science grade 6 - rahway public schools€¦ · science grade 6 . this curriculum is ... target...

CURRICULUM

FOR

SCIENCE

GRADE 6

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Devin K. Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Nicole Brighouse

Christine H. Salcito, Assistant Superintendent

Subject/Course Title: Date of Board Adoptions:

Science Revised – December 20, 2016

Grade 6

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Earth Science and Chemistry

Unit Title: Weather and Water (Atmosphere- Part 1)

Target Course/Grade Level: 6th

Unit Summary: This FOSS kit focuses on Earth’s atmosphere, weather, and water. At times, students participate in investigations and discussions that

may seem unrelated to weather, such as physics and chemistry; but these disciplines do in fact help support the general understanding of meteorology.

Approximate Length of Unit: 7 Lessons

Primary interdisciplinary connections:

ELA/Literacy

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4)

WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content. (MS-ESS1-4)

Mathematics

6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a

variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-4)

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to

solve problems by reasoning about the quantities.

21st Century Learning Standards:

Career Ready Practices:

CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.

LEARNING TARGETS

Next Generation Science Standard(s) Addressed:

MS-ESS2-5: Collect date to provide evidence for how the motions and complex interaction of air masses result in changes in various weather conditions.

Science and Engineering Practices:

Asking questions

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations

Engaging in argument from evidence

Obtaining, evaluating, and communicating information

Disciplinary Core Ideas:

ESS2C: The roles of water in Earth’s processes.

Cross Cutting Concepts:

Energy and Matter- Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

http://www.nap.edu/openbook.php?record_id=13165&page=94

Unit Understandings:

Students will know that:

Weather is the condition of the Earth’s atmosphere at a given time and place. These conditions include temperature, pressure, humidity, wind

direction, and wind speed.

The Earth is surrounded by an atmosphere composed of a mixture of nitrogen, oxygen, and trace gases that include water vapor. Weather

occurs in the lowest layer (troposphere).

The air in our atmosphere is matter; it has mass and occupies space.

The air in our atmosphere has a different physical and chemical composition at different elevations.

Key Terms:

atmosphere, weather, temperature, pressure, humidity, wind direction, wind speed, matter, mass, air pressure, troposphere, nitrogen,oxygen,

helium, carbon dioxide, water vapor

Unit Essential Questions:

Where does weather happen?

Does air have pressure?

What happens to air when it is compressed?

Does air have mass?

What gases make up the atmosphere?

Practices:

Students will be able to…

Use weather instruments to accurately measure temperature, atmospheric pressure, humidity, wind direction, and wind speed.

Collect and analyze experimental data to argue that air has mass.

Model and compare the behavior of gasses under various pressure conditions.

Recognize the gasses prevalent in our atmosphere.

Model the vertical structure of the atmosphere using real-world data from active and passive remote sensing tools (e.g., satellites, balloons,

and/or ground-based sensors).

Apply understanding of atmospheric conditions to authentic scenarios.

EVIDENCE OF LEARNING

Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”?

Lab notebook pages 3,5, and 11

Mid-summative 1-2

Learning Activities:

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Students will use weather instruments outside to measure the air.

Students will watch “Wonders of Weather” (hurricanes, lightning, tornadoes).

Students will work in groups to conduct “Air Investigations.”

Students will view and manipulate “Earth’s Atmosphere” animations on FOSS website.

Students will read “A Thin Blue Veil” and “Naming Hurricanes”.

RESOURCES

Teacher Resources:

Weather and Water Manuel

Weather and Water Resource Book

Weather and Water Lab Notebook

“Wonders of Weather” DVD

Additional Resources

Accuweather

Air Pressure and Altitude Interactive

BrainPOP: Earth’s Atmosphere

BrainPOP: Weather

FOSSWeb: Elevator

FOSSWeb: Gas in a Syringe

National Hurricane Weather Center

Song: Fresh Air

PhET: Gas properties simulation

Equipment Needed:

Projector with Computer and Internet connection

DVR/ VCR

Laboratory equipment as specified for unit


UNIT OVERVIEW


Unit Title: Weather and Water (Energy and Matter)-




Approximate Length of Unit: 14 lessons


ELA/Literacy




Mathematics





21st Century Life and Career Skills:



LEARNING TARGETS


MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is

added or removed.

MS-PS3-4: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer

MS-ETS1-1- Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant

scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design

can be achieved.


Asking questions









PS1.A- Structure and Properties of matter PS3.A- Understanding of energy

PS3.B- Conservation of energy



Systems and System- Models: Models can be used to represent systems and their interactions.


Students will know that…

The Sun is the major source of energy for causing the circulating movements of the atmosphere and oceans. Energy from the sun is

transferred to air, land, and water through radiation. Different substances absorb heat at different rates (differential heating).

Heat energy can move between objects or substances by conduction. This process allows heat energy to transfer from the land to the air.

