Download Grade 6 Science SY16/17 6th Grade Earth Science: Unit 4 Chapters

Grade 6 Science SY16/17
6th Grade Earth Science: Unit 4 Chapters 14-17
Essential Questions:
1. How do conditions on Earth change?
Missouri Learning Standards (CCSS)
Common Core State Standards Connections:
ELA/Literacy –
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-1)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (MS-ESS3-1)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS31)
SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1)
Mathematics –
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set. (MS-ESS3-1)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS3-1)
Missouri Learning Standards (GLES)
6.1.A.7
a.
Classify celestial bodies in the solar system into categories: Sun, Moon, planets, and other
small bodies (i.e., asteroids, comets, meteors), based on physical properties
Unit Timeline: 9 weeks
Quarter 4
Assessments:
Required Assessments:
Chapter Pre-/Post-Tests
*Given on Achievement Series*
Cross Cutting Concepts
Cause and Effect
Cause and effect relationships may be
used to predict phenomena in natural or
designed systems. (MS-ESS3-1)
Energy and Matter
Within a natural or designed system, the
transfer of energy drives the motion
and/or cycling of matter. (MS-ESS2-4)
Stability and Change
Explanations of stability and change in
natural or designed systems can be
constructed by examining the changes
over time and processes at different
scales, including the atomic scale.
(MSESS2-1)
-----------------------------------------Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering, and
Technology on Society and the Natural
World
All human activity draws on natural
resources and has both short and long
term consequences, positive as well as
negative, for the health of people and the
natural environment. (MS-ESS3-1)
Academic Vocabulary
Chapter 14
seasons, gravity, Earth's movement,
Earth's moon, orbital motion, tides, the
Page 1 of 14
Grade 6 Science SY16/17
b.
Compare and contrast the size, composition, atmosphere, and surface of the planets (inner
vs. outer) in our solar system and Earth’s moon
c.
Describe the relative proximity of common celestial bodies (i.e., Sun, Moon, planets, smaller
celestial bodies such as comets and meteors, other stars) in the sky to the Earth
6.1.B.7
a.
Describe how the Earth’s placement in the solar system is favorable to sustain life (i.e.,
distance from the Sun, temperature, atmosphere)
b.
Compare and contrast the characteristics of Earth that support life with the characteristics
of other planets that are considered favorable or unfavorable to life (e.g., atmospheric gases,
extremely high/low temperatures
6.1.C.7
a.
Explain that stars are separated from one another by vast and different distances, which
causes stars to appear smaller than the Sun
b.
Compare the distance light travels from the Sun to Earth to the distance light travels from
other stars to Earth using light years
6.2.A.7
a.
Relate the apparent east-to-west changes in the positions of the Sun, other stars, and
planets in the sky over the course of a day to Earth’s counterclockwise rotation about its axis
b.
Describe the pattern that can be observed in the changes in number of hours of visible
sunlight, and the time and location of sunrise and sunset, throughout the year
c.
Describe how, in the Northern Hemisphere, the Sun appears lower in the sky during the
winter and higher in the sky during the summer
d.
Describe how, in winter, the Sun appears to rise in the Southeast and set in the Southwest,
accounting for a relatively short day length, and, in summer, the Sun appears to rise in the
Northeast and set in the Northwest, accounting for a relatively long day length
e.
Describe how the Sun is never directly overhead when observed from North America
6.2.B.7
a.
Observe the change in time and location of Moon rise, Moon set, and the Moon’s
appearance relative to time of day and month over several months, and note the pattern in this
change
b.
Describe how the Moon rises later each day due to its revolution around the Earth in a
counterclockwise direction
c.
Describe how the Moon is in the sky for roughly 12 hours in a 24-hour period (i.e., if the
Moon rises at about 6 P.M., it will set at about 6 A.M.)
d.
Describe how that one half of the Moon is always facing the Sun and, therefore, one half of
the Moon is always lit
e.
Relate the apparent change in the Moon’s position in the sky as it appears to move east-towest over the course of a day to Earth’s counterclockwise rotation about its axis
moon's phases, the night sky, eclipses
Chapter 15
corona, photosphere, nuclear fusion, the
outer planets, heliocentric model, the
inner planets, chromosphere, the early
solar system, geocentric model,
prominence, radiation zone, small objects,
terrestrial planets, sunspot, the solar
system, gas giants, convection zone, solar
wind, core, solar flare
Chapter 16
distances to stars, star formation and life
span, scale of the universe, types of
galaxies, regions of the EM spectrum, star
systems, telescopes, aging stars
Chapter 17
ozone, limited water, solid waste disposal,
water pollution, intro to natural
resources, hazardous waste disposal, air
pollution, importance of natural
resources, water pollution solutions, soil
management, air pollution solutions,
types of environmental issues, making
environmental decisions, land use
Page 2 of 14
Grade 6 Science SY16/17
f.
