Science 3rd Nine Weeks Grade 6

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education

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that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science PracticesTo develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science Curriculum Maps Overview

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered on four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State Standards

The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:

Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.

Basic Guidelines for effective structured language practice strategies:

Make the target language rigorous, and mandatory. Never use structured language practice strategies with language that hasn’t been explicitly taught first. Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus

on their use of the language. Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you

use these strategies regularly, students will increase their speed to match your snappy pace. Circulate to monitor for participation as well as accuracy. Provide targeted support as needed. Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.

Strategies include

Frayer Model - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

State Standards Embedded Standards Outcomes Content Connections

Standard 6 – The Universe – 2 weeksGLE 0607.6.1 Analyze information about the major components of the universe.

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

Use data to draw conclusions about the major components of the universe.

Tennessee Holt Science and Technology TE, Chapter 8 Stars, Galaxies and the Universe, p. 217– 241; Chapter 9 A Family of Planets,

Academic vocabulary: asteroid, comet, planet, Earth, relative distance, star, Great Red Spot, Jupiter, Mars, Mercury, Neptune,

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State Standards Embedded Standards Outcomes Content Connections

Scaffolded (Unpacked) ideas

1. The universe consists of many different kinds of objects.

2. Stars like our own sun emit their own light; other components of the universe reflect light produced by stars.

3. A large light source at a great distance looks like a small light source that is closer.

4. Some stars are smaller and some are larger, but all are so far away that they look like points of light.

5. Clusters of stars exist in fixed patterns called constellations.

GLE 0607.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:

1. How are light and sight prerequisites to understanding the universe?

2. Describe differences among the major components of the universe.

3. How are components of our own solar system connected?

4. Contrast/compare distinguishing characteristics of the eight planets found in the solar system.

Examine how mass and weight relate to gravity.

Describe the components and the overall structure of the Universe.

Describe the physical and chemical aspects of the Universe.

Sec. 1 Our Solar System p. 249– 279

Glencoe Tennessee Science Grade 6 TWE, Chapter 7 The Solar System, p. 194-227; Chapter 8 Stars and Galaxies, Section 2 The Sun pgs. 235 -238, Section 3 Evolution of Stars, and Section 4 Galaxies and the Universe, p. 235 - 251

Recommended activities

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Science Teacher’s Activity a Day:

Telescopes p. 201

Light-years p. 202

Star constellations p. 203

Star magnitude p. 212

“Lightweight aircraft” mission from Learningblade.com

Informational text:

(With the text, allow students to construct arguments about ideas and

Pluto, Saturn, Uranus, Venus

Vocabulary strategy: Science words for knowledge rating: Teacher prepares a table and lists the words (word, no clue, have heard or seen it, know the word, know it well and can define it) using the following technique. Students will place an X in the box that best describes your understanding of this word.

Vocabulary strategy: Possible sentences- This strategy expands students’ word knowledge by asking them to contextualize words they will encounter in an upcoming unit of instruction. Students are asked to use as many words as possible to create sentences.

Performance task: Imagine that you’re building a model of the Earth that is going to have a radius of 1 m. You find out that the average radius of the Earth is 6.378 km and that the thickness of the lithosphere is about 150 km. What percentage of the Earth’s radius is the lithosphere? How thick (in centimeters) would you make your model? (Science Practice 5) (Math Practice 1)

Performance task: You are interning with NASA and are given an opportunity to travel to the center of the Earth virtually. Create a chart of what you would encounter and connect it to your learning in this standard. (Science Practice 6)

Performance task: Provide a picture of the planets and have students to

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State Standards Embedded Standards Outcomes Content Connections

concepts while presenting their claims and evidence.)

What is heat?- from Readworks 910L; Read closely to determine what the text says explicitly about Earth and the Sun and make logical inferences from it

Remembering Mr. Spock – from Achieve 3000 (1080L); Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Additional resources:

Plan A Trip to Another Planet - In this lesson, students will build on this knowledge as they research one of the other planets in order to determine whether a manned mission to that planet would be feasible.

Comets Lesson Plan - During this lesson, students have the opportunity to explore comets. By navigating the Internet, viewing a slideshow, and participating in a videoconference with NASA, students will discover what comets are all about.