The density of an object or substance can be determined from its volume and mass. (d = m/v) Adding salt to water (as happens in a

marine environment) will change its density.

Sinking and floating can be predicted using forces that depend on the relative densities of the objects and materials. Less dense substances

will float or layer above more dense substances.

Heat energy causes matter to expand and become less dense. By changing the density of the matter, the sinking and floating behaviors

are also changed. In the ocean, warm masses rise and cool masses sink causing water to circulate. This energy-driven circulation is called

convection.

Circulation of water in marine environments is dependent on factors such as the composition of water masses and energy from the sun or

wind.

Heat energy carried by ocean currents and transferred during interactions with land and atmosphere has a strong influence on climate

around the world.

The transfer of thermal energy by conduction, convection, and radiation can produce large-scale events such as those seen in weather.

Key Terms: heat energy, radiation, differential heating, conduction, mass, volume, density, marine, sink, float, convection


What causes Earth to experience varied seasons?

Do all Earth materials heat at the same rate?

How is Earth’s atmosphere heated?

What is density?

How can energy be transferred?

Practices:


Use a laboratory thermometer to take accurate temperature readings.

Compare temperature data from earth materials in the sun and in the shade.

Use evidence to create explanations about the differential heating of solids and liquids on the Earth and conduct experiments to observe heat

transfer by conduction through solids and liquids.

Make claims about conduction in the environment based on evidence and reasoning.

Relate the transfer of heat from oceans and land masses to the evolution of a hurricane.

Explain density as a ratio between a mass and its volume.

Use mass and volume values to calculate density.

Observe and make claims about the relative densities of liquids in a layered column.

Predict whether an object or substance will sink or float (layering above or below in the case of a liquid) in a liquid based on the relative

densities of the materials.

Apply density concepts to salt solutions in marine environments.

Generate a conclusion about energy transfer and circulation by observing models of convection currents in water and in air.

Explain how energy transfer drives the process of convection.

Apply the concept of convection to explain the circulation of water and air around the globe.

Represent and explain, using sea surface temperature maps, how ocean currents impact the climate.

Apply concepts of density, radiation, conduction, and convection to authentic scenarios.



Assessment:


Lab notebook pages 11, 13, 17, 23, 25 and 29

Mid-Summatives 3,4, and 5



Students will participate in demonstrations of the Sun-Earth system and solar angles.

Students will conduct the investigation “Heating the Earth Materials”.

Students will work in groups to conduct heat through various metals.

Students will work in groups to layer salt solutions and varied temperature waters.

Students will observe the convection chamber demonstration.

RESOURCES

Teacher Resources:

Full Option Science Systems (FOSS) kit: Teachers Edition

Student Weather and Water Resource Book

Student Weather and Water Lab Book

Foss Multi-media


BrainPOP: Temperature

FOSSWeb: Conduction

FOSSWeb: Conduction Video

FOSSWeb: Convection

FOSSWeb: Convection Chamber Video

FOSSWeb: Thermometer

SMART Notebook lesson: Conduction

SMART Notebook lesson: Convection

USIS Vol.3 “Thermometer” pg. 33

Equipment Needed:

Projector and computer with Internet connection as needed

DVR/ VCR



UNIT OVERVIEW


Unit Title: Weather and Water (Water)- investigations 5 and 6






ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-ESS2-2)


organization, and analysis of relevant content. (MS-ESS1-4), (MS-ESS2-2)

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

(MS-ESS2-1), (MS-ESS2-2)

Mathematics-

MP.2: Reason abstractly and quantitatively. (MS-ESS2-2)


variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-4),

(MS-ESS2-2)


solve problems by reasoning about the quantities. (MS-ESS1-4), (MS-ESS2-2)




LEARNING TARGETS


MS-PSI1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is

added or removed.

MS-ESS2-4: Develop a model to describe the cycling of water though Earth’s systems driven energy from the sun and the force of gravity.


Asking questions









ESS2-C: The roles of water in Earth’s processes,

Cross Cutting Concepts

Energy and Matter-Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.



Water exists in the atmosphere in the form of water vapor.

The atmosphere can only hold a certain percentage of water vapor before it becomes full (saturated). Relative humidity is the amount of water

vapor in the air expressed as a percentage of saturation.

Dew point is the temperature at which the air is saturated with water vapor. Above this temperature, liquid water will evaporate to form

water vapor. Below this temperature, water vapor will condense to form liquid water droplets.

Pressure and temperature are related. As pressure increases, temperature increases. As pressure decreases, temperature decreases.

Air pressure drops as elevation increases, so a mass of air will cool as it ascends. This cooling of air encourages water vapor to condense to

form clouds. If enough liquid water condenses, precipitation occurs.

Water also exists in liquid and solid forms around the Earth. Most of Earth’s liquid water is salt water in the oceans. Fresh water is found in

many locations, including lakes, rivers, and groundwater. Ice is located in glaciers.

