Download Secondary Science Documents: Grade 6 – Earth/Space Science

Secondary Science Documents:
Grade 6 – Earth/Space Science
School Year: 2016-2017
An Equal Opportunity School District
The District Elementary School Science Curriculum Documents are designed to maximize and
coordinate science instruction throughout the district. The K-12 Academic Services Team has worked
with teachers to develop Curriculum Maps that are based around the Learning Focused Model. This
model is a planning framework that focuses on student learning. The Maps should be used in
coordination with the Science Year at a Glance, which gives the scope and sequence of instruction.
The Science Curriculum maps include essential questions, key learning statements, items for students
to know and do, and additional teaching resources.
The Benchmarks listed on the Science Curriculum Maps are the Next Generation Science
Sunshine State Standards. For a complete text of the NGSSS, please visit www.cpalms.org. Florida
Standards for Literacy and Math are included on the first page and should be used in every unit.
New to the maps are the addition of the English Language Development ELD Standards.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English
Language Learners (ELL) to communicate information, ideas, and concepts for academic success in
the content area of Science. Here are the science ELD standards which are in all science course
descriptions:
ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes
within the school setting.
To access an ELL supporting document which delineates performance definitions and descriptors,
please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf. For
additional information on the development and implementation of the ELD standards, please contact
the Bureau of Student Achievement through Language Acquisition at [email protected].
The curriculum documents can be viewed in the K-12 Academic Services Portal. In addition to
the maps, please check the portal for more helpful documents and additional web links on the Content
Area Pages. Be sure to take part in the variety of Moodle Modules that will be available throughout the
year.
It is the sincere wish of the teacher committee and program specialist that this Science Curriculum
Document is helpful in guiding science instruction in Marion County. Please feel free to contact Jane
BeeBe ([email protected]) for questions or feedback on the Science Curriculum
Documents.
As you look at the map documents you will notice several key features explained here.
Pacing Guide
The Next Generation Science
Sunshine State Standards that are
covered in this Unit.
Misconceptions
written in student
language
MCPS
SY 15-16
The important learning
or generalization of
the unit.
Question that frames
the overall learning.
LEQ’s focus on
specific objectives for
a lesson.
Know’s = the facts,
terminology, vocabulary
that needs to be
explicitly taught.
Do’s = what the
student must do to
demonstrate mastery.
Sample Assessment
Questions
Variety of Resources that
may be considered when
planning instruction.
Content
complexity rating
definitions
Information about
District Assessments
MCPS
Strategies to help
differentiate instruction.
SY 15-16
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Space Science
Florida Standards
PACING: ONGOING
Reading Standards
LAFS.68.RST.1.1
LAFS.68.RST.1.2
LAFS.68.RST.1.3
LAFS.68.RST.2.4
LAFS.68.RST.2.5
LAFS.68.RST.2.6
LAFS.68.RST.3.7
LAFS.68.RST.3.8
LAFS.68.RST.3.9
LAFS.68.RST.4.10
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same
topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
Writing Standards
LAFS.68.WHST.1.1
LAFS.68.WHST.1.2
LAFS.68.WHST.2.4
LAFS.68WHST.2.5
LAFS.68.WHST.2.6
LAFS.68.WHST.3.7
LAFS.68.WHST.3.8
LAFS.68.WHST.3.9
LAFS.68.WHST.4.10
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Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidenc
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Space Science
PACING:
ONGOING
Florida Standards
Speaking and Listening Standards
LAFS.6-8.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
LAFS.6-8.SL.1.2
Interpret/analyze information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic,
text, or issue under study.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
LAFS.6-8.SL.1.3
LAFS.6-8.SL.2.4
LAFS.6-8.SL.2.5
Math Standards
MAFS.6.EE.3.9
MAFS.6.SP.2.4
MAFS.6.SP.2.5
Version 1601
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the
dependent and independent variables using graphs and tables, and relate these to the equation.