Sun Lesson Plan- The purpose of this lesson is to introduce students to our local star, the sun, especially its structure and its features such as sun-spots, magnetic fields, and solar flares.

Space Lessons Links to various lessons plans about space.

estimate their comparative diameters to Earth. For example, Jupiter’s diameter is more than 11 times Earth’s diameter. Have them to describe what they think it would be like to visit a large gaseous planet such as Jupiter, with no surface to walk on. (Science Practice 8) RST 6-8.1

Performance task: Create a concept map using the terms in this unit. Write an essay on the major components of the universe. (Science Practice 6)

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State Standards Embedded Standards Outcomes Content Connections

Community connections (Contact the education department for events and opportunities to engage students)

Pink Palace: Sharpe planetarium: Earth, Moon, & Sun; Firefall; Life: A Cosmic Story

In the classroom (Pink Palace Museum Outreach) Suitcase exhibit (free): Sun& Moon, Planets & the Solar System

Standard 6 –The Universe – 2 weeks

GLE 0607.6.2 Describe the relative distance of objects in the solar system from earth.

Scaffolded (Unpacked) ideas

1. Our sun occupies the center of a system that includes eight planets and their moons, and smaller objects, such as asteroids and comets.

2. Planets are different from stars in their appearance and their motion.

3. The planets of the solar system have different characteristics such as their distance from the sun, size, orbits, composition, gravitational force, etc.

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0607.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:

1. How does the distance of objects in space from Earth affect how they appear?

2. How is the movement of the Earth, sun, and moon related to days, lunar cycles, and years?

Analyze the ability of scientists to forecast asteroid and comet impacts.

Use scale models to explore the relative diameters of the planets and the distances between the planets and the Sun.

Investigate the effects of distance on the amount of energy received from a star.

Explain how the relative distance of objects from the Earth affects how they appear.

Tennessee Holt Science and Technology TE, Chapter 8 Stars, Galaxies and the Universe, p. 217– 241Chapter 9 A Family of Planets, Sec. 1 Our Solar System p. 249– 279

Glencoe Tennessee Science Grade 6 TWE, Chapter 7 The Solar System, p. 194-227Chapter 8 Stars and Galaxies, Section 2 The Sun pgs. 235 -238, Section 3 Evolution of Stars, and Section 4 Galaxies and the Universe, p. 235 - 251

Recommended activities

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be

Academic vocabulary – asteroid, comet, planet, meteor, meteorite, solar system, relative distance, star, nebula, Black hole

Performance task: Build a Solar System - Make a scale model of the Solar System Project rubric (Science practice 2) RST 6-8.3 (Math Practice 4)

Performance task: Select an object from the site to explore. Construct an explanation on its relevance after completion. Kids Astronomy Comprehensive astronomy website written for kids. (Science practice 6)

Performance task: Research comets in this activity. Prepare a presentation that demonstrates how scientists are able to forecast their impact. Amazing Space This Space Telescope Science Institute web site

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State Standards Embedded Standards Outcomes Content Connections

3. How do the positions of the Earth and sun cause the four seasons?

recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Science Teacher’s Activity a Day:

Viewing constellations p. 204

The gyroscopic effect p. 206

Space shuttle orbits p. 207

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Seeing stars- from Readworks 950L; Determine central ideas or themes of the text and analyze their development as it relates to the Universe

Living on the moon- 1040L; Summarize the key supporting details and ideas on the Sun and moon.

Way out world- from Readworks 980L; Read and comprehend the text independently and proficiently.

Sunpower – from Achieve 3000 (880L) Demonstrate independence in

is very interactive classroom-friendly, visually appealing and has classroom activities, graphic organizers, myths vs. realities, online exploration, pictures and facts, content reading materials with comprehension activities, educators guide, frequently asked questions, and star witness stories (Science practice 8)

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State Standards Embedded Standards Outcomes Content Connections

gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Additional resources:

Solar System web-quest – Students gather information about the planets.

Planet Sizes – Size comparison of the planets

Gravity Launch - Gravity Launch is an interactive activity that allows you to virtually launch a rocket into space to see how the force of gravity can pull an object toward the earth and moon.

Community connections: (Contact the education department for events and opportunities to engage students)

Local meteorologists

Standard 10 Energy - 2 weeksGLE 0607.10.1 Compare and contrast the three forms of potential energy.