In the water cycle, water moves between all of these locations through the processes of evaporation, condensation, and precipitation. There is not

one set path for each water particle. It follows many different paths over time.

Key Terms: water vapor, saturated, relative humidity, dew point, evaporation, condensation, pressure, temperature, precipitation, water cycle


Is there water in the air?

Why does water evaporate?

Why does water condense?

Is the amount of water in the air always the same?

What is relative humidity?

What is the dew point?

What places on Earth can water be found?

What is the water cycle?

Practices:


Design and conduct an experiment, collect and analyze data, and make and communicate arguments to support the concept that water vapor exists

in the air.

Measure changes in temperature due to evaporation.

Determine dew point temperature at which no more water can evaporate because the air is saturated

Explain relative humidity as the percentage of water vapor in the air compared to the amount of water vapor needed to saturate that air at a

specific temperature.

Predict the evaporation and condensation of water using temperature, humidity, and dew point data.

Observe changes in temperature due to pressure change and build explanations of how pressure changes then affect the behavior of water vapor.

Use pressure to produce a cloud in a bottle. Use this model to build explanations of how clouds are formed in our atmosphere.

Predict cloud formation by analyzing sounding data.

Trace a water molecule as it takes multiple pathways in the water cycle.

Apply understandings of evaporation, condensation, and precipitation to explain the workings of the water cycle.

Explain how energy from the Sun drives the processes within the cycle.

Apply understanding of water behaviors to authentic scenarios.


Assessment:


Lab notebook pages 33, 35, and 39

Mid-Summatives 6 and 7




Students will design an investigation in “Is Water Really There?”

Students will investigate with wet and dry bulb thermometers.

Students will participate in The Water-Cycle Game.

Students will use the FOSS multimedia to create the Water-Cycle Game global warming edition.

RESOURCES

Teacher Resources:




Foss Multi-media


BrainPOP: Humidity

BrainPOP: Water Cycle

FOSSWeb: Solar Balloon

FOSSWeb: Water Cycle

FOSSWeb: Weather Balloon Launch

Harcourt School: Evaporation and Condensation

Harcourt School: The Water Cycle

SMART Notebook lesson: Water Cycle Review

Equipment Needed:

Projector, computer, and internet access

DVR/ VCR



UNIT OVERVIEW


Unit Title: Weather and Water (Air Pressure and Wind)






ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-LS4-1), (MS-LS4-2)

RST.6.8.7: Integrate quantitative or technical information expressed in words in test with a version of that information expressed visually

(e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1)


organization, and analysis of relevant content. (MS-ESS1-4), (MS-LS4-2)

WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6

topics, texts, and issues building on others’ ideas and expressing their own clearly. (MS-LS4-2)

SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid

reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS4-2)

Mathematics-

MP.2: Reason abstractly and quantitatively.




LEARNING TARGETS


MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-4: Develop a model to describe the cycling of water though Earth’s systems driven by energy from the sun and the force of gravity.


Asking questions









ESS2-C: The roles of water in Earth’s processes ESS2-D: Weather and Climate


Energy and Matter-Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

Cause and Effect- Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Scale Proportion and Quantity- Time, space, and energy phenomena can be observed at various scales using models to study systems that are

too large or too small.



Air moves from areas of high pressure to areas of low pressure. This movement creates wind.

Breezes blow in predictable ways determined by local patterns of differential heating from the Sun’s radiation being absorbed by air, land, and

water that in turn causes differences in pressure and density.

Key Terms: pressure, wind, breeze, differential heating, radiation, temperature, density


What causes wind?

What is wind?

What are some local winds? What causes each wind?

What is a global wind?

What instrument is used to measure wind?

Practices:


Collect and interpret data to build an explanation of the relationship between pressure and density.

Use a barometer to determine air pressure.

Model the creation of wind in the atmosphere, accounting for differential heating, energy transfer, convection, changes in density, changes in

atmospheric pressure, and wind pressure.

Explain how energy from the Sun is transformed or transferred in global wind circulation.

Illustrate global winds and surface currents through the creation of a world map of global winds and currents that explains the relationship

between the two factors.

Apply understanding of air pressure and wind to authentic scenarios.


Assessment:



Mid-summative 8



Students will participate in groups in the air-pressure inquiry.

Students will create wind models.

Students will creation an anemometer and use it to measure the wind speed.

Students will investigate and analyze pressure maps.

RESOURCES

Teacher Resources:







Foss Multi-media


BrainPOP: Wind

SMART Notebook Lesson: Creating Wind

Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Weather and Water (Weather and Climate)






ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-LS4-1), (MS-LS4-2)

RST.6.8.7: Integrate quantitative or technical information expressed in words in test with a version of that information expressed visually

(e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1)


organization, and analysis of relevant content. (MS-ESS1-4), (MS-LS4-2)

WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6

topics, texts, and issues building on others’ ideas and expressing their own clearly. (MS-LS4-2)

SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid

reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS4-2)

Mathematics-

MP.2: Reason abstractly and quantitatively.


variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-1),

(MS-LS4-2)


solve problems by reasoning about the quantities. (MS-ESS1-4)




LEARNING TARGETS


MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-4: Develop a model to describe the cycling of water though Earth’s systems driven by energy from the sun and the force of gravity.