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as
describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were
gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
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6th Grade Earth/Space #2001010
Quarter Assessment Week of
10-Aug
15-Aug
22-Aug
29-Aug
1
5-Sep
FCA 1
12-Sep
19-Sep
26-Sep
3-Oct
10-Oct
17-Oct
24-Oct
31-Oct
FCA 2
7-Nov
14-Nov
2
21-Nov
28-Nov
5-Dec
12-Dec
19-Dec
26-Dec
2-Jan
*FCA 3
3
*FCA 4
4
FCA 5
9-Jan
16-Jan
23-Jan
30-Jan
6-Feb
13-Feb
20-Feb
27-Feb
6-Mar
13-Mar
20-Mar
27-Mar
3-Apr
10-Apr
17-Apr
24-Apr
1-May
8-May
Year at a Glance 2016-2017
3 day
ER
4 day
ER
3 day
ER
ER
2 day
ER
Unit/Organizing Principle
Nature of Science
Replication Repetition
Theories
Laws
Change
Experimental design
1601
Chapters(s)
Methods of
Science/NOS
before Ch. 1
Atmosphere and Weather
Interaction/spheres Water Cycle
Protection-Sun
Currents
Weather Patterns
Winds
Weather/climate
Convection
Radiation
Conduction
Atmosphere Composition
Earth’s Structure - Changes Over Time
Rock cycle
Age of Earth
Weathering
Erosion
Deposition
Law of Superposition
Human Impact
Radioactive Dating
Landforms –Florida
11
12
13
14.1
15.3
1, 2
3,4
5,7.2
9, 10.1
16.3
Winter Break
3 day
4 day
ER
ER
4 day
4 day
4 day
15-May
22-May
ER
29-May
NS
*FCA may be tested week before or after break
Earth’s Structure- Changes Over
Time continued
Plate Tectonics
Plate Tectonics
Layers of Earth
Earthquakes
Volcanoes
Mountain Building
Spring Break
Plate Tectonics Continued
Astronomy – Solar System
Historical models Distance in space (AU)
Size of planets
Eclipses
Solar system properties Moon Phases
Tides
Seasons
Astronomy – Stars and Universe
Galaxies, stars
Star properties
Sun, Sunspots
Distances in space
(light year)
Review for LEOCE Exam
LEOCE
Weather Make-Up Days
17
18
19
20
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
UNIT/ORGANIZING PRINCIPLE:
Nature of Science
PACING: 5 weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific
investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions. (CC Rating=3)
SC.6.N.1.2 Explain why scientific investigations should be replicable. (CC Rating=3)
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
(CC Rating=3)
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
(CC Rating=3)
SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. (CC Rating=2)
SC.6.N.2.1 Distinguish science from other activities involving thought (Not assessed on FCAT). (CC Rating=2)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (CC Rating=2)
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and
goals. (CC Rating=1)
SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual.
Thus, the use of the term theory in science is very different than how it is used in everyday life. (CC Rating=2)
SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are
different from societal laws. (CC Rating=2)
SC.6.N.3.3 Give several examples of scientific laws. (CC Rating=1)
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. (CC Rating=2)
Benchmark Limits for FCAT
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Items addressing hypotheses will not assess whether the hypothesis is
supported by data.
Items will not address or assess replication, repetition, or the difference
between replication and repetition.
Items will not assess the reason for differences in data across groups that
are investigating the same problem.
Items will not require identification of the scientist(s) and/or details
associated with a particular event/discovery.
Items will not use the term durable.
Items addressing scientific theories and/or laws are limited to those found
in the middle school science benchmarks, such as law of universal
gravitation, law of superposition, theory of plate tectonics, atomic theory,
law of conservation of mass, law of conservation of energy, cell theory,
and the scientific theory of evolution.
Version 1601
Misconceptions (“Students think…”)
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A scientific theory is an educated guess that is not well supported.
The steps of the scientific methods must always go in order.
Different countries use different units of measurement.
Scientific idea are absolute and unchanging.
Scientific theories can become laws.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Nature of Science
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What are the basic ideas behind the process of science?
Lesson Essential Questions
Understanding Science
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How is science different than
other courses of study?
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What is the difference
between a scientific law and
scientific theory?
Designing a Scientific
Investigation
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What is the purpose of a
hypothesis in an
investigation?
Why is it important to have
only one test variable?
Why is accurate record
keeping important in an
investigation?
Why is replication important?
Why are precise
measurements important?
Why is repetition important?
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Key Learning Statement:
Science is a process based upon observational and experimental studies
using scientific methods to develop or explore scientific theories or laws.
Know
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Laws and Theories
PACING: 5 weeks
Do
Experimental Study
 evidence, inference, controlled experiment
Observational Study
 Observation
 Use of models in areas of astronomy, studying volcanic
eruptions, and tidal patterns.
Science involves the use of imagination.
Science uses observable evidence to explain natural events.
Science knowledge can change with new evidence.
Scientists come from all different cultures.
Difference between an inference and observation.
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Contrast experimental and
observational studies.
Compare and contrast experiments
among groups of students from openinquiry investigations.
Scientific laws describe a natural event often with mathematical
formulas.
Scientific theory explains observations based on many observations,
investigations, evidence and is widely accepted by scientists.
Scientific theories can change with new evidence.
Scientific theories do not become laws.
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Define scientific law.
Give examples of scientific laws.
Define scientific theory.
Give examples of scientific theory.
Science involves asking questions.
test variable (independent variable)
outcome variable (dependent variable)
controlled variable
control vs experimental group
Replication is when an investigation is duplicated by others and leads
to validation.
Accurate record keeping is important in a scientific investigation to
ensure replication.
A hypothesis is valuable even if not supported by data.
models
SI units
Technology is essential to science.
meniscus
Know the steps or processes that scientists use in a controlled
experiment.
Repetition vs. Replication
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Write hypotheses that can be tested
(using if/then statements.)
Identify variables in an investigation.
Identify control and experimental
group in an investigation.
