Download P-2, Advanced Proficiency, 6th Grade, Earth Science

P-2, Advanced Proficiency, 6th Grade, Earth Science
Long-Term Plan
6th Grade Science - Earth Science
Unit 1: Investigation and Experimentation
Unit Length: 2.5 Weeks
 The scientific method is a process to acquire knowledge through investigation and experimentation.
Topical EUs
Topical EQs
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Why do scientists use the scientific method?
What skills are essential to being able to use the scientific method?
What is the difference between an observation and an inference?
Skills
Knowledge
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Topical K&S
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Overarching Big Ideas
Overarching EUs
Skills involved in the scientific
method
Importance of the scientific
method
Scientific method is a process,
often going on for many years
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Develop a hypothesis
Select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to
perform tests, collect data, and display data
Construct appropriate graphs from data and develop qualitative
statements about the relationships between variables
Communicate the steps and results from an investigation in written
reports and oral presentations
Recognize whether evidence is consistent with a proposed explanation
Interpret events by sequence and time from natural phenomena
Identify changes in natural phenomena over time without manipulating
the phenomena
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Investigation and Experimentation
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Scientific progress is made by asking meaningful questions and conducting careful investigations.
Overarching EQs
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How has the scientific method been used to discover aspects of Earth science?
What aspects of earth science would you like to explore using the scientific method?
What is a hypothesis you have about how the features of the Earth came into existence and how would you test
that hypothesis?
7a - Develop a hypothesis. * (1)
7b - Select and use appropriate tools and technology (including calculators, computers, balances, spring scales,
microscopes, and binoculars) to perform tests, collect data, and display data. * (1)
7c - Construct appropriate graphs from data and develop qualitative statements about the relationships between
variables. * (1)
Standards to be Assessed
7d - Communicate the steps and results from an investigation in written reports and oral presentations. * (1)
(or other state
performance indicator)
7e - Recognize whether evidence is consistent with a proposed explanation. * (1)
7g - Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions). *
(1)
7h - Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of
trees, a stream, a hillslope). * (1)
Standard 1
Remedial Standards (or
other state performance
Standard 2
indicator)
Enrichment Standards (or Standard 1
other state performance
Standard 2
indicator)
* These standards will be built into each unit, so that students will continue to practice the scientific method. These
standards will be assessed in each periodic assessment and are critical foundational skills in science, therefore they
Notes
will need to be fully integrated into all units of the curriculum.
Unit 2: Earth’s Structure and Plate Tectonics
 Heat can be transferred through conduction and convection.
Topical EUs
Unit Length: 3.5 Weeks
Topical EQs
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The Earth is divided into layers: the crust, the mantle, and the core.
The lithosphere includes the crust and the upper layer of the mantle.
The theory of plate tectonics explains plate movements and how the surface of the Earth changes.
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What is plate tectonics theory and what evidence do we have that it is accurate?
What relationships exist between the layers of the Earth?
What are similarities and differences between conduction and convection?
How does heat from the Earth’s interior reach the surface?
Knowledge
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Topical K&S
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The layers of the Earth: crust, mantle, and core
The lithosphere and asthenosphere
Cold liquids and gases are more dense that warm
liquids and gases
Circular motion of liquids and gases in a convection
current results from differences in density
Heat from the Earth’s interior reaches the surface
primarily through convection.
Plates are constantly in motion.
Geologic events such as earthquakes, volcanoes, and
mountain building are caused by plate motions.
The fit of the continents, location of earthquakes,
volcanoes, and midocean ridges, and the distribution
of fossils, rock types, and ancient climatic zones
provide evidence for the theory of plate tectonics.
Skills
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Compare and contrast conduction and convection.
Identify the layers of the Earth on a diagram and
explain the relationship among the layers.
Explain how heat from Earth’s interior reaches the
surface primarily through convection.
Explain how lithospheric plates the size of continents
and oceans, move at rates of centimeters per year in
response to movements in the mantle.
Explain how major geologic events, such as
earthquakes, volcanic eruptions, and mountain
building, result from plate motions.