Asking questions









ESS2-C: The roles of water in Earth’s processes ESS2-D: Weather and Climate



Cause and Effect- Cause and effect relationships may be used to predict phenomena in natural or designed systems.


Students will know…

Air in the atmosphere moves in large bodies (air masses) that are uniform in temperature and humidity. These air masses are separated

by boundaries called fronts.

The difference between temperature and humidity of the two air masses (due to the cycling of heat and water in and out of the atmosphere)

causes weather conditions to change at the location of the front as it moves across the Earth.

Climate (the average weather over a long period of time in a region) is influenced locally and globally by atmospheric interactions with land

masses and bodies of water.

Humans impact the atmosphere with chemical pollutants, including greenhouse gases and particulates that have been linked to global

warming. Global warming may have an effect on Earth’s weather and climate.

Key Terms: air masses, front, climate, greenhouse gas, global warming


What is an air mass?

What is the difference between weather and climate?

What is a front?

What is global warming? And how does it affect Earth’s weather and climate?

Practices:

Students will be able to….

Model the formation of an air mass and use the model to describe its behavior.

Compare and classify different air masses.

Model frontal boundaries to explain what happens when two air masses of different densities meet, relating it to their differences in density.

Determine the origin of local weather by exploring national and international weather maps.

Explain the interrelationships between daily temperature, air pressure, and humidity data.

Explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the

country.

Explain how a global temperature increase could affect the water cycle and Earth’s climate.

Evaluate the impact of daily life choices on Earth’s atmosphere and the consequences of a changing atmosphere.

Apply understanding of weather and climate to authentic scenarios.


Assessment:



Mid-summative 9



Students will observe solar bags in order to make predictions.

Students will bring in and read local and global weather maps.

Students will read “Severe Weather”.




RESOURCES

Teacher Resources:

Weather and Water Manuel

Weather and Water Lab Notebook

Weather and Water Resource Book

Foss Weather and Water multimedia


BrainPOP: Climate Types

BrainPOP: Weather

Discovery Education: Weather Patterns and Climate

PhET: Greenhouse effect simulation

SMART Notebook lesson: Weather and Climate

SMART Notebook Lesson: Weather Forecasting

Song: Stormin’

Equipment Needed:

Overhead Projector/ Computer and Internet connection as needed

DVR/ VCR



UNIT OVERVIEW

Content Area: Biological science

Unit Title: Diversity of Life (What is Life?)


Unit Summary: This unit requires students to consider characteristics that are common to all living organisms and develop an operational definition of

life.



ELA/Literacy-




Mathematics-








LEARNING TARGETS


MS-LS1-1- Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of

cells.


Asking questions









LS1.B- Growth and Development of Organisms-


Patterns- Patterns of change can be used to make predictions.

Unit Understandings and Knowledge

Students will understand that….

Any free-living thing is an organism.

All living organisms share seven common traits: they grow, consume nutrients, exchange gases, respond to stimuli, reproduce, need water,

eliminate waste, and are composed of cells.

Key Terms: living, non-living, organism, grow, nutrient, gas, stimuli, reproduction, waste, dormant, dead.


What does it mean to be living?

How do you determine if an object is living?

What characteristics do all living things share?

Practices:


Develop and apply an operational definition of “living”.

Generate examples and explanations of each of the common traits for living organisms.

Categorize pictures of objects and organisms into living and nonliving groups.

Use evidence and criteria to make claims and arguments about whether a novel object is a living organism.

Apply the characteristics of life to authentic scenarios.


Assessment:


Teacher observations

Response sheet – Investigation 1


Mid Summative Exam 1-2

Homework



Students will work in groups to sort living/nonliving cards.

Students will be engaged in various inquiry based investigations.

RESOURCES

Teacher Resources:


Student Diversity of Life Resource Book

Student Diversity of Life Lab Book

Equipment Needed:

Computer, projector and internet access

DVR/ VCR



UNIT OVERVIEW

Content Area: Biological Science

Unit Title: Diversity of Life (Cells)


Unit Summary: This unit establishes the cell as the basic unit of life. Students first become familiar with the proper use of the microscope. The

microscope then becomes the vehicle in which students explore microscopic life, including the cell.


Primary interdisciplinary connections

ELA/Literacy- RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4)



Mathematics-








LEARNING TARGETS


MS-LS1-1- Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS1-2- Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.