Describe how the appearance of the Moon that can be seen from Earth changes
approximately every 28 days in an observable pattern (moon phases)
6.2.C.7
a.
Illustrate and explain a day as the time it takes a planet to make a full rotation about its axis
b.
Diagram the path (orbital ellipse) the Earth travels as it revolves around the Sun
c.
Illustrate and explain a year as the time it takes a planet to revolve around the Sun
d.
Explain the relationships between a planet’s length of year (period of revolution) and its
position in the solar system
e.
Recognize and explain the phases of the moon are due to the relative positions of the Moon
with respect to the Earth and Sun
f.
Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the
intensity of sunlight falling on different parts of the Earth during different seasons
6.2.D.7
a.
Describe how the Earth’s gravity pulls any object on or near the Earth toward it (including
natural and artificial satellites)
b.
Describe how the planets’ gravitational pull keeps satellites and moons in orbit around them
Describe how the Sun’s gravitational pull holds the Earth and other planets in their orbits
Missouri Learning Standards
Interact with New Knowledge
Addressing Content
Practice and Deepen New
Knowledge
Generate and Test Hypothesis
about New Knowledge
Page 3 of 14
Grade 6 Science SY16/17
Chapter 14 - Earth, Moon, and Sun
 The sky from Earth
 Earth in Space
 Gravity and Motion
 Phases and Eclipses
 Tides Earth’s Moon
I can classify celestial bodies in the solar
system into categories: Sun, Moon,
planets, and other small bodies (i.e.,
asteroids, comets, meteors), based on
physical properties
I can describe the relative proximity of
common celestial bodies (i.e., Sun, Moon,
planets, smaller celestial bodies such as
comets and meteors, other stars) in the
sky to the Earth
I can describe how the Earth’s placement
in the solar system is favorable to sustain
life (i.e., distance from the Sun,
temperature, atmosphere)
I can compare and contrast the
characteristics of Earth that support life
with the characteristics of other planets
that are considered favorable or
unfavorable to life (e.g., atmospheric
gases, extremely high/low temperatures
I can explain that stars are separated from
one another by vast and different
distances, which causes stars to appear
smaller than the Sun
I can compare the distance light travels
from the Sun to Earth to the distance light
travels from other stars to Earth using
light years
I can relate the apparent east-to-west
changes in the positions of the Sun, other
stars, and planets in the sky over the
Input critical information:
Introduce vocabulary and key
concepts.
Organize students to interact with
new knowledge:
Use cooperative learning groups or
pairs to engage students in
activities to assess background
knowledge.
Preview new content:
Use chapter kick-off to get an
overview of the chapter content.
Chunk content into digestible
bites:
Utilize multi-media to instigate
collaboration and classroom
discourse about conceptual ideas.
Process new information :
Elaborate new information:
Make connections to like concepts
that are in the learning continuum.
Record and represent new
information:
If appropriate, use models,
diagrams, journaling to record or
represent learned concepts.
Reflect on learning:
Closure activities, self-checks, to
Reinforce/solidify conceptual
understanding and representation.
Review content:
Use 5-E digital path to review
content and new knowledge.
Organize students:
Use discretion to identify best
grouping arrangements for
the intended activity.
Provide opportunities for
students to practice and
deepen skills, strategies, and
processes:
Utilize engagement,
exploration, explanations,
elaborations, and evaluations
in the text to provide
opportunities for practicing
and deepening knowledge.
Examine common errors in
reasoning:
Common misconceptions
about concepts are identified
in the text.
Examine similarities and
differences:
Utilize non-linguistic
representations to
communicate attributes and
concepts.
Homework:
Assigned to provide practice
for taught concepts, not to
introduce new knowledge. At
the students independent
practice level.
Revise Knowledge:
Continually use formative
assessments to identify
misconceptions or errors in
Engage students in cognitively
complex tasks:
Investigate:
Problem solve and make
decisions:
Performance tasks or events:
Four Question Strategy to
facilitate discussion and
dialogue to extend
investigations or develop
testable questions and
hypothesis.