Determine how the fit of the continents, the location of
earthquakes, volcanoes, and midocean ridges, and the
distribution of fossils, rock types, and ancient climatic
zones provide evidence of plate tectonics.
Overarching Big Ideas
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Earth’s Structure and Plate Tectonics
Investigation and Experimentation
Overarching EUs
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Plate tectonics accounts for important features of Earth’s surface and major geological events.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
Overarching EQs
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Why is the structure of the Earth important?
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How have the major features of the Earth’s surface formed throughout history and how are they continuing to
change over time?
How are humans impacting the constant changes occurring in the interior and exterior of the Earth?
How does the Earth maintain a special balance as a planet that therefore enables life to exist?
How has the scientific method enriched our understanding of Earth science?
1a - Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes,
volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. (1)
1c - Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to
movements in the mantle. (1)
1e - Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from
Standards to be
plate motions. (1)
Assessed (or other state
performance indicator)
1b - Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense,
metallic core. (1)
3c - Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and
by convection (which involves flow of matter). (1)
4c - Students know heat from Earth's interior reaches the surface primarily through convection. (1)
Remedial Standards Standard 1
(or other state
performance indicator) Standard 2
Enrichment Standards Standard 1
(or other state
performance indicator) Standard 2
Unit 3: Effects of Plate Movement
Unit Length: 3.5 Weeks
 Earthquakes occur and volcanoes erupt because of factors below the Earth’s surface.
Topical EUs
Topical EQs
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What are the characteristics of an earthquake/volcano?
How do we predict when an earthquake/volcano will occur?
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How do we determine the strength of an earthquake?
What is so important about the mechanism of energy transfer?
What are the effects of an earthquake/volcano on human and wildlife habitats?
Skills
Knowledge
Topical K&S
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Earthquake characteristics
Epicenter
P and S waves
Seismographs
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Overarching Big Ideas
Overarching EUs
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Earth’s Structure and Plate Tectonics
Shaping the Earth’s Surface
Heat
Investigation and Experimentation
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Plate tectonics explains important features of the Earth’s surface and major geologic events.
Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment.
Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same
temperature.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
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Overarching EQs
Scale modeling
Compass use
Reading a topographical map or a geologic map for evidence
Constructing and interpreting a simple scale map
Explain the causes of earthquakes and volcanoes.
Explain major features of California geology (including mountains, faults,
volcanoes) in terms of plate tectonics.
Explain the mechanism of energy transfer.
Determine the epicenter of an earthquake and explain how the effects of
the earthquake depend on several variables.
Evaluate the effects of earthquakes, volcanic eruptions, landslides, and
floods on human and wildlife habitats.
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Why is the structure of the Earth important?
How have the major features of the Earth’s surface formed throughout history and how are they continuing to
change over time?
How are humans impacting the constant changes occurring in the interior and exterior of the Earth?
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How does the Earth maintain a special balance as a planet that therefore enables life to exist?
What was the most significant geological event that has occurred on Earth and what do you think that the next
one will be?
How are humans affected by the movement of tectonic plates?
What forces shape the surface of the Earth?
How are heat and energy connected?
What would happen to the Earth without the Sun?
How has the scientific method enriched our understanding of Earth science?
1d - Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and
fissures are locations where magma reaches the surface. (1)
1f - Students know how to explain major features of California geology (including mountains, faults, volcanoes) in
terms of plate tectonics. (1)
3a - Students know energy can be carried from one place to another by heat flow or by waves, including water, light
Standards to be Assessed and sound waves, or by moving objects. (1)
(or other state performance
1g - Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any
indicator)
region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology,
and the type of construction in the region. (1)
2d - Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats. (1)
7f - Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a
simple scale map.* (1)
Standard 1
Remedial Standards (or
other state performance
Standard 2
indicator)
Enrichment Standards (or Standard 1
other state performance
Standard 2
indicator)
Unit 4: Energy in the Earth System
Unit Length: 3.5 Weeks
Topical EUs
Topical EQs
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The dynamic systems on Earth are affected by the Sun’s energy.