Asking questions









LS1.B- Growth and Development of Organisms- LS1.A- Structure and Function


Structure and Function- Complex and microscopic structures and systems can be visualized, modeled and used to describe how their function

depends upon the relationship of its parts.

Scale, Proportion, and Quantity- Phenomena that can be observed at one scale may not be observable at another scale.



The cell is the basic unit of life. Most cells are too small to see with the naked eye.

Microscopes are used to study living things too small for the naked eye to see. The eyepiece and objective lens combine to magnify the image

and produce an image that is reversed and inverted.

Individual cells have the same needs and perform the same functions as more complex organisms. Like we have organs, individual cells

have organelles with specific functions.

A major subdivision in cells is whether they have a nucleus (eukaryote) or not (prokaryote). Bacteria and Eubacteria are prokaryotic cells. Most

other life forms are made of one or more eukaryotic cells.

Multicellular organisms have specialized cells that work together in tissues, which work together in organs, which work together in organ

systems, which work together to meet the needs of the living organism in its environment.

Key Terms: microorganism, cell, paramecium, organelle, membrane, complex organism, cell wall eukaryotic, prokaryotic, nucleus, chloroplast,

ribosome, mitochondria, cytoplasm


What key common characteristic, sometimes, visible in a microscope, is shared by all living organisms?

What is a cell?

What functions can a cell perform?

What is the difference between a single-celled organism and a multi-celled organism?

Practices:


Continue to modify and apply an operational definition of “living”.

Use a microscope proficiently to perform observations at appropriate magnifications.

Draw scale representations of images seen in a microscope to estimate size accurately.

Observe single-celled microorganisms and make inferences about relationships between structure and function.

Generate evidence to support the argument that paramecia are organisms.

Differentiate between single celled and multicellular organisms.

Compare structure and function of cells from different .organisms

Identify major organelles in a diagram of eukaryotic cell and relate the function of each to the needs of the living cell.

Relate the structure and function of cells, tissues, organs, systems, and organisms.

Model the interdependence of the human body’s major systems in regulating its internal environment.

Apply understanding of cells to authentic scenarios.


Assessment:





Mid- Summative Exam 3

Mid-summative Exam 4

Homework

Learning Activities


Students will work in pairs as they explore the proper use of the microscope.

Students will be engaged in various inquiry based investigations.

Students will collect data and evidence from their observations in the microscope.

Students will compare the characteristics of single-celled and multi-celled organisms.


RESOURCES

Teacher Resources:




Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Diversity of Life (Seeds)


Unit Summary: This unit introduces students to the structure and functions of seeds. Students observe and describe the first developmental stages of a

plant and recognize that seeds are living organisms in a dormant state.



ELA/Literacy-




Mathematics-








LEARNING TARGETS


MS-LS1-4- Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and

specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS1-5- Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-ETS1-2: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each

that can be combined into a new solution to better meet the criteria for success.


Asking questions









LS1.B- Growth and Development of Organisms

LS1.A- Structure and Function


Cause and Effect- Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using

probability.



Growth is essential to living things.

Seeds contain the dormant, living embryo of a plant.

Most seeds will stop being dormant and germinate (begin growing) with enough warmth and moisture.

Before seeds develop true leaves to get energy from the sun, the cotyledon is the primary source of food energy for the baby plant.

Plants are grouped based on the number of cotyledons they have.

Most flowering plants have either one (monocot) or two (dicot).

As seeds grow and develop, cells divide, grow (elongation), and differentiate (maturation) to become specialized cells within a tissue.

Key Terms: dormant, embryo, dissection, germination, dicot, monocot, cell division, zone of elongation, zone of maturation


What are the structures of a seed?

What is the function of each structure of the seed?

How does early plant get its food and nutrients?

Practices:



Dissect seeds to discover their structures.

Relate seed structures to functions.

Investigate the effect of light on germinated seeds through designing and carrying out a controlled experiment, analyzing and communicating

data.

Observe and identify cells dividing, growing, and differentiating in an area of plant growth.

Relate plant cell structures to functions in the root.

Compare the development patterns of different types of plants.

Apply understanding of seeds to authentic scenarios.


Assessment




Lima bean dissection

Root observations


Homework

Learning Activities


Students will dissect and label the structures of a seed.

Students will connect each structure to its function.

Students will observe the germination of a seed.

Students will discover that an early plant does need sunlight for energy and instead gets it energy from the cotyledon of a seed.



RESOURCES

Teacher Resources:




Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Diversity of Life: (Transpiration)


Unit Summary: This unit allows students to explore another characteristic of life: the movement of water in living organisms. Students conduct

investigations to understand how the vascular system transports water throughout a plant and how stomates on leaves regulate the rate of water flow

through a plant.


Primary interdisciplinary connections

ELA/Literacy-




Mathematics-








LEARNING TARGETS



MS-LS1-3- Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.



MS-LS1-6- Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out

of organisms.

MS-ETS1-2: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each

that can be combined into a new solution to better meet the criteria for success.