Page 4 of 14
Grade 6 Science SY16/17
course of a day to Earth’s
counterclockwise rotation about its axis
I can describe the pattern that can be
observed in the changes in number of
hours of visible sunlight, and the time and
location of sunrise and sunset, throughout
the year.
I can describe how, in the Northern
Hemisphere, the Sun appears lower in the
sky during the winter and higher in the sky
during the summer.
I can describe how, in winter, the Sun
appears to rise in the Southeast and set in
the Southwest, accounting for a relatively
short day length, and, in summer, the Sun
appears to rise in the Northeast and set in
the Northwest, accounting for a relatively
long day length
I can escribe how the Sun is never directly
overhead when observed from North
America.
I can observe the change in time and
location of Moon rise, Moon set, and the
Moon’s appearance relative to time of day
and month over several months, and note
the pattern in this change
I can describe how the Moon rises later
each day due to its revolution around the
Earth in a counterclockwise direction
I can describe how the Moon is in the sky
for roughly 12 hours in a 24-hour period
(i.e., if the Moon rises at about 6 P.M., it
will set at about 6 A.M.)
I can describe how that one half of the
Moon is always facing the Sun and,
therefore, one half of the Moon is always
lit.
I can relate the apparent change in the
conceptual attainment.
Page 5 of 14
Grade 6 Science SY16/17
Chapter 14 Digital Path:
The Big Question components have
an overview of content for the
chapter.
Activities for many of the
strategies above:
 The Big Question
 Untamed Science part 1
 Untamed Science part 2
 Vocabulary Smart Cards
Strategies
Moon’s position in the sky as it appears to
move east-to-west over the course of a
day to Earth’s counterclockwise rotation
about its axis.
I can describe how the appearance of the
Moon that can be seen from Earth
changes approximately every 28 days in
an observable pattern (moon phases)
6.2.C.7
I can Illustrate and explain a day as the
time it takes a planet to make a full
rotation about its axis
I can diagram the path (orbital ellipse) the
Earth travels as it revolves around the Sun
I can Illustrate and explain a year as the
time it takes a planet to revolve around
the Sun
I can Explain the relationships between a
Lessons 1-5:
Questioning/discussion:
5-E digital path to preview lesson
content
How do the Earth, Moon and Sun
interact?
Text: Close reading
strategies:
5-E Lesson Components are
elaborated through text and
will provide opportunities to
practice and deepen
knowledge and skills.
Investigation/exploration
sections: will provide
opportunities for inquiry
practices and deepen
student’s conceptual
understanding and
attainment.
Hypothesize about extensions
of investigation or exploration
Plan and/or test hypothesis
My Reading Web
Page 6 of 14
Grade 6 Science SY16/17
Activities
planet’s length of year (period of
revolution) and its position in the solar
system
Chapter 14 Digital Path:
The Big Question components have
an overview of content for the
chapter.
Activities for many of the
strategies above:
 The Big Question
 Untamed Science part 1
 Untamed Science part 2
 Vocabulary Smart Cards
Ac
Lessons 1-6:
Questioning/discussion:
5-E digital path to preview lesson
content
Why are objects in the Solar
System different from each other?
Text: Close reading
strategies:
5-E Lesson Components are
elaborated through text and
will provide opportunities to
practice and deepen
knowledge and skills.
Investigation/exploration
sections: will provide
opportunities for inquiry
practices and deepen
student’s conceptual
understanding and
attainment.
Hypothesize about extensions
of investigation or exploration
Plan and/or test hypothesis
My Reading Web
Page 7 of 14
Grade 6 Science SY16/17
Chapter 15 - The Solar System
 Models of the Solar System
 Introducing the Solar System
 The Sun
 The Inner Planets
 The Outer Planets
 Small Solar System Objects
Input critical information:
Introduce vocabulary and key
concepts.
Organize students to interact with
new knowledge:
Use cooperative learning groups or
pairs to engage students in
activities to assess background
knowledge.
Preview new content:
Use chapter kick-off to get an
overview of the chapter content.
Chunk content into digestible
bites:
Utilize multi-media to instigate
collaboration and classroom
discourse about conceptual ideas.
Process new information :
Elaborate new information:
Make connections to like concepts
that are in the learning continuum.
Record and represent new
information:
If appropriate, use models,
diagrams, journaling to record or
represent learned concepts.
