6th Grade General Science

Mid Valley School District

Joseph Rovinsky

Date: April 13, 2014

COURSE DESCRIPTION

Sixth Grade General Science encompasses a general overview of all scientific disciplines including basic principles of biology, cellular organization of life, physical science and basic scientific principles such as the scientific method, and the development of inquiry skills. This course will place a special emphasis on Earth and Space science topics and will focus on developing fundamental skills which will allow students to prepare for higher level science content. INSTRUCTIONAL TIME

Length of Course: 1 School Year (180 days)

Periods/Week: 5 Central Units

Time/Period: 40-60 Minutes

GRADE LEVEL(S) 6th

EVALUATION

Evaluation of student progress in this planned course of study will include the following;

• Informal Assessment • Regular Writing Assessment-Short Reflective Writing, Informational Writing, Technical Writing • Lab Investigations • Group and Individual Projects • Formal Assessments: Lesson Reviews, Chapter/Unit Exams, Vocabulary Exams/Writing

Assignments • General Science Fair

COURSE GOALS AND OBJECTIVES

Upon completion of this planned course of study, the student will be able to:

• Understand how theories are developed. • Identify questions that can be answered through scientific investigations and evaluate the

appropriateness of questions • Describe relationships using inference and prediction • Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it

enhances accuracy and allows scientists to analyze and quantify results of investigations. • Develop descriptions, explanations, and models using evidence and understand that these

emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories.

• Analyze alternative explanations and understanding that science advances through legitimate skepticism.

• Use mathematics in all aspects of scientific inquiry.

• Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

PA COMMON CORE COURSE STANDARDS CC.3.6.6-8.B Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Establish and maintain a formal style and objective tone. • Provide a concluding statement or section that follows from and supports the information or explanation presented. CC.3.6.6-8.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience CC.3.6.6-8.F. 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. CC.3.6.6-8.D. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CC.3.6.6-8.J.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COURSE OUTLINE 1) Unit I.: Introduction to Science

a. Scientific Method and Investigation Skills i. Observation and Inquiry Skill Building

1. Observe/ Classify/Measure 2. Scientific Method

a. Observation, Question, Hypothesis, Experiment, Conclusion 3. Technical Reading Skills

a. Compare and Contrast b. Cause and Effect Relationships

b. Science and Lab Safety i. Lab and Science Safety Lesson

c. Data Collection and Math Skills i. Metric System

1. Metric System Investigations/ Lab Exercises 2. Metric Conversion Math Activities 3. Lab Tools- Graduated Cylinders, Weights, Beakers etc.

d. Careers in Science Informative Text Assignment i. Overview of Effective Writing Skills and Techniques

ii. Research 1. Appropriate Sources/ Career Web Pages/ How to avoid improper sources/

Library Research iii. Common Core Exercise: Careers in Science Research Paper or PowerPoint Project

1. Informative Text (Refer to Common Core Standards) a. Students will explore a career in sciences, or health related field b. Alternative Project may involve students creating a PowerPoint or

technology based presentation 2) Unit II. General Biology

a. Overview of the Kingdoms of Life i. Classification of Living Organisms

1. Kingdoms and Phyla of Life ii. The Plant Kingdom

1. Plant Structure and Function 2. Vascular vs. Non-Vascular Plants 3. Seed vs. Seedless Plants

iii. Invertebrates vs. Vertebrates 1. General Overview and Examples of Animal Structure and Function

a. Characteristics of Invertebrates b. Characteristics of Vertebrates c. Animal Adaptations- Methods of Survival \

b. Cellular Organization of Life i. Parts of the Cell

1. Structure of Living Things 2. Cell Structure and Functions

ii. Nutrition in Cells 1. Overview of Photosynthesis 2. Overview of Respiration

3) Unit III. Earth and Space Science-Part I. a. The Earth-Moon System

i. Astronomy Basics 1. Tools of Astronomers

a. Model Activity: “How do we learn about planets?” 2. Read to Learn: What is Astronomy? History of Astronomy 3. Principles of Light

a. Refraction vs. Reflection, Wavelength, Electromagnetic Spectrum 4. Telescopes and How They Work 5. Space Information

a. How do scientists receive information from space? 6. Science and History: Past Space Missions 7. NASA: Future Space Missions/ Mars Exploration 8. Brochure Project:

a. Needs in Space: Students can create a brief informative brochure outline the needs of astronauts in space. Information can include; compare and contrast conditions of the Moon vs. Earth, Survival Needs. Students can work in cooperative groups to decide what they would need to survive on the Moon. Arguments can be made for and against space and moon exploration. Things to consider: costs, risks and what may be gained.

ii. Earth and Sun 1. Earth’s Rotation 2. Seasons of the Year 3. Time Zones

a. Standard Time Zones b. International Date Line

iii. The Moon 1. Phases of the Moon 2. Moon Structure (Surface, Composition) 3. Science and History: Moon Exploration Missions

a. Students can generate a brief presentation or small research paper/assignment discussing one of the manned moon missions. This can include information regarding the astronauts, safety concerns and any issues related to moon landings. Students may investigate articles or library information.

b. The Solar System i. The Inner Solar System (Mercury, Venus, Earth, Mars)

1. Planets vs. Stars 2. Definition of Solar System 3. Characteristics of Inner Planets

a. Mercury, Venus, Earth, Mars b. Earth’s Atmosphere c. Weather of Earth- El Nino/ Polar Vortex Effects (Additional