Asking questions


Planning and carrying out investigations.








LS1.A- Structure and Function LS1.C- Organization for Matter and Energy Flow in Organisms



probability.

Systems and Systems Models- Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.

Energy and Matter- Within a natural system, the transfer of energy drives the motion and/or cycling of matter.

Unit Understandings and Knowledge:


Water is essential to living things.

Plants use a vascular tissue called xylem to transport water from the roots to the rest of the plant.

Water continually leaves the plant (transpiration) through the stomata on the underside of leaves in the form of water vapor. Guard cells

work to control these opening and regulate the amount of water leaving through the stomata.

Water in the plant is used with carbon dioxide during photosynthesis to make food (sugar).

Key Terms: transpiration, vascular, xylem, stomata, condensation, water cycle, elodea, guard cell, stomata, photosynthesis


What structures do a plant use to take in water?

What structures do a plant use to release excess water?

Why do plants need to release excess water?

Why do plants perform transpiration?

Practices:



Design an experiment to determine what happens to water in a celery stalk.

Collect and analyze data to develop evidence for an explanation for how water enters a plant’s roots and flows through the plant during

transpiration.

Relate transpiration to the environmental water cycle.

Explain the importance of water in the plant as an ingredient for photosynthesis to store light energy in sugars.

Apply understanding of transpiration to authentic scenarios.


Assessment:




Celery investigation (plan and results)


Homework



Students will work in groups to plan and carry out an inquiry based investigation.

Students analyze the data from their investigation and carry out further investigations as needed.

Students will collect evidence that transpiration takes place in plants.





RESOURCES

Teacher Resources:




Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Diversity of Life: (Plant reproduction)


Unit Summary: This unit allows students to explore another characteristic of life: the ability to reproduce. Students are introduced to the concept of

sexual reproduction. Additionally, students investigate the reproductive systems in flowers to understand the origin of seeds and explore plant adaptations

for seed dispersal.



ELA/Literacy-




Mathematics-








LEARNING TARGETS



MS-LS1-3- Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.





Asking questions










LS1.A- Structure and Function



probability.

Systems and Systems models- Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.



Reproduction is essential to living things.

In plants, sexual reproduction is accomplished when pollen from the anthers (male part) and eggs from the ovules (female part) combine to form

a new plant embryo (seed).

Seeds are dispersed in a variety of ways to increase the area of a plant population.

Variations exist among plants of the same generation and of different generations.

Plants pass down specific traits such as the color of fruits and flowers to their offspring.

Key Terms: reproduction, sexual reproduction, pollen, anthers, eggs, ovules, embryo, seed, variation, inheritance, acquired


Why is variation important amongst living organisms?

What are some ways in which seeds are dispersed?

How do plants reproduce?

Practices:



Identify major structures of a typical plant reproductive organ (flower).

Explain the function of flowers and pollination.

Examine seeds to infer dispersal mechanisms and compare the effectiveness of each in various scenarios.

Predict the long-term effect of interference with normal patterns of reproduction.

Explain how knowledge of inherited variations within and between generations can be applied to farming and animal breeding.

Distinguish between inherited and acquired characteristics.

Apply understand of reproduction and inheritance to authentic scenarios.


Assessment



Response sheet – Investigation 7 (flower dissection)


Homework

Learning Activities


Students will work in pairs to dissect a flower.

Students will label the structures of a flower.

Students will analyze each structure in order to determine its function in the process of reproduction.

Students will collect seeds.

RESOURCES

Teacher Resources:







Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Diversity of Life: Roaches


Unit Summary: This unit emphasizes the collection of scientific data through observation. Students will explore the concept of adaptation by studying

the structures and behaviors of an insect, relating those adaptations to the roach’s natural history and habitat.



ELA/Literacy-




Mathematics-








LEARNING TARGETS






Asking questions









LS1.B- Growth and Development of Organisms LS1.A- Structure and Function



probability.




Response to stimuli and adaptation are essential to living things.

Adaptations are structures or behaviors of organisms that enhance their chances to survive and reproduce in their habitat.

Insect adaptations include three body parts (head, thorax, and abdomen), six legs and two antennae.

When habitats change, the best adapted organisms survive.

Key Terms: antennae, adaptation, habitat, behavior, head, thorax, Abdomen


Why is variation important amongst living organisms?

Why are adaptation and response to stimuli important for living organisms?

What are the common structures of an insect?

Practices:



Observe organisms and identify behavioral and structural adaptations.

Design an original experiment to test student questions about the behaviors of organisms.

Use experimental data and reasoning to make and communicate claims about behavioral adaptations.

Make inferences about the habitats of insects based on observing their structures and behaviors.

Predict the impact on a population of organisms if the habitat were to change dramatically.

Apply understanding of adaptations to authentic scenario.


Assessment





Homework

Learning Activities


Students will collect data on roach behavior.