Collect and organize data.
Interpret and analyze data.
Defend conclusions using phrases
such as “results support” or “fail to
support.”
Identify errors in an experiment.
Identify proper units for measurement.
Identify and use scientific tools.
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Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Nature of Science
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
Resources
FCAT Item Specs: pages 34-38, 41-44
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Textbook Reference
NOS Chapter
PACING: 5 weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Keesha did an experiment to study the rate of photosynthesis in the water
plant Elodea. She placed a piece of Elodea in a beaker of water and set
the beaker 10 centimeters (cm) from a light source. Keesha counted the
bubbles released from the plant every minute for five minutes (min). She
repeated the process two more times. First, she moved the light to 20 cm
from the beaker, and then she moved the light to 30 cm from the beaker.
Keesha’s setup and data are shown below.
Model Eliciting Activity
A Bunch of Hot Air....Balloon Rides That Is!
Descriptions of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
District Writing Prompt(s) That Support
Common Core Literacy Standards
1. Summarize the importance of tools and measurement to the process of
scientific inquiry.
2. Compare and contrast scientific theory and scientific law.
FCA #1 CONTENT FOCUS
Replication/Repetition
Science Ideas Change Over Time
Theories/Laws
Scientific Method
Variables
Observation/Inference/Experiment
What is the outcome variable (dependent variable) in this experiment?
*A. the number of bubbles produced
B. the type of plant placed in the beaker
C. the distance of the light source from the plant
D. the amount of time the bubbles were counted
LEOCE CONTENT FOCUS
1 MC
2 MC
2 MC
2 MC
5 MC
3 MC
Interpret charts, graphs, tables
Errors with variables
Necessity of replication/repetition
Steps in scientific method
New scientific ideas/change (fossils)
STRATEGIES FOR DIFFERENTIATION
1 MC
1 MC
1 MC
1 MC
1 MC
Differentiation for Low Content Students:
• Use formative assessment probe to identify current
student understanding. “The Scientific Method” p. NOS 1
• Use chunking to help students understand the steps in
scientific method. Use mini board science labs.
Differentiation for High Content Students:
• Tiered assignments – write a sample experiment and
conduct peer reviews using a design checklist to analyze
errors in experimental design.
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Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
UNIT/ORGANIZING PRINCIPLE:
Atmosphere and Weather
PACING: 8 weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system.
(CC Rating=2)
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
(CC Rating=3)
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such
as temperature, air pressure, wind direction and speed, and humidity and precipitation. (CC Rating=3)
SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (CC Rating=3)
SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water,
and land. (CC Rating=3)
SC.6.E.7.6 Differentiate between weather and climate. (CC Rating=2)
SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. (Not assessed on FCAT) (CC Rating=3)
SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure. (Not assessed on FCAT) (CC Rating=2)
SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet (CC Rating=2)
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out
scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts,
tables, and graphics, analyze information, make predictions, and defend conclusions. (CC Rating=3)
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
(CC Rating=3)
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. (CC Rating=2)
Benchmark Limits for FCAT
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Items will not assess atmospheres of planets other than Earth.
Items may assess atmospheric conditions and their resulting weather
phenomena, such as hurricanes, tornadoes, lightning, fronts, and precipitation.
Items will not address auroras.
Items will not assess the causes of global warming or the ozone hole but may
assess their effects.
Items may assess the layers of the atmosphere and/or the function of each.
Items should not assess the water cycle in isolation. Items may assess causes
of wind and wind patterns but will not assess knowledge of the Coriolis Effect.
Items assessing radiation, conduction, and/or convection should be in the
context of the atmosphere, geosphere, and hydrosphere on Earth.
Items addressing hypotheses will not assess whether the hypothesis is
supported by data.
Items will not address or assess replication, repetition, or the difference
between replication and repetition.
Items will not assess the reason for differences in data across groups that are
investigating the same problem.
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Misconceptions (“Students think…”)
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The higher the elevation, the cooler the atmosphere (different
layers to the atmosphere).
Rain falls to the Earth because the clouds become too heavy or
that clouds are evaporating and the water falls to Earth.
Air currents only move horizontally.
Buildings and other human structures cannot affect climate.
Waves carry water from one location to another.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Atmosphere and Weather
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How do the relationships among the five spheres affect life on Earth?
Lesson Essential Questions
Characteristics of Atmosphere
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What is the composition of the
atmosphere?
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What is the structure of the
atmosphere?
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Why are there layers in the
atmosphere?
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How does the atmosphere protect life
on Earth?
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Explain why the atmosphere has layers.
Describe the composition of the atmosphere.
Explain how the atmosphere protects life on Earth.
Identify the troposphere, stratosphere (ozone layer),
mesosphere, thermosphere, and exosphere.
Explain how winds are named.
Explain how high and low pressure areas form (latitude over
water/land).
Explain how the Earth’s rotation affects global wind patterns.
Explain how density affects global patterns.
Five spheres: hydrosphere, atmosphere, biosphere,
geosphere, cryosphere.