Weather Information Can Be Added) d. Asteroids e. Asteroids and Possible Causes for Dinosaur Extinction f. Mars Investigation

i. Mars Exploration Activity- Informative Writing or Presentation Based on Plans for Manned Mars Missions and

Potential Colonization. Challenges Associated with Colonization

ii. Characteristics of Mars 1. Atmosphere 2. Water Content(Frozen) 3. Potential For Life

ii. The Outer Solar System (Mercury, Venus, Earth, Mars) 1. Solar System Model Project

a. Students can generate a model of the solar system. Each Planet can be representative of its distance from the sun. Example: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune (Exclude Pluto), can be arranged based on metric distances from the sun

2. Characteristics of Outer Planets (Include Moons, Land Features, Atmosphere Information, NASA Missions)

a. Jupiter, Saturn, Uranus, Neptune b. Characteristics of Comets c. Pluto-No Longer A Planet- Students may investigate reasons why

Pluto is no longer considered to be a planet d. Exploration for Extraterrestrial Life- Jupiter’s Moons

i. Potential for water on Europa (Moon of Jupiter) 1. Investigate planned NASA Missions to Europa 2. Other Moons of Jupiter

e. Beyond our Solar System i. Search for Life Sustaining Planets (Kepler Missions)

3. Stars a. Properties of Stars b. Stars Life Cycle

i. Nebula-Main Sequence Stars-Giants and Super Giants-Lower Mass Stars –Final Stages (Supernova and Black Holes)

ii. Characteristics of the Sun 1. Diagram Structure of the Sun

a. Discuss Impact of Solar Flares and Sunspots b. Physical Characteristics of the Sun/ Surface

Temperature 4. Galaxies

a. Characteristics of Galaxies i. Spiral Galaxies, Elliptical Galaxies, Irregular Galaxies

ii. Milky Way Galaxy 1. Characteristics of Milky Way Galaxy

iii. Movement of Galaxies iv. Big Bang Theory v. Formation of Universe and Solar System

1. Informative Research Activity/Project: Students may investigate theories of universe formation and solar system formation. They may present information digitally or in paper form.

2. Research should also include NASA and Private Space Exploration information focused on man’s attempt to gather information regarding galaxies beyond the milky way, this may include the search

for other planets which may be candidates for potentially having life

4) Unit IV. Earth and Space Science- Part II.

a. Earth’s Crust i. Plate Tectonics

1. Moving Plates-Cause Changes to Earth’s Surface a. Plate Tectonics b. Continental Drift Theory c. Investigation: Continental Drift- World Map Activity, Investigate

what makes the crust move? 2. Earthquakes

a. Causes of Earthquakes b. Patterns and Locations of Earthquakes c. Historical Natural Disasters d. Seismology and Seismic Waves e. Seismograph Activity: Students can generate a seismographic model

using paper/pen/strings f. Brief Informational Exercise: Earthquake Survival Guide: Students

may generate a brief informational document outlining the survival needs needed during an earthquake

3. Volcanoes a. Magma, gases, solid rock, investigate causes of volcanoes b. Active vs. Inactive Volcanoes c. Volcanoes and Plate Tectonics d. Describe Characteristics of Volcanoes

b. Earth Changes Over Time i. Mountains and Soil

1. Mountain Formation- Fold Mountains vs. Block Mountains 2. Weathering and Erosion

a. Types of Weathering (Mechanical vs. Chemical) 3. Characteristics of Soil

a. Bacteria in Soil b. Soil’s Impact on Agriculture

4. Effect of Gravity and Wind on Earth’s Materials 5. Water flow

a. Investigate Local PA Watersheds, streams and rivers. Ask students to find sources or materials related to water quality or issues related to water in local area (NEPA)

b. Formation of Glaciers and Melting i. Global Warming Theory: Basic Argumentative

Investigation. Students can use internet or library resources to investigate information which supports global climate change theories and information which does not support this theory. Information can be presented in a debate format.

c. Earth’s Topography/Topography Maps 6. The Rock Cycle

a. Properties of Rocks b. Characteristics of Igneous Rocks, Sedimentary Rocks, Metamorphic

Rocks, c. Diagram the Rock Cycle –Explain how rocks are formed

ii. Geologic Time and Prehistoric Organisms 1. Ages of Rocks 2. Fossil Record 3. Dinosaurs and Extinction

a. Investigate Potential Causes for Extinction b. Investigate Different Prehistoric Creatures, outline possible relatives

(evolution) adaptations for survival etc. c. Investigate Animals which are alive today which existed during

prehistoric times 4. Eras of Earth

a. Prehistoric Life b. Theories of Extinction c. Precambrian, Paleozoic, Mesozoic, Cenozoic, Paleozoic, Mesozoic,

Cenozoic Time Periods- Students can generate a timeline of the prehistoric eras

d. Dinosaur Investigation Activities: Students can research various dinosaurs; discuss how scientists believe they lived their lives. Students may also research other aspects of paleontology

e. Scientific Career Investigations: Geology 5) Unit V. Physical Science

a. Physical Properties of Matter i. Substances and Physical Properties of Matter

ii. Lab Investigation: Floating Substances. Why some objects in water float and other sinks.