RESOURCES

Teacher Resources:




Equipment Needed:


DVR/ VCR


***This unit requires live organisms***





UNIT OVERVIEW


Unit Title: Diversity of Life: Kingdoms of Life


Unit Summary: This unit explores the Monera (bacteria), Protista (algae), and Fungi kingdoms to understand their roles in the scheme of life. Students

are also exposed to the current classification systems of living organisms but made aware that such groupings are constantly being challenged by

scientists.



ELA/Literacy-




Mathematics-








LEARNING TARGETS



MS-LS2-1- Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an

ecosystem.


Asking questions








Disciplinary Core Ideas: LS1.B- Growth and Development of Organisms LS1.A- Structure and Function LS2.A- Interdependent Relationships in Ecosystems



probability.




Biologists group living things by their similarities. As new information about organisms is gathered and new organisms are

discovered, scientists will change the groupings. They currently group organisms into six kingdoms, dividing the old kingdom

Monera into Bacteria and Eubacteria, both of which contain prokaryotic cells.

Microscopic living things are called microbes. This includes both helpful and harmful organisms from the kingdoms Eubacteria,

Archaebacteria, Fungi, and Protista. Each of these organisms shows all the characteristics of living things.

Key Terms: Archaebacteria, Animalia, Protista, Fungi, Plantae, Eubacteria, decompose, inoculate, agar, microbe


How do scientists currently group living organisms?

Why does the grouping of living organisms constantly change?

What are microbes?

Practices:



Inoculate sterile nutrient agar with bacteria from the environment and bread with fungus spores from the environment to observe growth.

Calculate the reproductive potential of microbes.

Explain that bacteria and fungi are found on all surfaces and in the water and air around us and evaluate methods of protection from harmful

microbes.

Describe the role of microorganisms in transforming foods and recycling nutrients through decomposition.

Apply understanding of microbe function to authentic scenarios.


Assessment





Homework

Learning Activities


Students will grow bacteria found throughout school surfaces.

Students will observe the growth and reproduction of bacteria.

RESOURCES

Teacher Resources:







Equipment Needed:


DVR/ VCR

Laboratory equipment as specified for unit.


UNIT OVERVIEW

Content Area: Physical Science

Unit Title: Light - (Make Waves)


Unit Summary: In this unit on waves students develop an instructional model with springs in order to explore the fundamental properties of waves:

wavelength, frequency, and amplitude.



ELA/Literacy-




Mathematics-








LEARNING TARGETS


MS-PS4-2- Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

MS-PS4-3- Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and

transmit information than analog signals.


Asking questions









PS4.A: Wave Properties.

PS4.B: Electromagnetic Radiation


Structure and Function: Structures can be designed to serve particular functions by taking into account properties of different materials, and

how materials can be shaped and used.

Patterns

Energy and Matter


Students will understand that…

A wave is a back-and-forth pattern of motion that transfers energy.

Key features of waves are crests, troughs, and nodes.

Waves can be described in terms of wavelength, frequency, and amplitude.

If you know the frequency and wavelength, you can calculate the velocity of a wave.

Key Terms: amplitude, frequency, wavelength, crests, troughs, and nodes


What is a wave?

What is frequency?

What is the relationship between frequency and wavelength?

How do you determine the velocity of a wave?

Knowledge and skills:


Collect frequency data from multiple sources.

Create and describe longitudinal and transverse waves.

Apply computational thinking when diagramming a wave, measuring its properties, and calculating velocity.


Assessment


Entry- level survey

Science notebook entry

Embedded performance assessment

Learning Activities


Students will measure their pulse under different situations and use the pulse rate to calculate frequency.

Students will make two types of spring wave: longitudinal and transverse.

Students will learn the parts of a wave and observe wave reflection.

RESOURCES

Teacher Resources:

Waves teacher guide

Waves Resource book

Video- “Standing Waves”

Waves science notebook pages

Equipment Needed:


DVR/ VCR




RAHWAY PUBLICS SCHOOLS CURRICULUM

UNIT OVERVIEW


Unit Title: Waves – (Wave Energy)


Unit Summary: In “Wave Energy”, students learn about wave energy and compare energy in waves with different properties. Students then use these

ideas to develop a chamber that can effectively block sound waves.



ELA/Literacy-




Mathematics-








LEARNING TARGETS





MS-ETS1A: Defining and delimiting an engineering problem.

MS-ETS1B: Developing possible solution.

MS-ETS1C: Optimizing the design solution.


Asking questions









PS4.A: Wave Properties


Cross Cutting Concepts”


how materials can be shaped and used

Patterns

Energy and Matter

Cause and Effect



A mechanical wave travels through a medium.

The amplitude, frequency, and wavelength of a wave are related to the energy transferred by the wave.

The frequency and wavelength of a wave are related.

Planning, research, modeling, and testing can help engineers develop successful designs.

