Download Science Grade 6 - Norwich City Schools

Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Plate Tectonics
Transferable Concepts: change, conflict
Standard
Subtopic
Enduring Understanding:
Earth’s surface changes over
time.
Key Idea 2
2.2a
Essential Question: How
does the Earth’s surface
change?
2.2b
2.2e
Big Ideas
Theory and motions
Essential Question: How
can the movement of the
Earth’s plates and the
material within be
constructive and
destructive?
How does the Earth’s
interior affect its surface?
Declarative Knowledge
(Concepts)
The interior of Earth is hot.
Heat flow and movement of the
material within Earth causes
sections of Earth’s crust to
move
Procedural Knowledge
(Skills)
• Describe convection,
currents, radiation,
conduction.
Vocabulary/Key
Terms
convection,
currents,
radiation,
conduction
The four layers of Earth – the
crust, mantle, outer core, and
inner core--- have distinct
properties.
• Distinguish between the
layers of the earth and their
properties.
• Define hydrosphere and
lithosphere as part of the crust
(surface).
hydrosphere,
lithosphere, crust
The Theory of Plate Tectonics
explains how the “solid”
lithosphere consists of a series
of plates that “float” on a
partially molten section of the
mantle. Convection cells
within the mantle may be the
driving force for the movement
of the plates.
• Define and explain
asthenosphere, plates, and
convection cells.
asthenosphere,
plates,
convection cells
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Plate Tectonics con’t.
Transferable Concepts: change, conflict
Standard
Subtopic
2.2f
2.2c
Evidence
Big Ideas
Declarative Knowledge
(Concepts)
Plates may collide, move apart,
or slide past one another.
Volcanic activity and mountain
building occur at the boundaries
of the plates, often resulting in
earthquakes.
Procedural Knowledge
(Skills)
• Define transform,
convergent, divergent
boundaries, sea-floor
spreading, subduction, and
how they form volcanoes,
mountains, and earthquakes.
Folded, tilted, faulted, and
displaced rock layers suggest
past crustal movement.
• Map the mid-ocean ridge
and explain evidence from
sea-floor spreading (molten
material, magnetic stripes,
drilling samples).
Continents fitting together like
puzzle parts and fossil
correlations provide initial
evidence that continents were
once together.
• Explain Wegener’s
Theory of Continental Drift
(Pangea).
• Support the theory using
climate, landforms, fossils.
Vocabulary/Key
Terms
convergent,
divergent
boundaries, seafloor spreading,
subduction
2.2d
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Earth Processes
Transferable Concepts: change
Standard
Subtopic
Rocks and minerals
Big Ideas
Enduring Understanding:
Rocks make up the surface f the
Earth and provide us with
evidence of the changing
surface of the Earth.
Essential Question: What
would happen if the rock
cycle came to and end?
Declarative Knowledge
(Concepts)
Rocks are made of minerals.
Procedural Knowledge
(Skills)
• Define what a mineral is:
(naturally occurring,
inorganic, solid, crystal
structure, definite chemical
composition)
Mineral properties:
• Hardness (Moh’s Scale)
• Color
• Streak
• Luster
• Density
• Crystal System
• Cleavage
• Fracture
• Special properties
(Ex. Fluoresence)
• Identify minerals by
properties
Vocabulary/Key
Terms
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Earth Processes con’t.
Transferable Concepts: change
Standard
Subtopic
Rocks and minerals
con’t.
Big Ideas
Declarative Knowledge
(Concepts)
Rocks are classified according
to how they are formed
(Sedimentary, Igneous,
Metamorphic).
Procedural Knowledge
(Skills)
• Identify the three classes
of rock and their
characteristics.
• Identify the uses of the
three types of rocks.
The rock cycle model shows
how types of rock or rock
material may be transformed
from one type of rock to
another.
• Describe the rock cycle
and how it works.
• Explain the role of plate
tectonics in the rock cycle
– Subducting Ocean
Plates
– Colliding
Continental Plates
Vocabulary/Key
Terms
Sedimentary,
Igneous,
Metamorphic
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Earth Processes con’t.
Transferable Concepts: change
Standard
Subtopic
Weathering and Erosion
Big Ideas
Declarative Knowledge
(Concepts)
The dynamic processes that
wear away the Earth’s surface
include weathering and erosion.
Procedural Knowledge
(Skills)
• Identify the different
kinds of weathering and their
effects.
