that of a natural or manmade magnet.
E.SE.06.62 Explain how a
compass works using the
magnetic fifield of the Earth,
and how a compass is used
for navigation on land and
sea.
http://cse.ssl.berkel
ey.edu/lessons/less
ons_teacherdevelo
ped.html
http://sciencespot.
net/Pages/classeart
h.html
http://weather.abo
ut.com/od/lessonpl
anshighschool/Sec
ondary_School_W
eather_Science_Le
sson_Plans_for_Te
achers.htm
1. How do fossils form?
Week 34 38
2. What are the different kinds
of fossils?
3. What does the fossil record
tell about organisms and
environments of the past?
4. What is the law of
superposition?
5. How do geologists determine
relative age of rocks?
6. How are index fossils useful
to geologists?
7. What happens during
radioactive decay?
~ fossil
~ sedimentary rock
~ mold
~ cast
~ petrified fossil
~ carbon film
~ trace fossil
~ paleontologist
~ evolution
~ extinct
~ relative age
~ absolute age
~ law of
superposition
~ extrusion
~ intrusion
~ fault
~ unconformity
~ index fossil
~ atom
S.IP.M.1 Inquiry involves
generating questions,
conducting investigations,
and developing solutions
to problems through
reasoning and
observation.
S.IA.M.1 Inquiry includes
an analysis and
presentation of findings
that lead to future
questions, research, and
investigations.
S.RS.M.1 Reflecting on
knowledge is the
application of scientific
knowledge to new and
different situations.
Reflecting on knowledge
requires careful analysis
of evidence that guides
List of Essential Questions to
Guide Scientific Inquiry
Text: Prentice Hall
“Earth Science”
Rubric for grading lab
assignments
Link to Careers,
Technology, or
Society:
Science Writing Journal
Cross-Curriculum
Integration:
Evidence Based Portfolio
Labs: What’s In A
Rock? Which
Layer Is The
Unit Project Rubric
Oldest? Finding
Clues To Rock
Layers. How
Long Till Its
Gone? This Is
Your Life!
Page 12 of 13
Concept Mapping
8. What can be learned from
radioactive dating?
~ element
~ radioactive decay
~ half-life
decision-making and the
application of science
throughout history and
within society.
E.ST.06.31 Explain how
rocks and fossils are used to
understand the age and
geological history of the earth
(timelines and relative
dating, rock layers).
E.ST.06.41 Explain how
Earth processes (erosion,
mountain building, and
glacier movement) are used
for the measurement of
geologic time through
observing rock layers.
E.ST.06.42 Describe how
fossils provide important
evidence of how life and
environmental conditions
have changed.
http://www.mcrel.
org/lessonplans/science/scien
celessons.asp
http://www.eastern
ct.edu/depts/edu/le
ssons/earthscience.
html
http://www.mg.mt
u.edu/nsfesit.html
http://www.scienc
ecentral.com/site/5
07611
http://www.physic
s.rutgers.edu/hex_
old/visit/lesson/les
son_index.html
http://www.ceismc
.gatech.edu/busyt/a
stro_l.shtml
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