A sound wave is mechanical wave, so it requires a medium to travel.

Wave interacting with media can be absorbed or reflected.

Key Terms: amplitude, frequency, wavelength, mechanical, medium, absorbed, reflected

Unit Essential Questions

What is sound?

What happens when the property of a wave is changed?

How are waves used to transfer energy and information?

Practices:


Modify a model to see what happens when a property of a wave is changed.

Evaluate information about a historical engineering failure.

Design a sound studio that meets specified criteria and constraints.


Assessment


Science notebook entries

Performance assessments

Investigation 1-21 check



Watch a video about ocean waves and define energy.

Conduct mini experiments with springs to determine amplitude, frequency, wavelength, and energy.

Investigate the problems associated with the Tacoma bridge collapse.

Engage in a soundproofing engineering problem.

RESOURCES

Teacher Resources:

Ocean waves DVD

“Big Waves’ questions

Tacoma Narrows Bridge video clip

Sound studio design for engineering piece



Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Waves - (Light Waves)


Unit Summary: In Light Waves students explore properties of light waves.



ELA/Literacy-




Mathematics-








LEARNING TARGETS






Asking questions









PS4.A: Wave Properties.





Patterns

Energy and Matter

Systems and System Model



A wave model can be used to explain the properties of light.

To see an object, light emitted or reflected by that object must enter the eye.

Light travels in a straight line until it interacts with something.

Light can be redirected or bounced back by a mirror. The angle of the mirror can change the direction of light.

The path of reflected light can be predicted. The angle of incidence (hitting the mirror) is equal to the angle of reflection (leaving the mirror).

This is called the Law of Reflection.

The electromagnetic spectrum extends beyond visible light.

Different wavelengths of visible light are perceived as different colors.

When light shines on an object, the light is reflected, absorbed, or transmitted through the object.

Key Terms: angle, reflect, incidence, Law of Reflection, refract, absorb, transmit, electromagnetic, spectrum


What is light?

Can you predict the angle that light will reflect off a surface?

What is the law of reflection?

What needs to happen in order for you to “see” an object?

What can happen to light when it strikes an object?

Practices:


Use lasers to carry out investigations of optical properties of different materials.

Use light spectra to identify light sources, and collect evidence to support light-wave explanations about color.


Assessment:


Science notebook entries

Science notebook sheet- spectra diagrams

Response sheet- How do we see?

Response sheet- Color Refection Observations

Refraction performance assessment



Students develop a model of waves to explain properties of electromagnetic radiation.

Students use lasers and mirrors to explore properties of light.

Students us spectroscopes to analyze spectra from various light sources.

Students use color filters to make inferences about the relationship between wavelengths of light and the color of objects.

Students use lasers to determine that light can bend at the interface between two different media.



RESOURCES

Teacher Resources:

Waves Teacher manual

Waves Resources book

Online activity- “Refraction”

Equipment Needed:


DVR/ VCR



UNIT OVERVIEW


Unit Title: Waves - (Communication Waves)


Unit Summary: In Communication Waves, students learn about how information can be encoded and sent as digital waves to transfer large amounts of

information efficiently over large distances.



ELA/Literacy-




Mathematics-








LEARNING TARGETS


MS-PS4-1- Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy

in a wave.



Asking questions









PS4.A: Wave Properties. How are waves used to transfer energy and information?


PS4.C: Information Technologies and Instrumentation




Influence of Science, Engineering, and Technology on Society and the Natural World: Technologies extend the measurement, exploration,

modeling, and computational capacity of scientific investigations.

Patterns: Graphs and charts can be used to identify patterns in data.

Unit Understandings and Knowledge:

Students will know that:

Light can be transmitted long distances through optical fibers.

Complex information like words, sounds, and images must be encoded to be sent as light.

Digital waves can have the same information as analog waves; digital waves can be improved by using smaller increments.

Many modern communication devices use digitized signals (sent as waves) as a reliable way to encode and transmit information.

Modern technology encodes information to improve transmission quality, reliability, and speed.

Key Terms: transmit, optical fibers, digital, signal, transmission, encode

Unit Essential Question:

How are waves used to transfer energy and information?

Practices:


Transmit data through optical fibers to test design constraints.

Analyze graphical displays of carrier waves, sounds waves, and modulated waves to understand their relationships and describe their properties.


Assessment:


Science notebook entries – AM and FM

Science notebook entry- Digital Waves

Online activity- Digitized Images

Investigation 4-1 Check



Students determine how far an optical fiber can be curved before it loses its ability to maintain total internal reflection.

Students learn about amplitude and frequency modulation.

Students analyze images at various resolutions to consider how to improved digital data.

RESOURCES

Teacher Resources:

Waves Teacher Investigation Guide

Video “Fiber Optics”

Online Activity “Digitized Images”

Science Resources Book

Equipment Needed:

Projector, computer and internet access

DVR/ VCR









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