• Explain factors that
determine the rate at which
rocks are broken down.
– Type of rock
– Climate
Soil consists of sediment,
organic material, water, air.
• Explain how soil is
formed (link to rock cycle).
• Explain what soil is
composed of:
– Texture
– Horizons
Weathering, erosion, and
deposition act together in a
cycle that wears down and
builds up Earth’s surface.
• Identify the force that
pulls rock down slopes is
gravity and identify types of
mass movement (landslide,
mudflow, slump, creep).
Erosion is the transport of
sediment driven by gravity
which can act as agents such as
moving water, wind, and
glaciers.
• Explain how water
(liquid and solid) erosion is
mainly responsible for
shaping Earth’s land surface
by erosion and deposition.
• Explain how wind causes
erosion and deposition.
Vocabulary/Key
Terms
sediment,
weathering,
deposition,
erosion,
landslide,
mudflow, slump,
creep
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Meteorology
Transferable Concepts: survival, change, energy
Standard
Subtopic
Big Ideas
Declarative Knowledge
(Concepts)
Procedural Knowledge
(Skills)
The atmospheric make-up,
which includes nitrogen,
oxygen, carbon dioxide, water
vapor, other gases, and particles
of liquids and solids are suitable
for life on Earth.
• Identify the gases that
make up Earth’s atmosphere
and how this combination of
gases is suitable to life on
Earth.
• Explain how air quality
is affected by an imbalance of
gases (greenhouse effect).
Vocabulary/Key
Terms
Enduring Understanding: Many
of the weather conditions we
observe on Earth involve
interactions between the
Earth’s atmosphere and its
surface.
Essential Question: How
does Earth’s atmosphere
affect living conditions?
What would happen if
there was no interactions
between Earth’s
atmosphere and surface?
Atmosphere
greenhouse
effect
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Meteorology con’t.
Transferable Concepts: survival, change, energy
Standard
Subtopic
Atmosphere con’t.
Weather factors
Big Ideas
Declarative Knowledge
(Concepts)
Density and pressure of air
affect favorable atmospheric
conditions.
Procedural Knowledge
(Skills)
• Identify that air has
mass.
• Define the properties of
air.
• Name and use the
instruments that measure air
pressure (barometer).
The atmosphere is stratified into
layers, each having distinct
properties.
• Label, on a visual, the
layers of Earth’s atmosphere.
• Describe the properties
of each layer of Earth’s
atmosphere.
There is a transfer of energy
from the sun to the Earth.
• Describe the transfer of
energy from the sun to the
Earth.
• Measure amount of
energy transferred using a
thermometer (temperature).
• Explain the 3 ways heat
is transferred
Vocabulary/Key
Terms
density,
barometer
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Meteorology con’t.
Transferable Concepts: survival, change, energy
Standard
Subtopic
Weather factors con’t.
Big Ideas
Declarative Knowledge
(Concepts)
Wind is caused by differences
in air pressure.
Procedural Knowledge
(Skills)
• Identify that a change in
air pressure causes wind
(cyclones and anticyclones).
• Measure wind speed
using an anemometer.
Vocabulary/Key
Terms
cyclones,
anticyclones
There are 3 types of wind
including local wind, global
wind, and global wind belts.
• Define local winds,
global winds, and global
wind belts.
• Explain the effects of
different types of winds on
weather.
local winds,
global winds,
wind belt
Water circulates through the
atmosphere, lithosphere, and
hydrosphere in what is known
as the water cycle.
• Diagram, label, and
explain the water cycle
• Include:
–
Precipitation
–
Surface run-off
–
Evaporation
(plants/water
sources)
–
Condensation
• Define humidity, relative
humidity, and explain how
clouds are formed.
precipitation,
surface run-off,
evaporation,
condensation,
humidity,
relative humidity
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Meteorology con’t.
Transferable Concepts: survival, change, energy
Standard
Subtopic
Weather factors con’t.
Big Ideas
Declarative Knowledge
(Concepts)
Clouds are classified by height
and structure into 3 main types
including cumulus, stratus, and
cirrus.
Procedural Knowledge
(Skills)
• Label and explain
characteristics of cumulus,
stratus, and cirrus clouds.
Vocabulary/Key
Terms
cumulus, stratus,
cirrus clouds
Five common types of
precipitation are rain, sleet,
freezing rain, hail, and snow.
