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Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Timeline Marking Period 1 Week 1-6 Marking Period 2 Week 7-12 Marking Period 3 Week 13-18 Marking Period 4 Week 19-24 Marking Period 5 Week 25-30 Medical Biotechnology Environmental Biotechnology “Improving our Quality of Life” “Preserving and Restoring our environment” Human interactions impact the spread of diseases. The movement of tectonic plates, and soil has gradually and dramatically changed the surface of the Earth. Human actions have directly impacted the rainforests of the world. How does our current knowledge help us effectively use Earth's natural resources? How does the work of a scientist include the human footprint? Technological Innovations Global Food Chain Bio-Fuel (Overarching Topic or Concept) “E3: Making life Easy, Effective and Efficient” “Sustaining and improving food production regionally and globally” “Sustainable power for human benefit” Enduring Understanding Science has been developed over many years through trial and error and passing on information to make things better for humanity. Soil is made by the weathering of rock. Technologies are being developed as alternatives to fossil fuels. How does research and development help maintain food accessibility? How does the use of energy resources affect you and your community? 1. What natural and unnatural events can cause weathering? 2. What are the ingredients and processes in making rocks? 3. How are different Earth materials acquired in the creation of soil. 1. How does a scientist use the geologic time scale to determine the age of rocks? 2. How does the use of fossil fuels affect the development of biofuels? 3. What are the advantages and disadvantages of biofuels? Big Idea Essential Questions Scaffolding Questions How does research and technology impact society? 1. How do scientists contribute to the advancement of society through discovery and innovation? 2. What scientific claims, explanations, and principals help to further our understanding of the world? 3. How do scientists use technology to create solutions to problems? Rev 15, 4/16/10 How do relationships cause change in our world? Marking Period 6 Week 30-36 Sustainable Systems “Adopting a sustainable quality lifestyle for ourselves and our posterity” 1. How does the 1. How do the 1. How do the relationship properties of the relationships in between living layers of the an ecosystem and non-living earth assist in affect its things affect plate tectonics? function? ecosystems? 2. How do the 2. How have 2. How are movements of humans diseases spread? the tectonic impacted the 3. How do plates change rainforest in the diseases affect the surface of past and present populations? the earth? ecosystems? 3. How can a 3. What are the major values of the geological event rainforest? affect and ecosystem? Milwood Magnet School Curriculum Sequencing Map 6 Grade Science GLCEs S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. . S.RS.06.12 Describe limitations in personal and scientific knowledge. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.16 Design solutions to problems using technology. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural or manufactured magnet. * E.SE.06.62 Explain how a compass works using the magnetic field of Rev 15, 4/16/10 E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments. E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and decomposed organic material. ESE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas. P.EN.06.11 Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy). E.SE.06.14 Compare different soil samples based on particle size and texture. E3.1c Explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition. E3.1d Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive. E3.1e Explain how the texture (foliated, nonfoliated) of metamorphic rock can indicate whether it has experienced regional or contact metamorphism. S.RS.06.15 Demonstrate E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological history of the Earth (timelines and relative dating, rock layers). E.ST.06.41 Explain how Earth processes (erosion, mountain building, and glacier movement) are used for the measurement of geologic time through observing rock layers. E.ST.06.42 Describe how fossils provide important evidence of how life and environmental conditions have changed. E2.2B-Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and nonrenewable (e.g. Fossil fuels, nuclear) sources of energy. S.IP.06.15 Construct charts and graphs from data and observations. S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. S.IP.06.16 Identify patterns in data. S.IA.06.