iii. Physical vs. Chemical Changes (Endothermic vs. Exothermic Reactions) b. Elements and Atoms

i. Define Elements and Atoms ii. Describe Basic Electronic Configuration/Atom Structure

iii. Compare and Contrast Particles and Waves 6) Extension Unit/Additional Content

a. Human Health Sciences i. Basics of Human Disease

1. Bacteria Based Diseases 2. Viral Based Diseases 3. Treatment of Diseases Bacterial vs. Viral Infections

b. History of Science i. Informative Essay- History of Science Project

1. Students may generate an informative essay based on a historical figure or event which has shaped modern science. For example, students may write a short research paper on the discovery of DNA, or the work of a famous scientist/researcher such as Charles Darwin

c. Basics of Human Anatomy i. Overview of Following Human Systems (Brief Descriptions and Overviews of Body

Systems) 1. Circulatory System

a. Heart, Veins, Arteries 2. Nervous System

a. Brain, Stimulus and Responses 3. Excretory System 4. Skeletal System

a. Human Bone Structures

5. Respiratory System SIXTH GRADE GENERAL SCIENCE ASSESSMENT ANCHORS • S.6.A.1.1.1 Explain how certain questions can be answered through scientific inquiry and/or

technological design (e.g., consumer product testing, common usage of simple machines, modern inventions)

• S.6.A.1.1.2 Use evidence to support inferences and claims about an investigation or relationship (e.g., common usage of simple machines)

• S.6.A.1.1.3 Predict the outcome of an experiment based on previously collected data. • S.6.A.1.2.1 Use evidence, observations, or explanations to make inferences about changes in

systems over time • S.6.A.2.2.1 Describe ways technology extends and enhances human abilities for specific

purposes (e.g., make observations of cells with a microscope and planets with a telescope) • S.6.A.3.1 2 Describe a system as a group of related parts with specific roles that work

together to achieve an observed result. • S.6.A.3.2.1 Describe how scientists use models to explore relationships and make predictions

about natural systems (e.g., weather conditions, the solar system). • S.6.B.1.1.1 Describe how cells carry out the many functions needed to sustain life. • S.6.B.1.1.2 Identify examples of unicellular and multi-cellular organisms (i.e., plants, fungi,

bacteria, protists, and animals). • S.6.B.1.1.3 Explain how many organisms are unicellular and must carry out all life • Functions in one cell. • S.6.B.2.1.1 Distinguish between instinctive and learned animal behaviors that relate to

survival. • S.6.B.2.1.2 Recognize that extinction of a species occurs when the environment changes and

the adaptive characteristics of a species are insufficient to allow its survival. • S.6.C.1.1.1 Describe how characteristic physical properties of matter can be used to

distinguish one substance from another (e.g., boiling point, freezing/melting points). • S.6.C.2.1.1 Describe how heat moves in predictable ways from warmer objects to cooler

ones until they reach the same temperature. • S.6.C.3.1.2 Explain why gravitational force depends on how much mass the objects have and

the distance between them. • S.6.C.3.2.2 Describe the relationships between voltage, current, and resistance (Ohm's Law). • S.6.C.3.2.3 Distinguish between gravity and electromagnetism. • S.6.D.1.1.1 Describe how soil fertility, composition, resistance to erosion, and texture are

affected by many factors. • S.6.D.1.1.2 Identify the three basic rock types and describe their formation (i.e., igneous

[granite, basalt, obsidian, and pumice]; sedimentary [limestone, sandstone, shale, and coal]; and metamorphic [slate, quartzite, marble, and gneiss]).

• S.6.D.2.1.1 Describe cloud types and measurable factors (i.e., wind direction, temperature, barometric pressure, moisture, and precipitation) that are associated with various weather patterns.

• S.6.D.2.1.2 Interpret weather data to develop a weather forecast. • S.6.D.2.1.3 Explain how global patterns (jet stream, water currents) influence weather in

measurable terms (e.g., wind direction, temperature, barometric pressure, precipitation). • S.6.D.3.1.1 Compare the size and surface features of the planets that comprise the solar

system as well as the objects orbiting them.

• S.6.D.3.1.2 Describe how the size, composition, and surface features of the planets are influenced by their distance from the Sun

• S8.A.2.1.1 Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships.

• S8.A.2.1.4 Interpret data/observations; develop relationships among variables based on data/observations to design models as solutions.

• S8.A.2.1.5 Use evidence from investigations to clearly communicate and support conclusions.

• S8.A.2.1.6 Identify a design flaw in a simple technological system and devise possible working solutions.

• S8.A.2.2.1 Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions.

• S8.A.2.2.2 Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.

• S8.A.2.2.3 Describe ways technology (e.g., microscope, telescope, micrometer, hydraulics, and barometer) extends and enhances human abilities for specific purposes.

• S8.A.3.1.3 Distinguish among system inputs, system processes, system outputs, and feedback (e.g., physical, ecological, biological, informational).

• S8.A.3.1.4 Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g., materials in the nitrogen and carbon cycles, closed-switch) systems.

• S8.A.3.3.2 Describe repeating structure patterns in nature (e.g., veins in a leaf, tree rings, crystals, water waves) or periodic patterns (e.g., daily, monthly, annually).

• S8.B.1.1.2 Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, single celled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape).

• S8.B.1.1.3 Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista).

• S8.B.1.1.4 Identify the levels of organization from cell to organism and describe how specific structures (parts), which underlie larger systems, enable the system to function as a whole.

• S8.C.1.1.1 Explain the differences among elements, compounds, and mixtures. • S8.C.1.1.2 Use characteristic physical or chemical properties to distinguish one substance

from another (e.g., density, thermal expansion/contraction, freezing/melting points, streak test).