Reflect on learning:
Closure activities, self-checks, to
Reinforce/solidify conceptual
understanding and representation.
I can compare and contrast the size,
composition, atmosphere, and surface of
the planets (inner vs. outer) in our solar
system and Earth’s moon
Strategies
I can describe the relative proximity of
common celestial bodies (i.e., Sun, Moon,
planets, smaller celestial bodies such as
comets and meteors, other stars) in the
sky to the Earth
Review content:
Use 5-E digital path to review
content and new knowledge.
Organize students:
Use discretion to identify best
grouping arrangements for
the intended activity.
Provide opportunities for
students to practice and
deepen skills, strategies, and
processes:
Utilize engagement,
exploration, explanations,
elaborations, and evaluations
in the text to provide
opportunities for practicing
and deepening knowledge.
Examine common errors in
reasoning:
Common misconceptions
about concepts are identified
in the text.
Examine similarities and
differences:
Utilize non-linguistic
representations to
communicate attributes and
concepts.
Homework:
Assigned to provide practice
for taught concepts, not to
introduce new knowledge. At
the students independent
practice level.
Revise Knowledge:
Continually use formative
assessments to identify
misconceptions or errors in
conceptual attainment.
Engage students in cognitively
complex tasks:
Investigate:
Problem solve and make
decisions:
Performance tasks or events:
Four Question Strategy to
facilitate discussion and
dialogue to extend
investigations or develop
testable questions and
hypothesis.
Page 8 of 14
Grade 6 Science SY16/17
Activities
Chapter 15 Digital Path:
The Big Question components have
an overview of content for the
chapter.
Activities for many of the
strategies above:
 The Big Question
 Untamed Science part 1
 Untamed Science part 2
 Vocabulary Smart Cards
Lessons 1-6:
Questioning/discussion:
5-E digital path to preview lesson
content
Why are objects in the Solar
System different from each other?
Text: Close reading
strategies:
5-E Lesson Components are
elaborated through text and
will provide opportunities to
practice and deepen
knowledge and skills.
Investigation/exploration
sections: will provide
opportunities for inquiry
practices and deepen
student’s conceptual
understanding and
attainment.
Hypothesize about extensions
of investigation or exploration
Plan and/or test hypothesis
My Reading Web
Page 9 of 14
Grade 6 Science SY16/17
Input critical information:
Introduce vocabulary and key
concepts.
Organize students to interact with
new knowledge:
Use cooperative learning groups or
pairs to engage students in
activities to assess background
knowledge.
Preview new content:
Use chapter kick-off to get an
overview of the chapter content.
Chunk content into digestible
bites:
Utilize multi-media to instigate
collaboration and classroom
discourse about conceptual ideas.
Process new information :
Elaborate new information:
Make connections to like concepts
that are in the learning continuum.
Record and represent new
information:
If appropriate, use models,
diagrams, journaling to record or
represent learned concepts.
Reflect on learning:
Closure activities, self-checks, to
Reinforce/solidify conceptual
understanding and representation.
Strategies
Chapter 16 - Stars, Galaxies, and the
Universe
 Telescopes
 The scale of the Universe
 Characteristics of Stars
 Lives of Stars
 Star systems and Galaxies
 The Expanding Universe
I can identify tools and technology that
make it possible to observe objects in
space.
Review content:
Use 5-E digital path to review
content and new knowledge.
Organize students:
Use discretion to identify best
grouping arrangements for
the intended activity.
Provide opportunities for
students to practice and
deepen skills, strategies, and
processes:
Utilize engagement,
exploration, explanations,
elaborations, and evaluations
in the text to provide
opportunities for practicing
and deepening knowledge.
Examine common errors in
reasoning:
Common misconceptions
about concepts are identified
in the text.
Examine similarities and
differences:
Utilize non-linguistic
representations to
communicate attributes and
concepts.
Homework:
Assigned to provide practice
for taught concepts, not to
introduce new knowledge. At
the students independent
practice level.
Revise Knowledge:
Continually use formative
assessments to identify
misconceptions or errors in
conceptual attainment.
Engage students in cognitively
complex tasks:
Investigate:
Problem solve and make
decisions:
Performance tasks or events:
Four Question Strategy to
facilitate discussion and
dialogue to extend
investigations or develop
testable questions and
hypothesis.
