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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 Page 13 of 13