• S8.C.2.2.1 Describe the Sun as the major source of energy that impacts the environment. • S8.D.1.1.1 Explain the rock cycle as changes in the solid earth and rock types (igneous –

granite, basalt, obsidian, pumice; sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss).

• S8.D.1.1.2 Describe natural processes that change Earth’s surface (e.g., landslides, volcanic eruptions, earthquakes, mountain building, new land being formed, weathering, erosion, sedimentation, soil formation).

• S8.D.1.1.3 Identify soil types (i.e., humus, topsoil, subsoil, loam, loess, and parent material) and their characteristics (i.e., particle size, porosity, and permeability) found in different biomes and in Pennsylvania, and explain how they formed.

• S8.D.1.1.4 Explain how fossils provide evidence about plants and animals that once lived throughout Pennsylvania’s history (e.g., fossils provide evidence of different environments).

• S8.D.1.3.1 Describe the water cycle and the physical processes on which it depends (i.e., evaporation, condensation, precipitation, transpiration, runoff, infiltration, energy inputs, and phase changes).

• S8.D.1.3.2 Compare and contrast characteristics of freshwater and saltwater systems on the basis of their physical characteristics (i.e., composition, density, and electrical conductivity) and their use as natural resources

• S8.D.2.1.1 Explain the impact of water systems on the local weather or the climate of a region (e.g., lake effect snow, land/ocean breezes).

• S8.D.2.1.2 Identify how global patterns of atmospheric movement influence regional weather and climate.

CONTENT OVERVIEW

UNIT CONTENT AND INSTRUCTIONAL STRATEGIES

STANDARDS ANCHORS CONTENT REFERENCE

1

Introduction to Science • Define Science • Discuss Examples of Scientific

Disciplines Including Biology, Physical Science, Environmental Science, Ecology, Biotechnology,

Scientific Method and Inquiry • Inquiry Skill Activities-Small Group

Instruction and Problem Solving • Scientific Method Lesson-

Presentation/Question/Hypothesis/Experiment/Results/Conclusion

• Development of Hypothesis-If/Then Statements

• Mass vs. Weight • Gummy Bears and Scientific Method

Lab Exercise • Focus and Emphasize Problem

Solving Skills Through Scientific Exploration

Laboratory Safety • Review Proper Laboratory Safety

Procedures and Policies • Students will practice proper

laboratory techniques and review general safety

Data Collection/Science and Math • Metric System Lesson • Introduction to Metric System,

Metric System Units: Mass, Volume, Distance- Gram, Meter, Liter

• Metric Mania Conversion Worksheets (Convert Between Metric Units)

• Conversion between English System and Metric System (Ex. Fahrenheit to Celsius)

• Student Practice-Converting Metric Units, Using Metric Measurement in a Lab Setting (Lab Tools such as Graduated Cylinders, Triple Beam Balance, Metric Rulers)

Careers in Science Investigation • Individual Research Project and

Paper/ Alternative Project May

• 3.2.6. A1. Distinguish the differences in properties of solids, liquids, and gases.

• 3.4.6. A3.Explain how knowledge from other fields of study (STEM) integrate to create new technologies

• 3.4.6. B4. Demonstrate how new technologies are developed based on people’s needs, wants, values, and/ or interests.

• 3.4.6. C3. Explain why some technological problems are best solved through experimentation.

• 3.2.8. A1. Differentiate between mass and weight

• 3.4.6. A1.Identify how creative thinking and economic and cultural influences shape technological development.

• 3.4.6. A3.Explain how knowledge from other fields of study (STEM) integrate to create new technologies.

• 3.4.6. B3. Interpret how societal and cultural priorities are reflected in technological devices.

• 3.4.6. B4.Demonstrate how new technologies are developed based on people’s needs, wants, values, and/ or interests.

• 3.4.6. C3. Explain why some technological problems are best solved through experimentation.

• 3.4.6. D2. Use computers appropriately to access and organize and apply information.

• S.6.A.1.1 • S.6.A.1.2 • S.6.A.2.1 • S.6.A.2.2 • S.6.A.3.1 • S8.A.1 1 • S8.A.1.2 • S8.A.1.3 • S8.A.2.1 • S8.A.2.2 • S8.A.3.2

• Teacher Generated Materials

• Standards Aligned System Worksheets

• Laboratory Safety Guide/Worksheets

• Computer with Internet Access –Microsoft Word/PowerPoint\

• Metric Mania Worksheets/Conversion Practice

• No Textbook Resources • Grading Rubric-

Informational Text Project(Careers in Science)

• Lab Supplies: Lab Handout, Weight and Measurement Tools

Involve PowerPoint Presentation or a Combination of Presentation and Research Paper

• Project will focus on STEM Careers, with an emphasis placed on science based job markets. Encourage Students to investigate how STEM is integrated throughout career.

• Prior to Project Creation, Students will be taught how to effectively search library and internet resources for information. Proper choice of sources

• Project will guide students in an exploration of various science related careers. Careers may involve health sciences, environmental science, biotechnology or other related field

• Preparation: Time allocated to explain project goals, and format. Writing skills emphasized, and students provided with examples of quality work. Model effective writing and provide students opportunities to see examples of good work and poor work. Emphasize that project quality is important

• Allocate in-class and out of class time towards the creation of a short informational paper (text) or an alternative informational PowerPoint Presentation focused on a career in science. Informational text should follow grading guidelines outlined in the Common Core

• Students encouraged to share experiences with project, discuss their potential career in class

• Project emphasizes self-determination in all student populations, promotes interest in an career or field at an early developmental age

• Project should also include a discussion/information on how the particular job has shaped society or culture (Ex. Effect of Medical Technologies on Society, 3D Printing Effect on Economy)

• Project should take one to two and half weeks to complete (combined in

• 3.1.6. C1.Differentiate between instinctive and learned animal behaviors that relate to survival.