Water cycle: evaporation, condensation,
precipitation, transpiration, and percolation.
Humidity
Salinity
Surface and deep density currents
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Explain how the water cycles between the spheres.
Describe and contrast the spheres.
Show interactions among the spheres.
Salinity increases with evaporation (density currents)
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air mass, cold fronts, warm fronts, stationary fronts,
occluded fronts, conduction, convection, radiation,
convection current
Know how weather conditions are measured.
Know how weather patterns form and interact.
Know how local winds form (land, sea and mountain)
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Differentiate between radiation, conduction, and convection.
Explain how the weather cycle affects weather patterns.
Explain how global winds (high and low pressure) influence
local weather.
Describe how local winds are formed.
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weather, climate, La Nina, El Nino, surface currents
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Weather Patterns
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What drives weather patterns?
Weather and Climate
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What is the difference between
weather and climate?
Do
Composition of atmosphere.
Structure of atmosphere.
Atmosphere’s protection of life on Earth (insulating,
protection from radiation and protection from space
debris).
atmosphere, air pressure, ultra-violet light, ozone
layer, altitude, greenhouse gasses, greenhouse
effect, auroras, jet stream, density, global winds,
local winds, wind direction, wind speed
Understand density of atmospheric gases.
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Water Cycle
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How does water move through the
five spheres?
Key Learning Statement:
The atmosphere is layered and within these layers are weather patterns that affect
life and are caused by interactions among spheres. Water is constantly being
recycled through the spheres. Heat transfer affects the development of weather.
Know
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Severe Weather
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How do people protect themselves
from severe weather and sun
exposure?
Version 1601
PACING: 8 weeks
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tropical storm, hurricane, thunderstorm, tornado,
blizzard, flooding (storm surge), warning/watch,
wildfire, lightning
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Identify the relationship between weather and climate.
Describe how global patterns influence climate (latitude and
surface currents).
Explain how the oceans and atmosphere curve in relation to
the rotation of the Earth.
Investigate how natural disasters have affected human life in
Florida.
Describe ways people protect themselves from weather and
sun.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Atmosphere and Weather
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 8 weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources
FCAT Item Specs: pages 58-61
SUMMIT website lessons http://summit.cecs.ucf.edu/
The arrows in the picture below show several ways heat is
transferred from the Sun as it strikes sand on the surface of a
beach.
Textbook Reference
Chapter 1 (only page 12), 11, 12, 13, 14.1, 15.3
Modeling Eliciting Activity: Gone with the Wind...NOT!
Descriptions of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
District Writing Prompt(s) That Support
Common Core Literacy Standards
1. Explain the difference between weather and climate.
2. Explain how salinity and temperature affect water density.
FCA #2 CONTENT FOCUS
Water Cycle
Winds/Currents
Weather/Climate
Composition of atmosphere
Sun’s Energy/Global Winds
Convection/Conduction
Atmospheric Heating
Condensation
Version 1601
2 MC
2 MC
2 MC
2 MC
2 MC
3 MC
1 MC
1 MC
Which arrow shows convection?
A. 1
B. 2
C. 3
*D. 4
LEOCE CONTENT FOCUS
Ocean currents/temperature
Greenhouse Effect/Ozone
Global Winds
Ocean Density/Salinity
Water Cycle
Weather/Climate
Heat transfer
2 MC
2 MC
1 MC
2 MC
2 MC
1 MC
1 MC
STRATEGIES FOR DIFFERENTIATION
Differentiation for Low Content Students:
• Use the anticipation guide on TE p. 460 to assess student
understanding or other appropriate probe.
• Have students make flash cards for each of the weather
variables.
Differentiation for High Content Students:
• Have students work together to write a skit about the weather
variables. Students can act out the skits for the class.
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
UNIT/ORGANIZING PRINCIPLE:
Earth’s Structure and Changes Over Time
PACING: 7 weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.6.E.6.1 Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and
deposition. (CC Rating=2)
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes
and relate these landforms as they apply to Florida. (CC Rating=2)
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and subsurface events (plate tectonics and
mountain building). (CC Rating=3)
SC.7.E.6.3 Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating.
(CC Rating=2)
SC.7.E.6.4 Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes.
(CC Rating=3)
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the
flow of water. (CC Rating=2)
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out
scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts,
tables, and graphics, analyze information, make predictions, and defend conclusions. (CC Rating=3)
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
(CC Rating=3)
SC.6.N.3.2 Explain that a scientific law is a description of specific relationship under given conditions. (Not assessed on FCAT) (CC Rating=2)
SC.6.N.3.3 Give several examples of scientific laws. (Not assessed on FCAT) (CC Rating=2)
SC.6.N.3.4 Identify the roles of models in the context of the sixth grade science benchmarks. (Not assessed on FCAT) (CC Rating=2)
HE.6.C.1.3 Identify environmental factors that affect personal health.