Page 10 of 14
Grade 6 Science SY16/17
Activities
Chapter 16 Digital Path:
The Big Question components have
an overview of content for the
chapter.
Activities for many of the
strategies above:
 The Big Question
 Untamed Science part 1
 Untamed Science part 2
 Vocabulary Smart Cards
Lessons 1-6:
Questioning/discussion:
5-E digital path to preview lesson
content
How do astronomers learn about
distant objects in the Universe?
Text: Close reading
strategies:
5-E Lesson Components are
elaborated through text and
will provide opportunities to
practice and deepen
knowledge and skills.
Investigation/exploration
sections: will provide
opportunities for inquiry
practices and deepen
student’s conceptual
understanding and
attainment.
Hypothesize about extensions
of investigation or exploration
Plan and/or test hypothesis
My Reading Web
Page 11 of 14
Grade 6 Science SY16/17
Input critical information:
Introduce vocabulary and key
concepts.
Organize students to interact with
new knowledge:
Use cooperative learning groups or
pairs to engage students in
activities to assess background
knowledge.
Preview new content:
Use chapter kick-off to get an
overview of the chapter content.
Chunk content into digestible
bites:
Utilize multi-media to instigate
collaboration and classroom
discourse about conceptual ideas.
Process new information :
Elaborate new information:
Make connections to like concepts
that are in the learning continuum.
Record and represent new
information:
If appropriate, use models,
diagrams, journaling to record or
represent learned concepts.
Reflect on learning:
Closure activities, self-checks, to
Reinforce/solidify conceptual
understanding and representation.
Strategies
Chapter 17 - Land, Air and Water
Resources
 Introduction to Environmental
Science
 Introduction to Natural Resources
 Conserving Land and Soil
 Waste Disposal and Recycling
 Air Pollution and Solutions
 Water Pollution and Solutions
Review content:
Use 5-E digital path to review
content and new knowledge.
Organize students:
Use discretion to identify best
grouping arrangements for
the intended activity.
Provide opportunities for
students to practice and
deepen skills, strategies, and
processes:
Utilize engagement,
exploration, explanations,
elaborations, and evaluations
in the text to provide
opportunities for practicing
and deepening knowledge.
Examine common errors in
reasoning:
Common misconceptions
about concepts are identified
in the text.
Examine similarities and
differences:
Utilize non-linguistic
representations to
communicate attributes and
concepts.
Homework:
Assigned to provide practice
for taught concepts, not to
introduce new knowledge. At
the students independent
practice level.
Revise Knowledge:
Continually use formative
assessments to identify
misconceptions or errors in
conceptual attainment.
Engage students in cognitively
complex tasks:
Investigate:
Problem solve and make
decisions:
Performance tasks or events:
Four Question Strategy to
facilitate discussion and
dialogue to extend
investigations or develop
testable questions and
hypothesis.
Page 12 of 14
Grade 6 Science SY16/17
Activities
Chapter 17 Digital Path:
The Big Question components have
an overview of content for the
chapter.
Activities for many of the
strategies above:
 The Big Question
 Untamed Science part 1
 Untamed Science part 2
 Vocabulary Smart Cards
Lessons 1-6:
Questioning/discussion:
5-E digital path to preview lesson
content
What can people do to use
resources wisely?
Text: Close reading
strategies:
5-E Lesson Components are
elaborated through text and
will provide opportunities to
practice and deepen
knowledge and skills.
Investigation/exploration
sections: will provide
opportunities for inquiry
practices and deepen
student’s conceptual
understanding and
attainment.
Hypothesize about extensions
of investigation or exploration
Plan and/or test hypothesis
My Reading Web
Unit Resources:
Science Overview Page:
4 Question Strategy Document
5-E Lesson Plan Template
Intervention Strategies:
1.
Access students’ prior knowledge and tap into their past experiences to make learning new concepts interesting and meaningful.
2.
In order to develop students’ scientific literacy, provide frequent opportunities (guided/structured academic discussions and student/student
dialogue utilizing sentence and response frames etc…) for students to speak and use scientific terms and phrases during science activities.
3.
Make use of visual clues and graphic organizers and use graphs, charts, maps, models, timelines and diagrams to help convey meaning, explicitly
teach science vocabulary and check for understanding.
Websites:
Strategies for teaching science vocabulary to ELLs and struggling readers: http://www.learnnc.org/lp/pages/7079
Page 13 of 14
Grade 6 Science SY16/17
Page 14 of 14