• 3.4.6. B1.Describe how economic, political, and cultural issues are influenced by the development and use of technology

• CC.3.6.6-8.B. Write informative/explanatory texts, including g the narration of historical events, scientific procedures/experiments, or technical processes.

• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the

class and out of class work)

information or explanation presented.

2 Overview of the Kingdoms of Life

• Classifying Living Things-Six Kingdoms Compare and Contrast kingdoms of life

• Explore how living things are classified- describe Binomial Nomenclature naming system

• Use Microscopes to explore micro-life, such as bacteria, explain why cells are only visible through microscopes

• Compare and Contrast Multicellular vs. Unicellular Organisms

• Explore Activity: Use living or preserved specimens and ask students to identify how each organism obtains food, makes food, moves or stays in one place. Compare and contrast how animals carry out their life functions.

• Inquiry Skill Development: Students are to create a classification chart, and organize the seven kingdoms into groups based on shared and different characteristics. Mini-Project can be created on a poster board or on computer, emphasize that kingdoms are similar and different

• Overview of Plant Kingdom • Compare and Contrast

Nonvascular and Vascular Plants

• Outline steps of photosynthesis: encourage

• 3.1.6. A1. Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria.

• 3.1.6. A2. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.

• 3.1.6. A4. Recognize that all organisms are composed of cells and that many organisms are unicellular and must carry out all life functions in one cell.

• 3.1.6. A5. Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce.

• 3.1.6. A6. Identify examples of unicellular and multicellular organism

• 3.1.6. A8. SCALE Explain why the details of most cells are visible only through a microscope.

• S.6.B.1.1 • S.6.B.2.1 • S8.B.1.1 • S.6.A.1.1 • S.6.A.1.2 • S.6.A.2.1 • S.6.A.2.2

Textbook Resources Part I. Organisms and Environments Lesson #1: Classifying Living Things: Pages A4-A19 Lesson #2: The Plant Kingdom: Pages A20-A31 Lesson #3: The Animal Kingdom-Invertebrates Pages A46-A59 Unit Vocabulary Organism, Kingdom, Phylum, Species, Microbe, non-vascular, vascular, angiosperm, gymnosperm, pollinator, Chordate, cartilage, endoskeleton, exoskeleton, warm- blooded, cold-blooded Part II. Organization of Living Things Lesson #1: Structure of Living Things: Pages B4-B13 Lesson #2: Parts of Cell: Pages B16-B25 Lesson #3: Movement and Nutrition in Cells: Pages B26-B35 Unit Vocabulary Cell, Tissue, Organ, Organ System, Organism, Cell Membrane, Nucleus, Chromosome, Cytoplasm, Mitochondria, Vacuole,

students to investigate how photosynthesis is an essential life process for earth

• Describe Life Cycle of Plants (Germination)

• Explore Activity: Classification of Leaves, students examine what leaves have in common, what they don’t have in common. Students may generate a leaf key to compare and contrast leaf structures

• Overview of Animal Kingdom • Identify Characteristics of

Invertebrates and Vertebrates • Identify and describe phyla of

invertebrates • Encourage students to

investigate invertebrate life • Identify and describe the

characteristics of vertebrate life- Compare and Contrast Warm Blooded and Cold Blooded Vertebrates

• Students can investigate classes to vertebrates, emphasize how each vertebrates carry out life functions, characteristics of mammals, amphibians, reptiles etc.

• Focus on Animal Life in area, identify reasons which affect animal life such as deforestation, pollution, endangered species

• Allocate time towards investigating how animals adapt to survive

• Compare and contrast Invertebrates vs. Vertebrates

• Describe an overview of evolution and natural selection

Cellular Organization of Life • Explore Living from Non-

Living Things • Identify Cells as Basic Unit of

Life • Levels of Organization from

Cell to Organism • Identify parts of cell, compare

and contrast animal vs. plant cell

Chloroplast, Cell Wall, Transport System, Osmosis, Diffusion, Passive Transport, Active Transport. Photosynthesis, Respiration, reproduction, Metamorphosis, Cell Cycle, Mitosis

• Compare and Contrast Prokaryotes and Eukaryotes

• Describe movement of materials through the cell

• Describe Photosynthesis and Respiration

• Compare and Contrast Photosynthesis and Respiration (Focus on how they are inter-related)

• Explore Activity: Osmosis Mini-Lab

• Provide brief overview of Cell Division/Mitosis: Use Internet Resources such as “Cells Alive” to demonstrate Cell Cycle

3 The Earth-Moon System

Astronomy Basics • Tools of Astronomers: Explore

different methods of learning about a planet.

• Explain and Define what astronomers study and their scientific method

• Describe basics of meteorology and weather patterns

• Describe types of microscopes • Describe the requirements of space

travel • Model Activity: “How do we learn

about planets?” • Internet Exploration: Students

research NASA missions aimed at discovering planets outside of our solar system, as well as research other current satellite missions

• Science and History: Students may create a short informational text which outlines famous space missions, such as Apollo missions. Encourage students to research and explain challenges associated with each mission

• Space Exploration Brochure Project: Needs in Space: Students can create a brief informative brochure outline the needs of astronauts in space. Information can include; compare and contrast conditions of the Moon vs. Earth, Survival Needs. Students can work in cooperative groups to decide what they would need to survive on the Moon. Arguments

• 3.3.6. B1. Compare and contrast the size, composition, and surface features of the planets that comprise the solar system as well as the objects orbiting them.

