Download Mena Pfest - Mrs. Pfest`s Science Place

Mena Pfest
[email protected]
6th grade science -10 week overview #4
Established Goals:
CCSS Writing
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), 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 evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
7. 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.
CCSS Literacy in Science
1. Cite specific textual evidence to support analysis of science and technical texts.
3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
7. 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).
Understandings:










The dangers and importance of finding long term
storage for nuclear waste.
Volcanoes are both constructive and destructive earth
processes.
Lava released from volcanic eruptions is magma from
beneath the earths surface.
Geological time refers to time periods of thousands,
millions and billions of years.
The earth’s surface is broken down into large sections
called plates that extend down into the solid part of
the upper mantle.
Earth’s plates continue to move, resulting in
earthquakes
Earthquakes and volcanoes occur more frequently at
plate boundaries.
The concentration of volcanoes and earthquakes in
particular areas on earth supports the theory of plate
tectonics.
Convection currents are one theory scientists believe
drives plate motion.
Earth’s plates spread apart, collide and slide past each
other.
Essential Questions:














Students will know…
 The layers of three layers of the earth, each ones state
of matter, material and approximate temperature.
 The theory of continental drift and how it relates to
plate movement.
 The role plate boundaries play in the forming of
mountains, volcanic activity and earthquakes.
What are the advantages and disadvantages of storing
nuclear waste in Yucca Mountain?
How do volcanic eruptions vary?
What is beneath the earth’s surface?
When did particular events in earth’s history occur?
What can rearranging the continents tell you about earth’s
history?
What is the evidence that the continents have moved?
How did continental drift lead to the theory of plate
tectonics?
How can a seismograph be used to measure earthquakes?
How can you use earthquake and volcano data to map
the earth’s plates?
How does the theory of plate tectonics help to explain the
locations of earthquakes, volcanoes, and mountain
ranges?
How do differences in temperature cause a convection
current?
What happens when the earth’s plates move apart over
time?
What happens as the earth’s plates collide or slide past
each other?
Which site would you recommend for storing nuclear
waste?
Students will be able to…
 Create a model of the earth’s layers
 Place events in the history of earth in order on
geological timeline
 Take a reading of a seismograph and explain when an
earthquake occurs.
 Apply knowledge learned from unit to propose which
area in the United States is the safest to store nuclear
waste.
Performance tasks:
Nuclear Waste Site Proposal
Students will evaluate three possible nuclear waste storage sites.
Using knowledge of plate tectonics and other information
presented in the unit students will identify additional evidence that
either supports or does not support storing waste at each of three
sites.
Students will consider what they have learned about earth’s
structure, geological time, plate boundaries, the relative risk of
natural disasters such as earthquakes and volcanic eruptions, and
what might happen to earth’s surface in the future. They will then
write a proposal that states where they think is the best place to
store nuclear waste. Proposal will include the place, evidence to
support his or her decision and the trade-offs of that decision.
Other evidence:

Quick-check quizzes

Science notebook

Extended response questions

Unit D Test
HOME/SCHOOL CONNECTION
Visit one of the following Chicago museums with your child or explore their websites:
The Field Museum- www.fieldmuseum.org/
The Adler Planetarium- www.adlerplanetarium.org
The Museum of Science and Industry- www.msichicago.org/
Check out one of the books from the suggested reading list and read it along with your child.
Final grade percentages:
Lab notebook/assignments 35%
Homework
10%
Participation
20%
Assessments
35%