Benchmark Limits for FCAT
•
•
•
•
•
•
Items may use the context of plate tectonics to assess the rock
cycle but will not directly assess plate tectonics.
Items will not assess the role of plate tectonics in landform
formation.
Items may assess the features of karst topography, such as
aquifers, caverns, and/or sinkholes, but will not use the term karst
topography.
Items addressing hypotheses will not assess whether the
hypothesis is supported by data.
Items will not address or assess replication, repetition, or the
difference between replication and repetition.
Items will not assess the reason for differences in data across
groups that are investigating the same problem.
Version 1601
Misconceptions (“Students think…”)
•
•
•
•
Water can cause the only mechanical breakdown of rocks by
flowing through and around them.
After they form rocks are too strong to be bent or otherwise
deformed.
All soils have the same physical characteristic.
Erosion breaks down rocks and minerals.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Earth’s Structure and Changes Over Time
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How do the processes of the rock cycle and human activities alter the
surface of Earth over time?
Lesson Essential Questions
Key Learning Statement:
The shape of the land changes over time through two major processes, both
natural and manmade. Natural changes occur through weathering, erosion,
and deposition which are agents of the rock cycle. Manmade changes occur
through deforestation, urbanization, desertification, air, land, water quality,
and change in flow and pollution of water.
Know
Rocks and Rock Cycle
• How do rocks move through the rock
cycle?
•
Weathering, Erosion, Deposition
• What changes to the Earth’s
surface occur during weathering,
erosion, and deposition?
•
•
•
•
Do
igneous, sedimentary, metamorphic,
rocks, minerals
Know the processes in the rock cycle.
•
Identify the patterns within the rock cycle.
chemical weathering, physical weathering
(mechanical)
erosion, deposition
Know the difference between physical
and chemical weathering.
•
Describe ways Earth’s surface is built up by
deposition.
Describe ways Earth’s surface is torn down by
physical and chemical weathering.
Describe erosion.
Give examples of: erosion, deposition,
physical weathering, and chemical weathering.
Relate the patterns with the rock cycle to
surface events.
•
•
•
•
Age of the Earth
• How do scientists determine the
age of the Earth?
•
•
•
Landforms
• How are the different landforms
made?
•
•
•
Human Impact on Earth
• How do humans change the
features of Earth?
Version 1601
•
•
PACING: 7 weeks
fossils, index fossils, epoch, period
geologic column, timeline, radioactive
dating, Geiger counter, absolute dating,
relative dating, superposition
The scientific age of the Earth is 4.5
billion years.
shoreline, dunes, rivers, mountains
glaciers, deltas, alluvial fans, lakes,
aquifers
caverns, sinkholes, canyons
•
Deforestation, urbanization,
desertification, environmental pollution
Vegetation protects shorelines.
•
•
•
•
•
•
Identify current methods for measuring the
age of Earth parts.
Identify current methods for measuring the
age of Earth.
Explain superposition (principle/law).
Identify the different types of landforms.
Explain how the different types of landforms
are made.
Identify the landforms found in Florida.
Identify the impact that humans have had on
Earth.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Earth’s Structure and Changes Over Time
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 7 weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources
FCAT Item Specs: pages 52-53
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Deforestation occurs when large areas of trees are cut down.
Which of the following impacts on the environment would result
from deforestation?
Textbook Reference:
Chapter 3, 4, 5, 7.2, 10.1,16.3
Optional Chapter 2
*A. increased erosion
B. colder temperatures
C. excess ground moisture
D. greater oxygen production
Model Eliciting Activity: Tree-mendous Choice for Erosion Prevention
Descriptions of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
District Writing Prompt(s) That Support
Common Core Literacy Standards
1. Explain how the three different types of rocks are formed.
2. Explain the difference between weathering and erosion
FCA #3 CONTENT FOCUS
Weathering/Erosion
Rock Cycle
FL Landforms
Human Impact
Fossils
Superposition
Radioactive decay
Geologic time
Version 1601
1 MC
3 MC
1 MC
1 MC
2 MC
1 MC
1 MC
1 MC
LEOCE CONTENT FOCUS
Rock Cycle
Rocks/Fossils
Weathering/Erosion
Superposition
Human Impact
Sediments/Layers
Erosional/Depositional
Landforms
STRATEGIES FOR DIFFERENTIATION
3 MC
1 MC
2 MC
1 MC
1 MC
1 MC
3 MC
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
UNIT/ORGANIZING PRINCIPLE:
Plate Tectonics
PACING: 10 weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.7.E.6.1 Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. (CC
Rating=2)
SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes
in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building. (CC Rating=2)
SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and
ocean basins. (CC Rating=2)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
(CC Rating=2)
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals. (Not assessed on FCAT) (CC Rating=1)
SC.6.N.3.1 Recognize and explain that scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed
by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. (CC Rating=2)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
Items may address fossil records but should not require knowledge
or recognition of specific organisms.
Items may address folding and faulting as related to the law of
superposition.