• Define the five types of
precipitation.
• Measure precipitation
using a rain gauge.
precipitation
Air masses control the humidity
and temperature of a given area
at a given time.
•
air mass
Air masses are classified
according to temperature
(tropical or polar) and humidity
(maritime or continental).
• Define the 4 major types
of air masses in North
America (maritime tropical,
continental tropical, maritime
polar, continental polar).
Define air mass.
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Meteorology con’t.
Transferable Concepts: survival, change, energy
Standard
Subtopic
Weather factors con’t.
Big Ideas
Declarative Knowledge
(Concepts)
Air masses move as a result of
wind.
Procedural Knowledge
(Skills)
• Identify the wind belts
and how they affect air
masses.
Vocabulary/Key
Terms
Fronts are boundaries between
air masses.
• Define front and explain
how the 4 different fronts are
formed.
front
A storm is a violent disturbance
in the atmosphere (thunder
storms, tornadoes, hurricanes,
winter storms).
• Define storm and explain
how each type of storm is
formed
thunder storms,
tornadoes,
hurricanes,
winter storms,
Storms can be dangerous and
there are several safety
measures that can be taken.
• Describe safety measures
they can take during different
types of storms
There are 4 types of fronts
(warm, cold, stationary,
occluded).
Hazardous weather
10
Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Meteorology con’t.
Transferable Concepts: survival, change, energy
Standard
Subtopic
Big Ideas
Climate
Essential Question: How
would the world be
different if all climates
were the same?
Declarative Knowledge
(Concepts)
Climate is the average weather
in a region over a long period of
time.
Procedural Knowledge
(Skills)
• Define climate.
Vocabulary/Key
Terms
climate
The six major factors that
affect climate are latitude,
altitude, distance from large
bodies of water, ocean currents,
prevailing winds, mountain
ranges.
• Define each factor and
explain how they affect
climate.
latitude, altitude,
distance from
large bodies of
water, ocean
currents,
prevailing winds,
mountain ranges
Climate is determined by
temperature and precipitation.
• Explain how temperature
and precipitation determine
climate.
The five major climate regions
are tropical rainy, dry,
temperature marine, temperate
continental, and polar.
• Describe each of the five
main climate types.
11
Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Forces in space
Transferable Concepts: force, change
Standard
Subtopic
Big Ideas
Enduring Understanding:
Energy and matter interact
through forces that result in
changes in motion.
Newton’s laws of
motion
Essential Question: How
do forces make objects
move the way they do on
Earth and in space?
Are patterns of change
always predictable?
What is the most crucial
change necessary for
motion to occur?
Declarative Knowledge
(Concepts)
The four main forces found in
our universe are strong force,
weak force, electromagnetic
force, and gravity.
Procedural Knowledge
(Skills)
• Define force.
• Define four main forces.
Vocabulary/Key
Terms
The law of inertia states that
objects at rest will remain at
rest and objects in motion will
remain in motion unless an
outside force enters (ex:
friction).
• Define inertia and
friction and how they relate to
Newton’s first law.
inertia, friction
The law of acceleration states:
An unbalanced force will cause
an object to change its velocity.
•
mass, weight,
velocity,
momentum,
acceleration
Define the following:
– Mass
– Weight
– Velocity
– Momentum
– Acceleration
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Norwich City Schools
Science 6
1-6-04
Overarching Enduring Understanding: Change affects people’s lives. All decisions and activities have an impact on the physical and living environment.
Overarching Essential Question: How do living and non-living things change over time in certain conditions?
Topic: Forces in space con’t.
Transferable Concepts: force, change
Standard
Subtopic
Newton’s laws of
motion con’t.
Energy
Big Ideas
Declarative Knowledge
(Concepts)
As mass increases, velocity
decreases and the rate of
acceleration decreases.
Procedural Knowledge
(Skills)
As the amount of force acting
on an object increases its rate of
acceleration increases.
• Explain how mass,
acceleration, and force are
related to Newton’s second
law.
The law of interaction states
that for every action there is an
equal and opposite reaction.
• Explain how action and
reaction interact in Newton’s
third law.
The motion of an object can be
described by its position,
direction of motion, and speed.
•
Define the following:
– Energy
– Potential
– Kinetic
– Projectile design
Vocabulary/Key
Terms
energy, potential,
kinetic, projectile
design
• Explain the relationship
between potential and kinetic
energy in an object.
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