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society. ). S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. (State of Michigan Reproductive Health Curriculum) E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. E3.3A-Explain how plate tectonics accounts for the features and processes (sea floor spreading, midocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface. E3.3B-Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water. P.EN.07.32 Describe how waves are produced by L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution). Reflection Milwood Magnet School Curriculum Sequencing Map 6 Grade Science the Earth, and how a compass is used for navigation on land and sea. Key Vocabulary Alternative Explanation of Data Confirmation of Observation Conflicting Interpretations Displacement of Results Ethics in Science Evaluation of Science Process Experimental Control Faulty Reasoning Filtering Hypothesis Hypothesis testing Mass Research Question Risk and Benefit Scientific Interpretation Scientific Method Scientific Skepticism Theoretical Model Tolerance of ambiguity Magnetic Field Navigation Poles Rev 15, 4/16/10 scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IP.06.14 Use metric measurement devices in an investigation investigation. Bacteria Bias Kinetic Energy Potential Energy Resource Depletion Soil Fertility Humus Soil Clay Sand Weathering Erosion Bias Debris Earth Processes Earth Systems Earth’s Age Erosion Resistance Evidence from Fossil Record Fossils Geologic Evidence Geologic History Particle Size Relative Dating Fossil fuels Biofuels Cellulosic Ethanol Corn Ethanol Biodiesel Alternative fuels Biomass Nonrenewable Resources Renewable Resources Solar energy Wind Energy Nuclear energy Conservation of Energy Abrasion Glacier Movement Mechanical Weathering Chemical Weathering Ice Wedging Rock Cycle Rock Layers Rocks Sedimentary Deposition Sedimentary Rock Sedimentation Sediments Timelines Igneous Rock Metamorphic Rock S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Atoms Bias Transformation Characteristics of Life Egg Cell Reproductive System Sexual Reproduction Sperm Sperm Cell Microscope Slide Amplification Slide Cover Arm Lens Eye piece Clips Eye dropper Wet Mount Virus Bacteria Infectious Disease Transmission Cholera Yellow Fever Malaria vibrations in matter. P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings). S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world. Bias Convection in Mantle Crust Direction of a Force Direction of a Motion Earthquakes Geologic Force Geologic Shift Geological Events Lithosphere Lithospheric Plates Metallic Core Plate Tectonic Rock Layer Movement Energy Source Upper Mantle Volcanic Eruptions Bias Body Plan Pollution Resource Depletion Predation Predator Prey Producers Species Extinction Unity of Life Species Extinction Earth’s Crust Earth’s Layers sound wave seismic waves waves Vibration Inner core Outer Core L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). * L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. Earth’s Atmosphere Earth’s Climate Consumers Decomposer Mutualism Parasite Classification of Organisms Species Species Diversity Ecosystem Ecological Role Fungus Interdependence of Organisms Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Minerals Particle Size Dengue Fever Abiotic Components Biotic Components Closed Systems Community Ecological Role Population Recycling of Matter Symbiosis (State of Michigan Reproductive Health Curriculum) Formative Assessments Thinking maps comparing past solutions to present solutions. Exit Slip on how the scientific method works Quizzes- steps of the scientific method Labs learning how to use measurement tools and metric measurement. Thinking map on comparing types of rocks and their formation Exit Slip on qualities of soils Quizzesformation of soil. Lab- Soil Particle Lab Crayon Rock Lab Thinking mapsExit SlipChecking understanding of geologic time. Quizzesknowledge of biofuels Labs- showing how index fossils work. Comparison on diseases using double-bubble thinking map. Exit Slips- Human affect on the ecosystem. Quizzes- How a disease spreads. Exit Slip on Tectonic plates. Quizzes- over boundaries and their effects on the surface of the earth. Labdemonstrating the density differences in crustal plates. Unit Summative Assessment Digital Poster on Invention Power Point Website on Biofuels Realistic Fiction, incorporating diseases Power Point Rev 15, 4/16/10 Thinking mapcause and effect of human interactions with the rainforest. Exit Slip on Food Chains and web differences Quizzes- How all plants and animals are connected in the rainforest. Creation of the rainforest in the hallway with descriptions of how humans give and take from the forest. Photo Story on effects on the rainforest. Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Resources & Materials Computers MS Word BrainPop Website Teachers Domain Middleschoolscience.c om Discovery Streaming Scales Stopwatches Rules Calculators Beaker Test tubes Graduated cylinder Compasses Flaming Money Demo Alcohol Water Dollar Bill Matches Tongs Salt Pie Plates Drops on a Penny Pennies Pipettes Tin foil Liquid Soap Magnetic Field Demo Iron Filings Mineral Water Cow Magnet Exploring Magnets Rev 15, 4/16/10 BrainPop Website Teachers Domain Middleschoolscienc e.com Discovery Streaming Computer Power point Internet Access Rock Cycle Rock Samples Mineral Samples Magnifying Glasses Strike plates Hardness Scale Iron Nails Pennies Crayon Rock Lab Crayons Crayon Sharpener Pie Plates Hot plate Tin Foil Soil Particle Sz Lab Soil Sand Clay Pebbles Test tubes Test tube stoppers Permanent markers Water BrainPop Website Teachers Domain Middleschoolscienc e.com Discovery Streaming MS Word Publisher Internet Access Computer Biofuel Lab Ziploc Bag Corn Meal Sugar Active Yeast Cellulose material Fossil Lab Dixie Cups Plaster of Paris Small Shells Petroleum Jelly Q-tips Food coloring Fossil Samples Magnifying glasses Pam Spray BrainPop Website Teachers Domain Middleschoolscienc e.com Discovery Streaming Internet access Computers Power point BrainPop Website Teachers Domain Middleschoolscienc e.com Discovery Streaming Power Point Tectonic Plate Map World Map Reproductive Health Curriculum Slinky Lab Slinky Meter Stick Stopwatch Introducing Microscopes Microscope Slides Slip covers Eye Dropper Water Volcano Model Modeling clay Volcano Lab Vinegar Baking soda Volcano moulds Eye Dropper BrainPop Website Teachers Domain Middleschoolscienc e.com Discovery Streaming Internet access Headphone w/ microphones Photo story The Lorax by Dr. Seuss Owl Family Survival Black Beans Forks White beans Masking Tape Colored pencils Biotic/Aboitic Collage Magazines Glue Scissors Poster board Additional Resources: Dare to Care for a Grizzly Bear Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Additional Information Bar Magnets Humus Horseshoe magnets Test tube rack Cow Magnets Iron Aluminum Foil Paper Clips Iron Nails Scientific Inquiry will be interwoven in all the units and taught throughout the year. Rev 15, 4/16/10 Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Unit #1S.IP.06.11 Generate scientific questions based on observations, investigations, and research. S.IP.06.12 Design and conduct scientific investigations. S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations. S.IP.06.14 Use metric measurement devices in an investigation. S.IP.06.15 Construct charts and graphs from data and observations. S.IP.06.16 Identify patterns in data. Inquiry Analysis S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.13 Communicate and defend findings of observations and investigations using evidence. S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation. S.IA.06.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.12 Describe limitations in personal and scientific knowledge. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.16 Design solutions to problems using technology. S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world. S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures Rev 15, 4/16/10 Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Unit #2 L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). * L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and sediments. E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the Earth by eroding rock in some areas and depositing sediments in other areas. E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and decomposed organic material. E.SE.06.14 Compare different soil samples based on particle size and texture. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Rev 15, 4/16/10 Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Unit #3 P.EN.06.11 Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy). P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums). P.EN.06.41 Explain how different forms of energy can be transferred from one place to another by radiation, conduction, or convection. P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or gained in the transfer. Earth in Space/Time E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological history of the Earth (timelines and relative dating, rock layers). E.ST.06.41 Explain how Earth processes (erosion, mountain building, and glacier movement) are used for the measurement of geologic time through observing rock layers. E.ST.06.42 Describe how fossils provide important evidence of how life and environmental conditions have changed. Reflection S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Rev 15, 4/16/10 Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Unit #4 P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules. P.CM.06.12 Explain how mass is conserved as a substance L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems including the Great Lakes region. * L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. (State of Michigan Reproductive Health Curriculum) L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. species extinction, resource depletion, climate change, pollution). Rev 15, 4/16/10 Milwood Magnet School Curriculum Sequencing Map 6 Grade Science Unit #5 E.SE.06.62 Explain how a compass works using the magnetic field ofthe Earth, and how a compass is used for navigation on land and sea. Ecosystems E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year. E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core. E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural or manufactured magnet. * L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution). Reflection Unit #6S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world Rev 15, 4/16/10