Items assessing radioactive dating will be limited to a conceptual
level. Items will not require calculations or address half-life.
Items addressing geologic time will not require specific knowledge
of eras, periods, or epochs. Items will not assess types of
volcanoes but may assess different causes of volcano formation.
Items will not assess types of earthquake waves.
Items may assess density differences between layers of Earth but
will not assess density differences as they relate to plate tectonics.
Items assessing the layers of Earth are limited to the crust, the
lithosphere, the hot convecting mantle, the outer (liquid) core, and
the inner (solid) core.
Version 1601
Misconceptions (“Students think…”)
•
•
•
•
•
The Earth’s magnetic poles are locate in the same places as its
geographic poles.
All earthquakes have a high magnitude and are disastrous.
The seafloor is flat.
New landforms occur only at plate boundaries.
The forces created by plate motion are small and do not deform or
break rocks.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Plate Tectonics
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What is the evidence that the Earth’s surface has changed over time?
Lesson Essential Questions
Layers of the Earth
• How are Earth’s layers
divided?
•
•
•
•
Plate Tectonics
• How are geologic features
evidence of change over
time?
•
•
•
•
Earthquakes, Volcanoes, and
Mountain Building
• How do the processes of
Plate Tectonics change
Earth’s surface?
Version 1601
Key Learning Statement:
Landforms today are the result of the movement of the Earth’s layers
that has occurred in the past and continues today.
Know
•
•
•
PACING: 10 weeks
Do
crust, lithosphere, hot convecting mantle
(asthenosphere), outer core (liquid), inner
core (solid)
Know the five physical layers of the Earth.
Know the three compositional layers of the
Earth.
Know in which layer convection currents
occur.
Know how the densities of the layers
compare.
•
continental drift, theory, uniformitarianism
Theory of Plate Tectonics.
divergent boundaries, transform boundaries,
convergent boundaries, subduction, sea floor
spreading, magnetic reversal, convection
currents, fault, continental shelf, abyssal plain,
mid-ocean ridges, ocean trenches, rift valley,
uplift
Pangea
•
•
•
•
tsunamis, Richter Scale, seismograph,
epicenter, focus, lava, magma, Ring of Fire,
shield, cinder cone, composite, explosive,
non-explosive, convection current, uplift
Seismic waves
•
•
•
•
•
•
•
•
•
•
Describe the layers of the solid Earth according to
NGSSS (crust, lithosphere, hot convecting mantle, outer
(liquid) core, inner (solid) core.
Describe and model the five physical layers of Earth.
Describe and model the three compositional layers of
Earth.
Explain Hutton’s theory of uniformitarianism.
Explain Alfred Wegner’s theory of continental drift.
State the Theory of Plate Tectonics.
Explain how physical evidence supports that Earth has
evolved over time.
Give examples of physical evidence that supports the
Earth has evolved over time.
Identify and model ocean floor features.
Explain how heat flow and movement of material within
the Earth create mountains and ocean basins.
Explain how the idea of continental drift and seafloor
spreading led to the Theory of Plate Tectonics
Explain the theory of Plate Tectonics.
Describe how Earth’s crustal plates cause both slow
and rapid changes in Earth’s surface such as volcanic
eruptions, earthquakes, and mountain building.
Explain how convection currents occur within the Earth.
Describe how convection currents cause earthquakes,
volcanic eruptions, and create mountains and ocean
basins.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Plate Tectonics
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
Resources
FCAT Item Specs: pages 54-57
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Textbook reference
Chapters 1, 6, 7.1, 8, 15.1
Descriptions of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
PACING: 10 weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
The oldest rock formation identified on Earth is found on the
shoreline of Hudson Bay in Canada. This rock formed 4.28 billion
years ago. What information does a scientist need to more
accurately determine the age of a rock?
A. the percentage of each mineral that makes up the rock
B. the thickness of younger rock layers that cover the rock
*C. the amount of each radioactive element present in the rock
D. the amount of weathering present on the surface of the rock
District Writing Prompt(s) That Support
Common Core Literacy Standards
1. Explain the evidence scientists use to support the theory of Continental
Drift.
2. Identify and describe the three different types of plate boundaries.
Include the geological features associated with each one.
