Download Science Curriculum Planning and Resource Package

SCIENCE CURRICULUM
PLANNING AND RESOURCE
PACKAGE
Barb, Randee, Alissa and Amanda
Time Frame
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Grade Six; Our Solar System
Time: 8-10 weeks, 150 minutes a week
Content
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Earth and space science brings local, global, and universal
perspectives to student knowledge. Earth, our home planet, exhibits
form, structure, and patterns of change as do our surrounding solar
system and the physical universe beyond.
Students will be expected to research and represent the physical
characteristics of the major components of the solar system, including
the sun, planets, moons, asteroids, and comets.
In addition, students will assess how effective various methods of
representing and interpreting astronomical phenomena, including
phases, eclipses, and seasons.
Finally, students will evaluate past, current, and possible future
contributions of space exploration programs, including space probes
and human spaceflight, which support living and working in the inner
solar system.
Scope and Sequence
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Following the order of the outcomes, this being the same order of
the “Pearson Saskatchewan Science 6” text book, we suggest
spending two to three weeks on each outcome.
This would follow the order of:
Outcome SS6.1 - Research and represent the physical characteristics
of the major components of the solar system, including the sun,
planets, moons, asteroids, and comets.
Outcome SS6.2- Assess the efficacy of various methods of
representing and interpreting astronomical phenomena, including
phases, eclipses, and seasons.
Outcome SS6.3 - Evaluate past, current, and possible future
contributions of space exploration programs including space probes
and human spaceflight, which support living and working in the inner
solar system.
Extension Opportunities
The following are resources students can use as extension opportunities to
further their understanding of the outcomes in the solar system unit.
Resources for Extension Opportunities
 Websites
 Books
Videos
 http://videos.howstuffworks.com/science/space-exploration-videos.htm 1
 http://www.nasa.gov/multimedia/videogallery/index.html 2
 http://www.youtube.com/results?search_query=space+exploration&search_ty
pe=&aq=f 3
Engagement Resources for Extension Opportunities
 Moon Clock 4
 Brain Pop 5
 Astro Bingo 6
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Extension Opportunities
Engagement Activities
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Outcome 1 - Research and represent the physical characteristics of the major components of the solar system, including the sun,
planets, moons, asteroids, and comets.
Indicator e. Use star charts and astronomy guides to investigate the night sky, including constellations, and record observations using
notes in point form, data tables, simple diagrams, and/or charts.
Indicator f. Describe objects in the heavens, as indicated through First Nations and Métis art and stories or by Elders or traditional
knowledge keepers.
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Star wheel 7
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Galaxy sort 8
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Star Lab Observations 9
Outcome 2 – Assess the efficacy of various methods of representing and interpreting astronomical phenomena, including phases,
eclipses, and seasons.
E. Demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s 23.5° tilt and revolution around the sun causes the
yearly cycle of seasons.
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A Reason for the Season 10
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The Sun and the Earth
11
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H. Model the relative positions of the sun, Earth, and moon to demonstrate moon phases and lunar and solar eclipses.
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I. Propose questions related to astronomical phenomena to investigate using models and simulations, such as “Do other planets exhibit
phases?”, “How would seasons on Earth differ if Earth were not tilted?”, “How would patterns of eclipses change if the sun, Earth, or moon
were different diameters or positioned at different locations?”.
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Moon Phases and Eclipses 12
Cross Curricula Opportunities
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Arts Ed/Science
Arts Ed - CP6.11 Investigate and use various visual art forms,
images, and art making processes to express ideas about identity.
(d) Identify and create visual patterns.
Science - SS6.1 Research and represent the physical characteristics
of the major components of the solar system, including the sun,
planets, moons, asteroids and comets. (c) Construct a timeline of
Canadian and world wide research efforts related to understand
the major components of the solar system.
Assessment of: Students will create a timeline that illustrates their
understanding of Canadian and national research efforts related to
the understanding of the major components of the solar system. The
timeline must include specific First Nation and/or Métis contributions
of space progression and the major components of the solar system.
