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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 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 1 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 2 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 3 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 4 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 5 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 6 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 7 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 8 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. 9 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 12 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. 13