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How does the Sun’s energy impact the major systems on Earth’s surface?
How does the Sun’s energy reach the Earth?
What is the role of weather in transferring energy from one place to another?
How is convection related to heat distribution?
Skills
Knowledge
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Topical K&S
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Overarching Big Ideas
Overarching EUs
Overarching EQs
Role of radiation from the Sun in
hearing the Earth
Transfer of heat by conduction
and convection
Structure of a local wind system
or other convective weather
systems
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Identify the sun as the major source of energy for phenomena on
Earth’s surface (the phenomena being the winds, ocean currents,
and the water cycle).
Explain how solar energy reaches the Earth through radiation,
mostly in the form of visible light
Apply prior knowledge of convection as it applies to the heat
distribution in the atmosphere and oceans.
Differentiate between the forms of heat energy transfers,
radiation, convection, and conduction.
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Heat
Energy in the Earth System
Investigation and Experimentation
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Heat moves in a predictable flow from warmer objects to cooler objects until all objects are at the same
temperature.
Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection
currents.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
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How are heat and energy connected?
What would happen to the Earth without the Sun?
What does the concept of energy transfer enable us to understand about the Earth?
How does energy impact ecosystems?
Why is energy important?
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How has the scientific method enriched our understanding of Earth science?
4a - Students know the sun is the major source of energy for phenomena on Earth's surface; it powers winds, ocean
currents, and the water cycle. (1)
4b - Students know solar energy reaches Earth through radiation, mostly in the form of visible light. (1)
4d - Students know convection currents distribute heat in the atmosphere and oceans. (1)
Standards to be Assessed (or
other state performance
4e - Students know differences in pressure, heat, air movement, and humidity result in changes of weather. (1)
indicator)
3a - Students know energy can be carried from one place to another by heat flow or by waves, including water, light
and sound waves, or by moving objects. (2)
Remedial Standards (or other
state performance indicator)
Enrichment Standards (or
other state performance
indicator)
Topical EUs
Topical EQs
3d - Students know heat energy is also transferred between objects by radiation (radiation can travel through space).
(1)
Standard 1
Standard 2
Standard 1
Standard 2
Unit 5: Water Systems
Unit Length: 3.5 Weeks
 Human populations are affected by flooding, earthquakes, and volcanoes.
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What is the role of water in shaping the surface of the Earth?
What would happen if the Earth did not have water?
What significant natural disasters can be caused by water?
Knowledge
Skills
Topical K&S
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Geological formations and terms
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• Identify that water running downhill is the dominant process
(mountains, valleys, sediment)
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Overarching Big Ideas
Overarching EUs
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Shaping the Earth’s Surface • Investigation and Experimentation
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Topography is reshaped by weathering of rock and soil and by the transportation and deposition of
sediment.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
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Overarching EQs
in shaping California’s landscape.
Analyze rivers and streams systems that erode, transport
sediment, change course and flood, thereby determining their
patterns.
Evaluate the damages caused by earthquakes, volcanic
eruptions, landslides and floods and how they change human
wildlife habitats.
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What was the most significant geological event that has occurred on Earth and what do you think that the
next one will be?
How are humans affected by the movement of tectonic plates?
What forces shape the surface of the Earth?
How has the scientific method enriched our understanding of Earth science?
2a - Students know water running downhill is the dominant process in shaping the landscape, including
California's landscape. (1)
Standards to be Assessed (or
other state performance
indicator)
Remedial Standards (or other
state performance indicator)
2b - Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and
flood their banks in natural and recurring patterns. (1)
2c - Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the
coast by the action of waves. (1)
2d - Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
(1)
Standard 1
Standard 2
Enrichment Standards (or other
state performance indicator)
Standard 1
Standard 2
Unit 6: Ecology
Topical EUs
Topical EQs
Unit Length: 3.5 Weeks
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Energy and matter is exchanged in an ecosystem.
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How does energy enter an ecosystem?
What forms of energy are necessary for an ecosystem and its components to survive and thrive?