Cross Curricula Opportunities
Cross curricular opportunities exist almost anywhere a teacher takes the time to
find them. Since there is an element of unknown in studying the solar system,
this unit lends itself particularly well to Language Arts and Arts Ed.
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Language Arts/Science
ELA - CC6.4-Create and present a variety of representations that communicate
ideas and information to inform or persuade and to entertain an audience, including
illustrations, diagrams, posters, displays, and cartoons.
Science - SS6.2-Assess the efficacy of various methods of representing and
interpreting astronomical phenomena, including phases, eclipses, and seasons.
Assessment of: Students will create a visual aide that models the relative positions
of the sun, earth, and moon. This will demonstrate moon phases and lunar and solar
eclipses.
Lunar Phase Simulator
13
Cross Curricula Opportunities
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Language Arts/Science
CC6.7 Write to describe a place; to narrate an incident from own
experience in a multi-paragraph composition and in a friendly
letter; to explain and inform in multi-step directions and a short
report explaining a problem and providing a solution; and, to
persuade to support a view point or stand.
SS6.3 Assess the efficacy of various methods of representing and
interpreting astronomical phenomena, including phases, eclipses, and
seasons.
Assessment of: Students will write a science fiction story using
authentic characteristics of space exploration and travel. In
addition, they will create imaginative characters and/or context.
What they have learned in ELA about writing in correct story format
will apply to the final assessment of the project.
Sample Learning Cycle: Comets
Engage
-KWL chart
Explore
-Science notebook
Evaluate
-presentation
Explain
-make a model comet
Elaborate
-Pair problem solving
Assessment and Evaluation Of Outcome 1
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Outcome SS6.1 - Research and represent the physical characteristics of the major components
of the solar system, including the sun, planets, moons, asteroids, and comets.
Assessment for: Students will participate in a model scale activity using toilet paper. Students
will demonstrate their progress and understanding through creating a visual aide after
engaging in the activity. They will be assessed on their developed knowledge during the
activity and after the creation of the visual aide.
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Assessment as: Students will read the instructions and construct model scales of the planets
and the solar system. Students will then reflect in their journals on their learning as they
engaged in the activity.
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Toilet Paper Activity 14
Worlds in Comparison 15
Assessment of: Students will create a timeline that illustrates their understanding of Canadian
and national research efforts related to the understanding of the major components of the
solar system. The timeline must include specific First Nation and/or Métis contributions of space
progression and the major components of the solar system.
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Time Line
Rubric 17
16
Assessment and Evaluation of Outcome 2
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Outcome SS6.2- Assess the efficacy of various methods of
representing and interpreting astronomical phenomena, including
phases, eclipses, and seasons.
Assessment for: Students will complete worksheets that will build
off of each other and show progression of their learning throughout
the unit.
Assessment as: Students will represent their understanding of
astronomical phenomena through music, dance, drama and visual art
or stories. They will then create a reflective journal.
Assessment of: Students will create and present a visual aid that
will model the relative positions of the sun, earth, and moon. This
model will also demonstrate moon phases and lunar and solar
eclipses. Students will present their visual aid in one of the following
methods: music, dance, drama, visual art or stories.
Assessment and Evaluation of Outcome 3
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Outcome SS6.3 - Evaluate past, current, and possible future
contributions of space exploration programs including space probes
and human spaceflight, which support living and working in the inner
solar system
Assessment for: Students will be assessed on their creation of a
portfolio of in class work including; worksheets, drawings and other
artefacts that will be done throughout the section.
Assessment as: Students will create a journal reflecting on the work
they have handed in and include descriptive feedback on their
individual work.
Assessment of: Students will write a science fiction story using their
authentic characteristics of space exploration and travel. In
addition, they will create imaginative characters and/or context.
What they have learned about writing in correct story format, will
apply to the final assessment of the project.
PEDAGOGICAL
STRATEGIES
Engage
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Concept Mapping
Discussion
Demonstration
Questionnaires
Discrepant Events
KWL chart
Circle of Knowledge
Brainstorming
Video 18
Explore
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Movement – as used in the toilet paper solar system
Fish Bowl - a panel of students creates a discussion, while
the others listen and form ideas from what they hear 19
Simulation Guided Design – students self teach, and then work
together to solve a problem
Tech Lessons – using an online simulator, etc.