FCA #4 CONTENT FOCUS
Convection/Mid-Ocean Ridge
Earthquakes/Volcanoes
Plate Tectonics
Layers of the Earth
Continental Crust
Landforms made by tectonic
movement
Version 1601
1 MC
2 MC
3 MC
1 MC
1 MC
2 MC
LEOCE CONTENT FOCUS
Earthquakes/Volcanoes
Plate Tectonics/Features
Earth’s Layers
Geologic Time
Uplift
Continental Drift
Plate Boundaries/Movements
STRATEGIES FOR DIFFERENTIATION
4 MC
1 MC
1 MC
1 MC
1 MC
2 MC
1 PT
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
UNIT/ORGANIZING PRINCIPLE:
Astronomy (The Solar System)
PACING: 7 weeks total
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in
determining their motions. (CC Rating=3)
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. (CC Rating=2)
SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric and heliocentric. (CC Rating=2)
SC.8.E.5.9 Explain the impact of objects in space on each other including: 1. The Sun on the Earth including seasons and gravitational attraction 2. The
Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. (CC Rating=3)
SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection,
measurement, data collection and storage, computation, and communication of information. (CC Rating=3)
SC.8.E.5.12 Summarize the effects of space exploration on the economy and culture of Florida. (Not assessed on FCAT) (CC Rating=2)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (CC Rating=2)
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals. (CC Rating=1)
SC.6.N.3.2 Recognize and explain that a scientific law is a description of specific relationship under given conditions in the natural world. Thus,
scientific laws are different from societal laws. (CC Rating=2)
SC.6.N.3.4 Identify the roles of models in the context of the sixth grade science benchmarks. (CC Rating=2)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
•
Items will not require the use of the formula for the Law of Universal
Gravitation or the gravitational constant.
Items may assess the presence, absence, and/or relative thickness of
planetary atmospheres, but not the chemical composition of the
atmosphere.
Items may assess the relationship between distance from the Sun and
the length of year and/or the relationship between distance from the
Sun and average surface temperature.
Items will not require memorization of quantitative astronomical data.
Items may refer to but will not assess the relative size of the Sun.
Items will not assess the relative distance of objects in our solar
system from the Sun.
Items will not assess the change in velocity dependent upon distance
from the Sun for a single planet.
Items addressing eclipses should be assessed at the conceptual level
and will not assess specific vocabulary associated with eclipses, such
as umbra and penumbra.
Version 1601
Misconceptions (“Students think…”)
•
•
•
•
•
•
The space probes bring back physical samples of distant planets
and moons to Earth.
Seasons are caused by the Earth’s distance from the Sun.
The Solar System consists only of the Sun and the Planets and
they move in a circular orbit.
An eclipse of the Sun happens when Earth moves between the
Moon and Sun.
Moon phases.
Only really big objects like the Sun & Earth exert a gravitational
force.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Astronomy (The Solar System)
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What are the objects in the solar system and how do they move in
relation to one another?
Lesson Essential Questions
Key Learning Statement:
The solar system is made up of the Sun, planets, moons and other
objects that move in predictable paths in relation to one another.
Know
Planet Classification and Groupings
• How does the Law of Universal
Gravitation explain the formation
of the planets and the solar
system?
• How are the planets different?
•
Celestial Movement and Events
• How do objects in the Solar
System move in relation to one
another?
• What effect does the movement
of the objects in the Solar System
have on one another?
•
terrestrial planets (inner planets),
gas giants (outer planets), dwarf
planet, Solar System, Law of
Universal Gravitation
Do
•
•
•
•
revolution, rotation, orbit,
gravitational attraction, lunar
eclipse, solar eclipse, asteroid belt,
heliocentric model, geocentric
model, moon phases (waxing and
waning), tides, auroras
Astronomical unit (AU)
•
•
•
•
Space Technology and Florida Space
Industry
• How is technology used in space
exploration?
• How has space exploration
impacted Florida?
Version 1601
•
•
PACING: 7 weeks total
satellites, probes, rovers,
telescopes, electromagnetic
spectrum, NASA, Cape Canaveral,
Kennedy Space Center.
Know the contributions of Hubble’s
space telescope.
•
•
Explain the role that gravity plays in the
formation of the planets.
Compare and contrast the physical properties of
the planets, including their moons.
Explain the role that gravity plays in the
formation of the solar system.
Explain the movement of planets in the solar
system.
Explain the difference between heliocentric and
geocentric models.
Explain the relationship caused by the
movement of Earth, moon, Sun (eclipses,
phases, and tides).
Explain the factors that causes seasons.
Identify the ways data is collected from space
technology and how it is used. Examples
include: satellites, probes, shuttles, rovers,
rockets, optical telescopes, reflective
telescopes, radio telescopes, space stations.
Explain how Kennedy Space Center affects the
economy and culture of Florida.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Astronomy (The Solar System)
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 7 weeks total
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources
FCAT Item Specs: pages 39-40, 49-52
SUMMIT website lessons : http://summit.cecs.ucf.edu/
The surface of Mercury has many more craters than the surface of
Earth has. Which of the following statements best explains why
Mercury has many more craters than Earth has?
Textbook Reference
Chapters 17, 18, 19
A. Mercury rotates faster than Earth does.
B. Mercury has a smaller mass than Earth has.
C. Mercury is much closer to the Sun than Earth is.
*D. Mercury has a thinner atmosphere than Earth has.
