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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 Version 1601 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. Page 1 of 2 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. Page 2 of 2 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 • • • • • • 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…”) • • • • • 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. Page 1 of 3 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 • How is science different than other courses of study? • What is the difference between a scientific law and scientific theory? Designing a Scientific Investigation • • • • • • 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? • • • • • • • • • • • • • • • • • • • • Version 1601 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 • • • • • 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. • • 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. • • • • 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 • 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. • • • • • • • • 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. Version 1601 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 • • • • • • • • • • 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. Version 1601 Misconceptions (“Students think…”) • • • • • 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 • What is the composition of the atmosphere? • What is the structure of the atmosphere? • Why are there layers in the atmosphere? • How does the atmosphere protect life on Earth? • • • • • • 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 • • • • Explain how the water cycles between the spheres. Describe and contrast the spheres. Show interactions among the spheres. Salinity increases with evaporation (density currents) • • • 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) • • • 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. • weather, climate, La Nina, El Nino, surface currents • • • • • • • • Weather Patterns • What drives weather patterns? Weather and Climate • 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. • Water Cycle • 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 • • • • • • • • Severe Weather • How do people protect themselves from severe weather and sun exposure? Version 1601 PACING: 8 weeks • tropical storm, hurricane, thunderstorm, tornado, blizzard, flooding (storm surge), warning/watch, wildfire, lightning • • • 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 Page 3 of 3