Experimentation – making a comet activity
Field Observations – ex. record the night sky
Focused Imaging
Explain
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Interview
Role Play – ex. Pretend you are an asteroid; how
might you behave?
Peer Teaching
One Minute Paper – students have one minute to
explain their knowledge about a topic 20
Elaborate
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Case Study
Real World Problem
Drama
Model Building; How to make a comet21
Evaluate
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Interview
Benchmarks
Presentation
Project
Exemplars
CLASSROOM AND LAB
MANAGEMENT AND
PLANNING STRATEGIES
(SAFETY CONSIDERATIONS)
What Is Classroom Management?
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It is effective discipline
It is being prepared for class
It is motivating your students
It is providing a safe, comfortable learning
environment
It is building your students self esteem
It is being creative and imaginative in daily lessons
It is different for everyone and every subject
Things to Consider for Classroom and
Lab Management
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Transition vs. Allocate Time
Allocate Time; the time periods you intend for your
students to be engaged in learning activities
Transition Time; the time period that exist between
times allocated for learning activities
Example
 Getting
students assembled and attentive
 Assigning the task and direction
Room/Lab Arrangement
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Room and Lab arrangement is very important in the
management of the classroom and lab
Things to consider
Make sure all students can see and hear clearly (also, make
sure you can see and hear all students clearly)
 Assign the arrangement according to the learning activity
 Allow room and easy access for proximity control
 Think through the class procedures and learning activities
and arrange the classroom/lab in the best way possible
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Safety Procedures
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Safety is the most important factor to classroom
management. Safety considerations can be
addressed to students in several different ways.
Safety activities should be considered when
addressing safety procedures for the classroom and
lab.
Types Of Safety Procedures
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Middle school students are generally exposed to a number of
different science labs, including chemistry, biology, physical science,
and earth science. Each lab has unique considerations for safety
based on the type of equipment that it uses and the types of
experiments students will perform. Basic safety concepts that
activities should cover include:
Proper lab behaviour
Equipment use and storage
Protective clothing, including goggles
Emergency procedures
Location and use of emergency equipment
With each new classroom students use for lab experiments, safety
procedures should be reviewed and updated to minimize any risk of
accident or injury.
http://safety.lovetoknow.com/Middle_School_Lab_Safety_Activities
Ideas for Middle Years Lab Safety
Activities
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Most science teachers introduce students to the lab setting very early in the school year, typically on the first
day, and that is when the bulk of safety procedures are discussed. Unfortunately, students may not use the
lab facilities frequently and may forget critical safety requirements, and new students who transfer into the
class at a later date may never be involved in those initial safety discussions. By reviewing and periodically
reinforcing procedures with middle school lab safety activities, teachers can ensure that students are aware
of the proper behaviour and techniques to use in the lab.
Activities to emphasize lab safety may include:
Safety Contracts: Teachers can create a “lab safety contract” that spells out expectations, rules, and
disciplinary consequences. Having students initial each point of the contract and sign the document is a way
to require them to read the entire contract so they are aware of safety concerns. It is also beneficial to have
parents sign the contract so they are aware of the types of situations their child may be involved in and
what is expected of them while working in the lab.
Safety Drills: Teachers can arrange mock safety drills to allow students to practice emergency procedures in
a safe, controlled environment. A chemical spill can be simulated with colored water, a false fire drill could
be arranged, or students can practice first aid techniques with a partner, for example.
Grades: Safety procedures could be automatically tied to a student’s classroom grade, and any unsafe
behaviour could result in lower scores on that day’s activities. Similarly, students who demonstrate excellent
safety behaviour may be eligible for extra points.
Videos: Teachers can show videos of both safe and unsafe lab procedures, stopping the video periodically
to discuss proper safety techniques in their specific lab. For the best effect, videos should be used as
interactive tools, with students pointing out both weaknesses and strengths of what is illustrated.
