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Jefferson County Science Scope and Sequence Course: 6th Grade/Comp Sci I Course Code: 2002040 Quarter: 1B Topic(s) of Study: Weather Patterns and Their Impact on Humans Bodies of Knowledge: Nature of Science and Earth and Space Science Big Idea(s): 1: The Practice of Science; 2: Characteristics of Scientific Knowledge 3: The Role of Theories, Laws, Hypotheses, and Models, 7: Earth Systems and Patterns Essential Questions: How do the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere interact? How does energy from the sun cause weather patterns? How does the greenhouse effect allow life to exist on Earth? How have natural disasters affected human lives in Florida? How do scientists design an investigation to answer a scientific question and communicate their findings? NGSSS SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Cognitive Complexity: Moderate 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. Cognitive Complexity: High 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. Cognitive Complexity: High SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Cognitive Complexity: High CONTENT/CONCEPTS OBJECTIVES I. Thermal Energy A. Temperature B. Thermal energy and heat C. Conduction, convection, radiation Make and describe observations of conduction, convection and radiation in the real world. (I) Explain natural occurring weather patterns as a result of convection and radiation. (I, IV) Describe and explain the interactions of water between the different spheres of the earth (water cycle). (II) Create a water cycle model and observe the effects of different student synthesized variables. (II) Investigate the different factors that affect weather. (IV) Identify tools that are used to measure weather. (IV) Differentiate between weather and climate. (IV) Record and graph temperature and precipitation over a period of time. (I, IV) Define a problem about a factor of weather and design an experiment to test their hypothesis. (IV) Infer the possible weather from given data and conditions. (IV) Predict the effects of weather and climate on different ecosystems. (IV, V) Create a model and observe convection currents. (IV) Classify the different climate regions of II. The cycling of water effects on the atmosphere and hydrosphere A. Evaporation B. Condensation C. Transpiration D. Precipitation E. Percolation III. Composition and Structure of the Atmosphere A. Ozone layer 1. Role 2. Importance 3. Depletion – causes and effects B. Layers of the atmosphere 1. troposphere 2. stratosphere 3. mesosphere 4. thermosphere 5. exosphere 1 Jefferson County Science Scope and Sequence 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. Cognitive Complexity: High SC.6.E.7.6 Differentiate between weather and climate. Cognitive Complexity: Moderate SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. Cognitive Complexity: High SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet. Cognitive Complexity: Moderate SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure. Cognitive Complexity: Moderate 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. Cognitive Complexity: High SC.6.N.1.2 Explain why scientific investigations should be IV. Weather A. Weather patterns B. Jet stream C. Ocean Currents D. Influences on Local Weather 1. Air pressure 2. Wind Speed 3. Humidity 4. Precipitation E. Instruments/ tools used to measure weather 1. Anemometer 2. Rain gauge 3. Barometer 4. Hygrometer 5. Weather vane 6. Thermometer V. Climate A. Convection currents B. Elevation C. Latitude D. Regions of the world E. Winds VI. Earth systems A. Spheres B. Interaction 1. Heat loss and transfer 2. Greenhouse Effect 3. Global climate change VII. Natural Disasters affect on human life in Florida A. Hurricanes 1. History 2. Causes/ Effects 3. Tracking 4. Models the world and the factors that create them.(V) Observe and compare the rate of heat loss of different substances (sand, water, soil, rock, cement) and apply it to the earth system. (VI) Graph the rate of heat loss of different substances. (VI) Investigate and understand the dynamics of the greenhouse effect on the earth. (III, VI) Identify and research the natural and unnatural causes of climate change in the world. (VI) Evaluate possible solutions to climate change. (VI) Investigate and present the characteristics of the different spheres of the earth geosphere, hydrosphere, cryosphere, atmosphere and biosphere. (III, VI) Objectives below are from Quarter 1A and should be embedded in this topic of study. Explain the difference between an experiment and other types of scientific investigations. Describe the creative means scientists must use to design an investigation. Recognize systematic inference as one form of scientific investigation. Explain that science is based on factual based evidence. Use appropriate reference materials to support scientific investigations of various types, such as systematic observation or experiments. Collect and organize data in charts, tables, and graphics. Give examples of visual/physical, mathematical, and conceptual models as used in science. 2 Jefferson County Science Scope and Sequence replicable. Cognitive Complexity: High SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. Cognitive Complexity: High SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Cognitive Complexity: Moderate B. Other natural disasters 1. Tornadoes 2. Floods 3. Fires 4. Drought VIII. Human protection from hazardous Weather B. Skin protection against UV and light radiation C. Lightning strikes D. Emergency Preparedness 1. Need 2. Making a plan 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. Cognitive Complexity: Low SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Cognitive Complexity: Moderate MA.6.A.3.6 Construct and analyze tables, graphs and equations to describe linear functions and other simple relations using both common language and algebraic notation. Cognitive Complexity: High LA.6.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within 3 Jefferson County Science Scope and Sequence text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting); LA.6.4.2.2 The student will record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information and include a list of sources used; 4