Descriptions of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
District Writing Prompt(s) That Support
Common Core Literacy Standards
See Astronomy (Stars and the Universe)
FCA #5 CONTENT FOCUS
LEOCE CONTENT FOCUS
Tested with Astronomy
(Stars and Universe)
Heliocentric vs. Geocentric
Law of Gravity
Properties of Solar System
Tides/Eclipses/Moon Phases/Seasons
Version 1601
3 MC
1 MC
1 MC
5 MC
Solar System Models
Revolution/Rotation
Moon Phases
Gravitational Attraction/Tides
Space Technology
Eclipses
STRATEGIES FOR DIFFERENTIATION
1 MC
2 MC
1 MC
2 MC
1 MC
1 MC
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
UNIT/ORGANIZING PRINCIPLE:
Astronomy (Stars and the Universe)
PACING: 7 weeks total continued
Benchmarks
SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to
understand this distance. (CC Rating=2)
SC.8.E.5.2 Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. (CC Rating=1)
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and
universe, including distance, size, and composition. (CC Rating=3)
SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity
(absolute brightness). (CC Rating=2)
SC.8.E.5.6 Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.
(CC Rating=1)
SC.8.E.5.11 Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and
recognize its application to an understanding of planetary images and satellite photographs. (CC Rating=3)
SC.6.N.3.4 Identify the roles of models in the context of the sixth grade science benchmarks. (CC Rating=2)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
Items assessing astronomical bodies are limited to planets, stars,
moons, asteroids, nebulae, galaxies, dwarf planets, and comets.
Items will not assess the order of the planets from the Sun in our
solar system in isolation.
Items will not require memorization of quantitative astronomical
data,
Items will not assess the specific chemical composition of
astronomical bodies.
Items will not require calculations but may require comparison or
use of quantitative data, including tables.
Items addressing stars will focus on main sequence stars and their
properties.
Items will not assess stages of stellar evolution.
Items will not assess the specific chemical composition of stars.
Version 1601
Misconceptions (“Students think…”)
•
•
•
•
All objects in the Universe that look bright in the night sky produce
their own energy.
A black hole sucks in all objects around it like a vacuum cleaner.
How far we have traveled in space?
The Sun is on fire.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Astronomy (Stars and the Universe)
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What are the properties of stars?
Key Learning Statement:
The characteristics of stars are based on physical properties such as
color, size, temperature, and luminosity.
Lesson Essential Questions
Astronomical Measurements
• How are distances measured
in space?
Know
•
•
•
•
Astronomical Bodies
• How do astronomical bodies
compare to one another?
•
Characteristics and Properties of
Stars
• What are the relationships
between stars as shown in the
H-R diagram?
• What are the properties of
stars?
•
Version 1601
PACING: 7 weeks total continued
•
•
•
Do
light-year
Know that there are enormous distances
between objects in space.
Know that distances in space limit human
space travel.
Know the proper units for discussing
distance in space (astronomical unit, lightyear)
•
Explain when an astronomical unit or lightyear should be used when discussing
distances in space.
universe, galaxies, planets, stars, moons,
asteroids, nebulae, dwarf planets, comets,
solar systems
Know the universe contains billions of
galaxies and each has billions of stars.
•
Explain the relationship between planets
and other astronomical bodies relative to
solar system, galaxy, and universe
(distance, size, composition).
H-R diagram, apparent magnitude,
luminosity, absolute magnitude,
constellations, main sequence stars,
electromagnetic spectrum, sunspots, solar
flares, prominences, solar wind, convection,
rotation
Know the structure of the Sun.
Know that the electromagnetic spectrum is
used in tools that image space.
•
Explain the relationship between
temperature and brightness in the H-R
diagram.
Describe physical properties of stars:
apparent magnitude, temperature, size, and
absolute brightness.
Use models to describe solar properties
such as rotation, structure of the Sun,
convection, sunspots, solar flares, and
prominences.
•
•
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 6
Subject: Earth Science
Astronomy (Stars and the Universe)
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 7weeks total continued
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources
FCAT Item Specs: pages 45-48
SUMMIT website lessons : http://summit.cecs.ucf.edu/
One physical property of a star is apparent magnitude. Which of the following is used in
determining the apparent magnitude of a star?
A. the constellation the star is in
*B. the distance the star is from Earth
C. the number of times the star rotates
D. the number of prominences the star makes
Textbook Reference
Chapter 20
Activities
Descriptions of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&Url
Path=/page23.aspx
District Writing Prompt(s) That Support
Common Core Literacy Standards
1. Explain why the heliocentric model replaced the
geocentric model of our solar system.
2. How do the Sun and Moon affect Earth’s tides?
FCA #5 CONTENT FOCUS
Light Year/AU
Galaxies
Size and Distance of Objects in Space
Sun’s Properties
Main Sequence/HR
Content From Last Unit
Heliocentric vs. Geocentric
Law of Gravity
Properties of Solar System
Tides/Eclipses/Moon Phases/Seasons
Version 1601
LEOCE CONTENT FOCUS
2 MC
1 MC
2 MC
3 MC
2 MC
Star Properties
Size and Distance of Objects in Space
Galaxies
STRATEGIES FOR DIFFERENTIATION
1 MC
2 MC
1 MC
3 MC
1 MC
1 MC
5 MC
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