Skits: For a lab safety assignment, students could create a short skit about a safety technique or emergency
procedure. The skit could then be acted out in front of classmates to share the concept, or it could be shared
with younger students as an instructional tool
http://safety.lovetoknow.com/Middle_School_Lab_Safety_Activities
When To Use Safety Activities
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The best lab safety activities are those that help
instruct students in proper procedures at any time
they are needed. Most teachers will cover lab
safety at the beginning of the year, but safety
lessons should also be included:
As reviews before new lab experiments
Whenever a new student joins the class
As daily reminders for safe activities
Whenever a safety violation is found
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http://safety.lovetoknow.com/Middle_School_Lab_Safety_Activities
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Additional Safety Activities
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In addition to planned safety activities, safety-conscious teachers will do
several other things in their lab classrooms to help reinforce safety concepts
and proper behaviour, such as:
Model proper equipment use, including safety clothing
Post safety procedures and rules in the lab
Remind students of safety procedures on every assignment sheet
Include safety and emergency questions with every test and quiz
Place safety and hazard symbols on lab cupboards and equipment
Restrict the number of students in the lab and isolate lab tasks to minimize
risks
Middle school lab safety activities are only one facet of a safe and
efficient classroom. Teachers who take advantage of activities, guidelines,
posters, reviews, and other tools to ensure safety are helping students learn
in an effective and minimal risk environment. Lab experiments can be
powerful learning experiences, and by performing them safely, students
aren’t learning the wrong things.
http://safety.lovetoknow.com/Middle_School_Lab_Safety_Activities
TRY THIS!
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Safety Scenario Game 22
This game is interactive for students and provides
safety procedure and learning of safety.
RESOURCES
Additional Resources
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People
Dean Elliott - Saskatchewan Science Consultant
Martin Beech and Gary Diver – Professors of Astronomy, University of
Prairie Meteorite Search Group – University of Regina
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Places
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University of Regina Astronomy Lab