Scaffolded (Unpacked) ideas

1. Understanding ideas about energy can help to explain many events that occur in the natural and human-made worlds.

2. Energy exists in different forms including light, heat, chemical, and motion.

Compare potential and kinetic energy.

Essential questions:

1. Describe the different forms of energy.

2. Explain the basis for grouping various forms of energy into potential and kinetic categories.

3. Discuss the different types of potential energy.

Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy.

Interpret the relationship between potential and kinetic energy.

Tennessee Holt Science and Technology TE, Chapter 12, Section 2: Energy Conversion, Section 3: Conversion of Energy, Section 4: Energy Resources, p. 354-369.

Glencoe Tennessee Science Grade 6 TWE, Chapter 14, Section 2: Energy Transformations and Section 3: Sources of Energy, p.423-447.Chapter 15, Section 3 Electric Circuits p.462 – 479.

Recommended activities:

Academic vocabulary: energy, chemical potential energy, conservation of energy, elastic potential, gravitational potential, kinetic energy

Performance task: Research the major muscles in the human leg. Make drawings in your science journals of your leg muscles. Describe how energy changes with movement of muscles. (Science Practice 6)

Performance task: A light bulb

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State Standards Embedded Standards Outcomes Content Connections

3. All different forms of energy can be grouped into two categories: potential and kinetic.

4. Kinetic energy is associated with motion.

5. Potential energy exists in three forms: gravitational, elastic, and chemical.

6. Gravitational potential energy is associated with the relative positions of objects.

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Science Activity a Day:

Potential energy and kinetic energy p. 31

Potential energy p.32

Energy flows-provides articles and activities on energy (NEED Various energy related resources including student activities and lesson plans)

Energy mission from http://learningblade.com/

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Ice picks- from Readworks 1000L; Read closely to determine what the text says explicitly and to make logical inferences from it

How soccer can help us understand physics- from Readworks 1060L; Cite

converts 10 percent of the electrical energy it uses into radiant energy. Make a hypothesis about the other form of energy produced. (Science Practice 1) (Math Practice 1)

Performance task: Design a roller coaster using a tennis ball, cardboard, scissors, and glue. Analyze the energy transformations that occur in the roller coaster car. Explain the observations using the law of conservation of energy. (Science Practice 2) RST 6-8.8

Performance task: Write a summary of energy transformations after reading and design a diagram to illustrate the relationship between kinetic and potential energy. (This site provides a summary of energy transformations and links to additional information at other sites. Wisegeek.org (Science Practice 7)

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State Standards Embedded Standards Outcomes Content Connections

specific textual evidence when writing or speaking to support conclusions drawn from the text about energy.

Canine courage - from Readworks 1060L; Summarize the key supporting details and ideas.

These lights are too cool! from Achieve 3000 (880L) Read and comprehend complex literary and informational texts independently and proficiently.

Additional resources:

The following website has multiple sections that explain many topics related to energy. Energy education

Community connections (Contact the education department for events and opportunities to engage students)

Memphis Light, Gas, and Water

Local news stations

Meteorologists

Clean Memphis

City of Memphis

Memphis International Airport

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State Standards Embedded Standards Outcomes Content Connections

Water on Wheels (University of Memphis)

Standard 10 Energy – 1.5 weeks

GLE 0607.10.2 Analyze various types of energy transformations.

Scaffolded (Unpacked) ideas

1. Objects can have elastic potential energy due to their compression, or chemical potential energy due to the arrangement of their atoms.

2. Objects can gain potential or lose potential energy.

3. When an object falls, a spring is released, or a substance changed chemically, its potential energy decreases and its kinetic energy increases.

4. Energy can be transferred from one place or object to another.

GLE 0607.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs.

Essential questions:

1. Describe the fundamental principles of energy transformation.

Recognize that energy can be transferred from one type to another.

Relate transformations between kinetic and potential energy in systems to the law of conservation of energy.

Write an explanation detailing how energy is transformed in a common object.

Identify different sources and forms of energy.

Tennessee Holt Science and Technology TE, Chapter 12, Section 2: Energy Conversion, Section 3: Conversion of Energy, Section 4: Energy Resources, p. 354-369.