• Recognize the role of gravity as a force that pulls all things on or near the earth toward the center of the earth and in the formation of the solar system and the motions of objects in the solar system.

• Explain why the planets orbit the sun in nearly circular paths.

• Describe how the planets change their position relative to the background of the stars" Explain how the tilt of the earth and its revolution around the sun cause an uneven heating of the earth which in turn causes the seasons and weather patterns.

• 3.3.6. B2. MODELS Use models to demonstrate that earth has different seasons and weather patterns.

• S.6.D.1.1 • S.6.D.2.1 • S.6.D.3.1 • S8.D.1.1 • S8.D.3.1

Textbook Resources Part I. The Earth-Moon System Lesson #1: The Tools of Astronomers: Pages C4-C17 Lesson #2: Earth and the Sun Pages C18-C27 Lesson #3: The Moon in Motion: Pages C30-C39 Unit Vocabulary Universe, telescope, refraction, reflection, wavelength, frequency, electromagnetic spectrum, rotation, standard time zone, International Date Line, revolution, phase, solar eclipse, lunar eclipse Part II. The Solar System and Beyond Lesson #4: The Inner Solar System: Pages C46-C55 Lesson #5: The Outer Solar System: Pages C58-C67 Lesson #6: Stars: Pages C70-C81 Lesson #7: Galaxies and Beyond: Pages C82-C91

can be made for and against space and moon exploration. Things to consider: costs, risks and what may be gained.

Earth and The Sun • Describe the Earth’s rotation • Describe Earth’s Revolution and

causes for seasons • Explain how Sun is Earth’s energy

source • Define time zones The Moon • Explore and explain the phases of

the Moon • Describe and explain eclipses • Describe what times are • Describe surface features of the

moon, compare to surface features of

Earth • Inquiry Skills Activity: Observing

Tides Model Mini-Lab • Explain relationship between

gravitational pull between Earth and

Sun and the relationship with tides • Moon Mission Project: Students can

generate a brief presentation or small

research paper/assignment

discussing one of the manned moon

missions. This can include

information regarding the astronauts,

safety concerns and any issues

related to moon landings. Students

may investigate articles or library

information

The Solar System The Inner Solar System (Mercury, Venus, Earth, Mars) • Explore how to distinguish between

a planet and a star • Compare and contrast inner planets,

examine their moons • Describe what an asteroid is • Explore Activity: Why do Planets

Seem to Move? • Inquiry Activity: Paths in Space

Model Building • Mini-Lab: Create a PowerPoint or

Booklet describing the characteristics of each Planet.

• MODELS Use models to demonstrate that the phases of the moon are a result of its orbit around Earth.

• 3.3.7. B1. Explain how gravity is the major force in the formation of the planets, stars, and the solar system.

• Describe gravity as a major force in determining the motions of planets, stars, and the solar system.

• Compare and contrast properties and conditions of objects in the solar system to those on Earth.

• 3.3.8. B1. Explain how light, measured remotely, can be used to classify objects in the universe.

• 3.3.7. B2. SCALE AND MEASUREMENT

• Identify a variety of instruments used to gather evidence about the universe.

• PATTERNS Describe repeating patterns in the Sun- Earth-Moon system and the positions of stars.

• SCALE Relate planetary size and distance in our solar system using an appropriate scale model."

Unit Vocabulary Planet, solar system, asteroid, comet, meteoroid, meteor, meteorite, star, constellation, magnitude, parallax, light-year, nebula, supernova, black hole, galaxy, Milky Way, spectrum, expansion redshift, big bang, background radiation, quasar Other Unit Resources • Internet NASA Resources • Library resources –

Research Project • Microsoft Publisher-

Brochure Project • Other teacher resources

such as updated NASA information and mission information

Students may use the information to “promote” planet as a place to visit

• Draw models of Earth’s atmosphere, compare to atmosphere of other planets

• Mars Exploration: Research current efforts to visit and explore Mars, identify challenges associated with this type of mission. Focus on physical characteristics of Mars. Compare to Earth

The Outer Solar System (Mercury, Venus, Earth, Mars • Explore Activity: How are the

Planets Arranged? Model • Describe the relative distances of

planets from the sun • Describe, Compare and Contrast the

Characteristics of the Outer Planets • Define what comets and meteorites

are • Describe the Moons of Jupiter:

Focus on Exploration for Life on other planets

• Discuss why Pluto is no longer a planet

• Internet and NASA Resources to discuss ongoing NASA Missions dedicated towards the search for extraterrestrial life

• Define what a Star is • Outline properties of Stars • Describe the “life” cycle of a Star • Diagram a Model of the Sun • Solar System Model Project:

Students can generate a model of the solar system. Each Planet can be representative of its distance from the sun. Example: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune (Exclude Pluto), can be arranged based on metric distances from the sun

Galaxies • Explore how galaxies are classified • Describe Milky Way Galaxy • Identify the evolution of the universe • Describe ongoing research related to

quasars • Big Bang Theory • Focus on Formation of the Universe:

Informative Research Activity/Project: Students may

investigate theories of universe formation and solar system formation. They may present information digitally or in paper form. Research should also include NASA and Private Space Exploration information focused on man’s attempt to gather information regarding galaxies beyond the milky way, this may include the search for other planets which may be candidates for potentially having life

4 Earth’s Crust • Explore finding patterns in coastlines

and continents • Characteristics of Soil-Agriculture • Examine topographical maps of local

environments, interpret maps, examine common features of Earth

• Evaluate and describe continental drift theory and sea-floor spreading

• Compare plate tectonics and theories of crustal motion

• Explain how plate tectonics unifies theories of crustal motion

• Describe causes of earthquakes, patterns and locations of earthquakes

• Explain seismology, seismic waves and how scientists can predict earthquakes

• Volcanoes: Describe patterns and causes of Volcanoes

• Compare and Contrast Three types of volcanoes

• Explain how volcanoes influence atmosphere

• Inquiry Activity: Students create “seismograph” charts

• Informational Text: Earthquake Survival Guide: Students may generate a brief informational document outlining the survival needs needed during an earthquake

• Explore Activity: Are the continents moving?

• Explore Activity: Where do Earthquakes happen?

• Explore Activity: Where are volcanoes located?

• Quick Lab: Volcano Mini Lab- Building Models of Three Types of Volcano’s

• 3.3.6. A1. Recognize and interpret various mapping representations of Earth’s common features

• 3.3.6.A2.Examine how soil fertility, composition, resistance to erosion, and texture are affected by many factor

• 3.3.6. A4. Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere.

• 3.3.6. A5. Describe the composition and layers of the atmosphere.

• Explain the effects of oceans on climate.

• Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.

• 3.3.6. A6. MODELS/SCALES Describe the scales involved in characterizing Earth and its atmosphere.

• MODELS/SCALES Create models of Earth’s common physical feature

• 3.4.6. B2. Describe how technologies can be used to repair damage caused by natural disasters and to

• S.6.D.3.1.1 • S.6.D.3.1.2 • S8.D.1.1 • S8.D.1.3 • S8.D.2.1 • S.6.A.1.1 • S.6.A.1.2 • S.6.A.2.1 • S.6.A.2.2

Textbook Resources Part I. The Restless Earth Lesson #1: Moving Plates: Pages D4-D15 Lesson #2: Earthquakes: Pages D18-D27 Lesson #3: Volcanoes Pages D28-D37 Unit Vocabulary Crust, original horizontality, continental drift, sea-floor spreading, magma, plate tectonics, mantle, subduction, fault, focus, seismic wave, epicenter, aftershock, seismograph, magnitude, vent, lava, crater, hotspot, cinder-cone volcano, shield volcano, composite volcano, geothermal energy Part II. Earth Changes Over Time Lesson #4: Making Mountains and Soil: Pages D44-D53 Lesson #5: Erosion and Deposition: Pages D56-D65 Lesson #6: The Rock Cycle: Pages D68-D79 Lesson #7: Geologic Time: Pages D80-D91

• Diagram how magma affects Earth’s surface

Changes in Earth Overtime • Describe how mountains are formed • Identify forces which make and

shape landforms • Compare and contrast different types

of weathering • Climate Change/Atmospheric

Composition • Identify major land structures of

Northeast PA • Describe sediment, why sediment

flows downhill • Explain how erosion and deposition

work with gravity and wind • Describe water features of local area,

explain how running water changes the land

• Describe how glaciers change the land

• Rock Cycle: Explore and describe how rocks are formed

• Identify how rocks can be recognized

• Provide examples of rocks that form from sediment and other rocks

• Outline the pathways of change in the rock cycle

• Describe methods scientists use to determine geological time

• Describe fossil record • Compare and Contrast the four

geological eras • Create a timeline which outlines the

four geological eras • Explore Activity: How is a mountain

maid? • Explore Activity: How does the

Steepness of a slope Affect Earth’s Materials?

• Explore Activity: What are the Properties of Rocks?

Prehistoric Eras of Earth • Create a timeline reviewing

geological eras of earth • Explain and research how fossil

record is used to track changes of the Earth overtime

• Explore theories behind extinction • Investigate Different Prehistoric

break down waste from the use of various products and systems.

• 3.3.7. A1. Define basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred through the Earth’s system.

• 3.3.7. A2.Explain land use in relation to soil type and topography.

• 3.3.8. A1.Distinguish between physical and chemical weathering. Compare and contrast the types of energy that drive Earth’s systems.

• 3.3.7. A3.Explain and give examples of how physical evidence, such as fossils and surface features of glaciation support theories that the Earth has evolved over geologic time. Compare geologic processes over time.

• 3.3.7. A4. Differentiate among Earth’s water systems. Describe the motions of tides and identify their causes.

• 3.3.7. A6. MODELS/SCALES Locate significant geologic structures using various mapping representations.

• CONSTANCY/ CHANGE Describe changes in atmospheric conditions associated with various weather patterns.

• CONSTANCY/ CHANGE SCALE Describe geologic time as it relates to earth processes.

Unit Vocabulary Fold mountain, fault-block mountain, weathering, erosion, soil, soil horizon, groundwater, mass wasting, deposition, glacier, till, moraine, mineral, igneous rock, sedimentary rock, metamorphic rock, rock cycle, superposition, relative age, geologic column, fossil, half-life, absolute age, era Other Unit Resources • Internet and Library

Resources- Eras of Earth and Dinosaurs

• Information regarding different eras of Earth

• Information regarding careers in Geology

Creatures, outline possible relatives (evolution) adaptations for survival etc.