Saskatchewan Science Centre
Regina Public Library
Packages
Star Lab – Regina Public Schools
Web Resources
Natural Resources Canada – Canada Centre for Remote Sensing
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Regina
Additional Resources
Books
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Fiction Titles
Flight of the Space Quester, by John Bianchi
Benjamin McFadden and the Robot Babysitter, by Timothy Bush
Call Me Ahnighito, by Pam Conrad
Here Come the Aliens! by Colin McNaughton
Here in Space, by David Milgrim
Roaring Rockets, by Tony Mitton and Ant Parker
Captain Invincible and the Space Shapes, by Stuart Murphy
Alistair and the Alien Invasion, by Marilyn Sadler
Zenon: Girl of the 21st Century, by Marilyn Sadler
Martian Rock, by Carol Diggory Shields
Vacationers From Outer Space, by Edward Valfre
Architect of the Moon, by Tim Wynne-Jones
A Trip to Mars, by Ruth Young
Jed and the Space Bandits, by Jean and Claudio Marzollo
Space Guys! by Martha Weston
Non-fiction Titles
Space, by Bobbie Kalman and Niki Walker
Postcards From Pluto: A Tour of the Solar System, by Loreen Leedy
The Planets, by Gail Gibbons
Shooting Stars, by Franklyn M. Branley
The Sun, Our Nearest Star, by Franklyn M. Branley
Space Vehicles, by Anne Rockwell and David Brion
The International Space Station, by Franklyn M. Branley
Living on a Space Shuttle, by Carmen Bredeson
One Giant Leap: The Story of Neil Armstrong, by Don Brown
Getting Ready for Space, by Carmen Bredeson
Better Homes and Gardens Outer Space: Fun Projects for Kids To Do
Careers in Outer Space: New Business Opportunities by Edward Willett
References
1 How Stuff Works (2009). Space Explorations Videos. Retrieved November 13, 2009 from How Stuff Works website:
http://videos.howstuffworks.com/science/space-exploration-videos.htm
2 Wilson, J. (Ed.). NASA Video Gallery. Retrieved November 12, 2009 from NASA website:
http://www.nasa.gov/multimedia/videogallery/index.html
3 YouTube. Search option. Retrieved November 12, 2009.
http://www.youtube.com/results?search_query=space+exploration&search_type=&aq=f
4 Lowell Observatory Moon Clock. (n.d.). TRS Schools. Retrieved November 20, 2009 from
http://www.trschools.com/staff/g/cgirtain/WS/MoonClock.pdf
5 Brain Pop. (n.d.). Retrieved November 20, 2009 from http://www.brainpop.com/science/space
6 Astro Bingo. (n.d.). Retrieved November 20, 2009 from Astronomy Lesson Plans website:
http://www.sciencespot.net/Pages/classastro.html
7 Star Wheel. (2002). Astronomy in your Hands. Retrieved November 20, 2009 from Astronomy in your Hands website:
http://www.astronomyinyourhands.com/activities/makestarwheel.html
8 Astronomical Society of the Pacific. (2009). The Universe At Your Fingertips Activity: Galaxy Sorting. Retrieved November 21, 2009
from Astronomical Society of the Pacific website: http://www.astrosociety.org/education/astro/act5/gal_sort.html
9 Sky Observation Project. Middle School Science. Retrieved November 20, 2009 from Middle School Science website:
http://www.middleschoolscience.com/skyobservations.htm
10 National Geographic Xpeditions. (2008). Reason for the Season. Retrieved November 20, 2009 from National Geographic
Xpeditions website: http://www.nationalgeographic.com/xpeditions/activities/07/season.html
11 National Geographic Xpeditions. (2008). The Sun and the Earth. Retrieved November 22, 2009 from National Geographic
website: http://www.nationalgeographic.com/xpeditions/lessons/07/g35/seasons.html
References
12 Moon phases and eclipses. (n.d.). Retrieved November 21, 2009 from
http://cosmictimes.gsfc.nasa.gov/1919/lessons/eclipse.pdf.
13 Lunar Phase Simulator. (n.d.). Retrieved November 22, 2009 from http://astro.unl.edu/naap/lps/animations/lps.swf
14 Miles, K and Peters, C. II. (2001). Toilet Paper Solar System. Retrieved November 20, 2009 from
http://starryskies.com/try_this/tiolet.paper.html
15 Schatz, D. (2006). Worlds in Comparison. Retrieved November 10, 2009 from Astronomy From the Ground Up website:
http://mintaka.sdsu.edu/projectastro/resources/WorldsInComparison.pdf
16 Timeline activity. Lunar and Planetary Institute. Retrieved November 20, 2009, from the Lunar and Planetary Institute website:
http://www.lpi.usra.edu/education/timeline/activity/
17 Timeline Rubric. (2004). Retrieved November 22, 2009, from the Read Write Think website:
http://www.readwritethink.org/lesson_images/lesson398/rubric-timeline2.pdf
18 Ashatur. (2007). Our Solar System –Size of Planets and Stars to Scale. Retrieved November 11, 2009 from
http://www.youtube.com/watch?v=BS88G5WBcfQ&feature=PlayList&p=B6E89B4DEACFD1DB&playnext=1&playnext_from
=PL&index=19
19 Texas Collaborative for Teaching Excellence. Active Learning Strategies – Fish Bowl. Retrieved November 11, 2009 from
http://cord.org/txcollabnursing/online_fishbowl.htm
Fish Bowl Activity. Awareness Activities. Retrieved November 20, 2009. from
http://www.edchange.org/multicultural/activities/fishbowl.html or http://www.ion.uillinois.edu/resources/otai/Fishbowl.asp
20 One Minute Paper. Classroom Assessment Techniques. Retrieved November 20, 2009 from
http://www.csupomona.edu/~biology/teaching_bytes/one-minute-paper.pdf
References
21 Schatz, D. (1985). Making a Comet in the Classroom. Retrieved November 20, 2009 from National Optical Astronomy
Observatory website: http://www.noao.edu/education/crecipe.html
22 Krech, M. (2009). Safety Game. Retrieved November 20, 2009 from http://mjksciteachingideas.com/pdf/SafetyGame.pdf