What functions do organisms serve in ecosystems?
Skills
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Knowledge
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Topical K&S
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Food chains, webs,
and roles within them
Energy pyramids
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Map the energy entering ecosystems as sunlight is transferred by producers into
chemical energy through photosynthesis and then from organism to organism
through food webs.
Illustrate how matter is transferred over time from one organism to others in the
food web and between organisms and the physical environment.
Classify populations of organisms by the functions they serve in the ecosystem.
Compare and contrast different kinds of organisms and the similar ecological
roles they play in similar biomes.
Explain why the number and types of organisms an ecosystem can support
depends on the resources available and abiotic factors, such as quantities of
light and water, a range of temperatures, and soil composition.
Overarching Big Ideas
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Ecology
Investigation and Experimentation
Overarching EUs
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Organisms in ecosystems exchange energy and nutrients among themselves and with the environment.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
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How do nonliving components in ecosystems enable life?
Which nonliving components are essential for humans within our ecosystem?
Overarching EQs
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How has the scientific method enriched our understanding of Earth science?
5a - Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through
photosynthesis and then from organism to organism through food webs. (1)
5b - Students know matter is transferred over time from one organism to others in the food web and between
organisms and the physical environment. (1)
Standards to be Assessed (or
other state performance
5c - Students know populations of organisms can be categorized by the functions they serve in an ecosystem. (1)
indicator)
5d - Students know different kinds of organisms may play similar ecological roles in similar biomes. (1)
5e - Students know the number and types of organisms an ecosystem can support depends on the resources available
and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. (1)
Standard 1
Remedial Standards (or
other state performance
Standard 2
indicator)
Enrichment Standards (or Standard 1
other state performance
Standard 2
indicator)
Topical EUs
Topical EQs
Unit 7: Resources
Unit Length: 3.5 Weeks
 Renewable and nonrenewable are resources important to the economy of California.
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Why would humans choose to use nonrenewable resources?
What sources of energy do we use on an everyday basis?
What are the consequences of using nonrenewable resources?
Knowledge
Topical K&S
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Current main sources of energy used
in California, their origin, production,
and use
Renewable versus nonrenewable
Skills
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Evaluate the utility of energy sources by determining factors
involved in converting these sources to useful forms and the
consequences of the conversion process.
Classify different natural energy and material resources
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energy sources
Alternative energy sources
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Overarching Big Ideas
Overarching EUs
Overarching EQs
including air, soil, rocks, minerals, petroleum, fresh water,
wildlife, and forests as renewable or nonrenewable.
Identify the natural origin of the materials used to make
common objects.
Evaluate damages caused by earthquakes, volcanic eruptions,
landslides, and floods and how they change human and wildlife
habits.
Understand that when fuel is consumed, most of the energy
released becomes heat energy.
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Shaping the Earth’s Surface
Energy in the Earth System
Resources
Investigation and Experimentation
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Topography is reshaped by weathering of rock and soil and by the transportation and deposition of sediment.
Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection
currents.
Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their
formation.
Scientific progress is made by asking meaningful questions and conducting careful investigations.
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How are humans affected by the movement of tectonic plates?
What forces shape the surface of the Earth?
What would happen to the Earth without the Sun?
What resource on Earth is the most critical for enabling and sustaining life?
Which resource is the easiest to renew and which resource is the most difficult to renew?
How can humans both consume and protect resources?
What is causing global warming and why is this significant?
How has the scientific method enriched our understanding of Earth science?
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Standards to be Assessed (or 6a - Students know the utility of energy sources is determined by factors that are involved in converting these sources
other state performance to useful forms and the consequences of the conversion process. (1)
indicator)
6b - Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum,
fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable. (1)
6c - Students know the natural origin of the materials used to make common objects. (2)
2d - Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats. (1)
3b - Students know that when fuel is consumed, most of the energy released becomes heat energy. (1)
Standard 1
Remedial Standards (or
other state performance
Standard 2
indicator)
Enrichment Standards (or Standard 1
other state performance
Standard 2
indicator)