• Investigate Animals which are alive today which existed during prehistoric times

• Dinosaur Investigation Activities: Students can research various dinosaurs; discuss how scientists believe they lived their lives. Students may also research other aspects of paleontology

• Scientific Career Investigations: Informational Text : Geology

5 Physical Properties of Matter • Describe how different substances

float on top of each other • Mini-Lab: Floating Experiment • Identify measurements and physical

properties of matter • Explain why some objects sink and

others float • Define density, explain how mass is

conserved • Diagram: Compare shapes of solids,

liquids, and gases. Compare the movement of the particles in solids, liquids and gasses

• Describe physical changes, Solid to Liquid

• Compare and Contrast Physical and Chemical Changes

• Exothermic vs. Endothermic Reactions

• Mini-Lab: Separating Mixtures • Physics Extension Mini-Lessons

(Time Permitting)- Properties of Motion and Force, Energy-Potential and Kinetic Energy, Heat and Conduction, Magnetism, Ohm’s Law

Elements and Atoms • Explain how to learn about

something that cannot be seen • Explain how changing an atoms

composition produces elements • Compare and Contrast particles and

waves • Define Element and Atom • Explain how ideas about atoms

change • Diagram structure of atoms • Diagram wavelength and light

• 3.2.6. A3. Explain and give examples of how mass is conserved in a closed system.

• 3.2.6. A4. Differentiate between physical changes and chemical changes.

• 3.2.6. A5. CONSTANCY AND CHANGE Identify characteristic properties of matter that can be used to separate one substance from the other

• 3.2.6. B1. Explain how changes in motion require a force.

• 3.2.6. B2. Describe energy as a property of objects associated with heat, light, electricity, magnetism, mechanical motion, and sound. Differentiate between potential and kinetic energy.

• 3.2.6. B3. Give examples of how heat moves in predictable ways, normally flowing from warmer objects to cooler ones until they reach the same temperature. Explain the effect of heat on particle motion by describing what happens to particles during a phase change.

• 3.2.6. B4. Describe how

• S.6.C.1.1 • S.6.C.1.2 • S.6.C.2.1 • S.6.C.3.1 • S.6.C.3.2 • S8.C.1.1 • S8.C.2.1 • S8.C.3.1

Textbook Resources Part I. Physical Properties of Matter Lesson #1: Physical Properties of Matter: Pages E4-E15 Lesson #2: Elements and Atoms: Pages E16-E27 Unit Vocabulary Matter, mass, volume, density, physical property, physical change, solution, element, atom, nucleus, proton, neutron, electron, atomic number, metal, exothermic, endothermic

• Explain periodic table, describe how elements are arranged on periodic table

• Quick Lab: Element Lineup • Describe characteristics of metals,

nonmetals and metalloids

electric current produces magnetic forces and how moving magnets produce electric current.

• Derive Ohm’s Law through investigation of voltage, current, and resistance.

EX Human Health Science • Basics of Human Disease and

Treatment • Bacteria Based Diseases- Review

Bacteria and Microbiology, Provide examples of Bacterial Diseases such as strep-throat

• Viral Based Diseases- Provide examples of Viral Based Diseases Such as Hepatitis

• Treatment of Diseases Bacterial vs. Viral Infections

• Compare and Contrast Bacterial and Viral Diseases : Focus on Modes of Treatment

History of Science • Informative Essay- History of

Science Project: Students may generate an informative essay based on a historical figure or event which has shaped modern science. For example, students may write a short research paper on the discovery of DNA, or the work of a famous scientist/researcher such as Charles Darwin

Basic Human Anatomy • Provide basic description of body

systems, nervous system, skeletal system, integumentary system, muscular system, circulatory system, respiratory system, digestive system, excretory system, endocrine system, reproductive system, immune system

• Circulatory System :Heart, Veins, Arteries

• Nervous System :Brain, Stimulus and Responses

• Excretory System

• 3.1.7. A6.Identify the levels of organization from cell to organism.

• 3.1.7. A3. Explain why the life cycles of different organisms have varied lengths.

• 3.1.7. A7. Compare life processes (e.g. growth, digestion) at the organism level with life processes at the cellular level.

• CC.3.6.6-8.B. Write informative/explanatory texts, including g the narration of historical events, scientific procedures/experiments, or technical processes.

• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

• Use appropriate and varied transitions to

• S8.A.3.1.1 • S8.B.1.1.1 • S8.B.1.1.2 • S8.B.1.1.4

Textbook Resources Health Handbook: Pages R20- R40 Other Resources • Internet Resources

regarding Human Disease Treatment

• Centers for Disease Control Information

• Library and Internet Resources regarding history and science

INSTRUCTIONAL MATERIALS:

Major Texts/Resources

Supplemental Texts/Resources

MacMillan-McGraw Hill Science Series • Life Science • Physical Science • Earth and Space Science

SMART Board Activities Computer Software: Microsoft Word, Microsoft PowerPoint, Microsoft Publisher Supplemental Worksheets Google Drive Google E-Mail Account

• Skeletal System Optional Science Fair • Students may work in cooperative

groups to complete a scientific investigation using the steps of the scientific method. Science fair can allow students to practice scientific communication, and inquiry skills.

create cohesion and clarify the relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

• Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented

COMMON CORE ASSIGNMENT-GRADING RUBRIC EXAMPLE