Glencoe Tennessee Science Grade 6 TWE, Chapter 14, Section 2: Energy Transformations and Section 3: Sources of Energy, p.423-447.Chapter 15, Section 3 Electric Circuits p.462 – 479.

Recommended activities:

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Energy mission from http://learningblade.com/

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims

Academic vocabulary: gravitational potential, chemical potential energy, conservation of energy, elastic potential, energy transformation

Performance task: Assume the role of an energy expert who designs a plan for an energy-conserving home. Using knowledge gained from previous tasks, produce a diagram of their house, townhouse, apartment, etc. Label energy-conserving features, identify renewable and non-renewable energy resources, and provide examples of energy transformations in a presentation. Consider equal accessibility for the disabled in their home design. (Science Practice 4)

Performance task: Use magazines or drawings to create a poster showing potential and kinetic energy. (Science Practice 8)

Performance task: Write a descriptive essay detailing one form of energy and its relativeness on another. (Science Practice 6)

Performance task: Conduct an electrical energy inventory of a home/school and produce a plan to reduce electrical energy by 10

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State Standards Embedded Standards Outcomes Content Connections

and evidence.)

Energy Screams- from Readworks 990L; Determine central ideas or themes of a text and analyze their development

A drop's journey – from Readworks 1220L; Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Lessons:

At this interactive website students can explore static charges. The graphics assume that students will recognize that a negative particle is being transferred as this part of the graphic is not explained. Classzone.com

Why does a balloon stick to your sweater? Rub a balloon on a sweater, then let go of the balloon and it flies over and sticks to the sweater. View the charges in the sweater, balloons, and the wall in this online simulation. Balloon simulation

percent. (Science practice 4) (Math Practice 2)

Standard 10 Energy – 1.5 weeks

GLE 0607.10.3 Explain the principles underlying the Law of Conservation of Energy

Scaffolded (Unpacked) ideas

1. The law of conservation of energy states that energy

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

Essential questions:

1. How does the Law of Conservation of Energy help to

Explain the Law of Conservation of Energy using data from a variety of energy transformations.

Relate transformations between kinetic and potential energy in systems to the law of conservation of energy.

Tennessee Holt Science and Technology TE, Chapter 12, Section 2: Energy Conversion, Section 3: Conversion of Energy, Section 4: Energy Resources, p. 354-369.

Glencoe Tennessee Science Grade 6 TWE, Chapter 14, Section 2: Energy Transformations and Section 3:

Academic vocabulary: energy, conservation of energy, kinetic energy, Law of Conservation of Energy

Performance task: Trace and draw the energy transformation in the closed system of a flashlight.

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State Standards Embedded Standards Outcomes Content Connections

may neither be created nor destroyed.

2. The sum of all the energies within a closed system is constant.

3. When energy is transferred from one system to another, the amount of energy before transfer equals the quantity of energy after transfer.

explain energy transformations within a closed system?

Sources of Energy, p.423-447.Chapter 15

Recommended activities:

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Energy mission from http://learningblade.com/

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Biochar- from Readworks 1020L; Determine the meaning of unknown and multiple-meaning words and phrases by using context clues

Additional resources:

Lightning NOVA video on lightning details how scientists have researched the source of lightning. Supports STCMS Lesson 2.

Kid's Zone Energy Student friendly page about types of energy.

(Science Practice 2)

Performance task: View this presentation and create a graphic organizer on the main points. Share with the class. Energy Transformations Slide share presentation on energy transformations and energy conservation. (Science Practice 8)

Performance task: Write a letter to the City council members on your proposals to save energy in Memphis. Use this link to help you gain facts. (This site provides links to a variety of resources, including unit and lesson plans: Energyquest.ca.gov (Science Practice 7) RST 6-8.9

Performance task: Defend a position on the importance of household/school energy consumption. (Science practice 7) (Math practice 3)

Performance task: Using this text, construct an explanation on how energy can be conserved. (Science practice 8) Clean line energy

Performance task: Using this link Eia.gov, provide a summary of the information presented. Devise a plan to conserve energy in your residence.

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State Standards Embedded Standards Outcomes Content Connections

Study Jams Electricity Short video on electricity. Discusses static electricity. Video is followed by checks for understanding.

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