Curriculum Guide 2016/2017 - Greeley Schools · media for scientific evidence, bias, and conjecture related to the historical ideas about relative positions of the Earth, Moon and

Revised May 2016

6th Grade Science

Curriculum Guide

2016/2017

Revised May 2016

Unit 1 : Astronomy Timeline: 8/19/16 – 10/28/16 9 Weeks (42 instructional days)

Part A: Earth in Space ~ 5 Weeks

Part B: Exploring Space ~ 4 Weeks CA Window: 10/24/16 – 10/28/16

Unit 2: Weather and Atmosphere Timeline: 10/31/16 – 12/20/16 7 Weeks (26 instructional days) CA Window: 12/12/16 – 12/20/16

Unit 3: Plate Tectonics Timeline: 1/4/17 – 2/10/17 5 Weeks (26 instructional days) CA Window: 2/7/17 – 2/10/17

Unit 4 : Erosion and Deposition Timeline: 2/13/17 - 3/17/17 5 Weeks (24 instructional days) CA Window: 3/13/17 – 3/17/17

Unit 5: Rocks, Minerals, and Soil Timeline: 3/27/17 – 5/19/15 8 Weeks (39 instructional days)

Part A: Rocks and Minerals ~ 4 Weeks

Part B: Studying Soil ~ 4 Weeks CA Window: 5/15/17 – 5/19/17

NOTE: Last Week of Each Unit = Common Assessment Window

Revised May 2016

Revised May 2016

UNIT 1 Part A (5 Weeks)

Standard Earth Science Standard 3

Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Grade Level Expectation 4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipse s, and Moon phases (8th)

Big Idea Earth in Space

End of unit Performance Task

Common Unit Assessment

Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based explanation using relative

positions of Earth, Moon, and Sun to explain the following natural phenomenon: (DOK 2-3)

1. Tides 2. Eclipses of the Sun and Moon

3. Different shapes of the Moon as viewed from Earth b. Analyze and interpret data

to explain why we have seasons (DOK 1-2) c. Use models to explain the

relative motions of Earth, Moon, and Sun over time (DOK 1-2)

a. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon: (DOK 2-3) 1. Tides 2. Eclipses of the Sun and Moon 3. Different shapes of the Moon as viewed from Earth b. Analyze and interpret data to explain why we have seasons (DOK 1-2) 2. Evaluate visual and print media for scientific evidence, bias, and conjecture related to the historical ideas about relative positions of the Earth, Moon and Sun. (DOK 1-3)

1. Explore the global consequences of the interrelationships among

science, technology and human activity. (DOK 1-4) 2. Evaluate visual and print

media for scientific evidence, bias, and conjecture related to the historical ideas about

relative positions of the Earth, Moon and Sun. (DOK 1-3)

RST.6-8.7 Integrate quantitative or technical information

expressed in words in a text with a version of that information expressed visually (e.g., in a

flowchart, diagram, model, graph, or table).

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate

summary of the text distinct from prior knowledge or opinions.

WHST.6-8.4 Produce clear and coherent writing in

which the development, organization, and style are appropriate to task,

purpose, and audience.

Revised May 2016

UNIT 1 Part B (4 Weeks)



Grade Level Expectation 3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics (8 th)

Big Idea Exploring Space





a. Construct a scale model of

the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids, comets,

and dwarf planets (DOK 2-3) b. Describe methods and equipment used to explore the

solar system and beyond (DOK 1)

c. Design an investigation that involves direct observation of objects in the sky, and analyze and explain results (DOK 2-4)

d. Research, critique, and communicate scientific

theories that explain how the solar system was formed (DOK 1-3)

e. Use computer data sets and simulations to explore objects in the solar system (DOK 1-2)

f. Recognize that mathematical models are used to predict orbital paths and

events (DOK 1)

a. Construct a scale model of

the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids, comets, and

dwarf planets (DOK 2-3) d. Research, critique, and communicate scientific theories

that explain how the solar system was formed (DOK 1-3)

e. Use computer data sets and simulations to explore objects in the solar system (DOK 1-2)

2. Recognize that our current understanding of the solar system has developed over

centuries of studies by many scientists, and that through continued scientific investigations and advances in

data collection, we will continue to refine our understanding of the solar system. (DOK 1)

1. Understand that scientists

work from the assumption that the universe is a single system in which the basic rules are the same

everywhere – that planets follow the same rules about forces as other objects. (DOK 1)

2. Recognize that our current understanding of the

solar system has developed over centuries of studies by many scientists, and that through continued scientific

investigations and advances in data collection, we will continue to refine our

understanding of the solar system. (DOK 1)

RST.6-8.8

Distinguish among facts, reasoned judgment based on research findings, and

speculation in a text. RST.6-8.9 Compare and contrast

the information gained from experiments, simulations, video, or

multimedia sources with that gained from reading a text on the same topic.

WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. 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.

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

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

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

e.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.

Revised May 2016

Greeley-Evans School District 6

Grade: 6th Curriculum Guide

Unit 1: The Earth in Space and Exploring Space Timeline: 8/29/16 – 10/28/16 (42 instructional days)

Standard: Earth Science Standard 3

Grade Level Expectation: 8.3.3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics (8th)

8.3.4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases (8th)

Student Outcomes: 8.3.3.a. Construct a scale model of the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids,

comets, and dwarf planets (DOK 2-3) 8.3.3.b. Describe methods and equipment used to

explore the solar system and beyond (DOK 1) 8.3.3.c. Design an investigation that involves direct observation of objects in the sky, and analyze and

explain results (DOK 2-4) 8.3.3.c. Design an investigation that involves direct

observation of objects in the sky, and analyze and explain results (DOK 2-4) 8.3.3.d. Research, critique, and communicate

scientific theories that explain how the solar system was formed (DOK 1-3) 8.3.3.e. Use computer data sets and simulations to

explore objects in the solar system (DOK 1-2) 8.3.3.f. Recognize that mathematical models are

used to predict orbital paths and events (DOK 1) 8.3.4.a. Develop, communicate, and justify an evidence-based explanation using relative positions of

Earth, Moon, and Sun to explain the following natural phenomenon: (DOK 2-3) 1. Tides

Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. SEPUP Unit F: Activities 71-84. The following activities directly correlate with Student Outcomes: Activities 74- 80 and 82 Activities 81 and 83 are optional. SEPUP Unit G: Activities 85-98 The following activities directly correlate with Student Outcomes: Activities 86-94 Activities 95 and 98 are optional Literacy Connection: Activity 89 and 97

Revised May 2016

2. Eclipses of the Sun and Moon 3. Different shapes of the Moon as viewed from

Earth 8.3.4.b. Analyze and interpret data to explain why we have seasons (DOK 1-2)

8.3.4.c. Use models to explain the relative motions of Earth, Moon, and Sun over time (DOK 1-2)

Inquiry Questions: Why do we observe changes in the relative positions of

Earth, Moon, and Sun from Earth over time?

How do the relative positions of Earth, Moon

and Sun affect natural phenomenon on Earth?

How would multiple visible

moons in the night sky affect the solar system?

Should more money be

allocated for space

exploration?

How would a different tilt of the earth affect energy consumption in Colorado?

Vocabulary: Phenomenon Neap Tide Axis Rotate/Rotation Time Zone Angle Equator Hemisphere Orbit Revolve/ Revolution Crescent Moon Full Moon Satellite Meteor Astronomical Unit Nuclear Fusion

Remote Sensing

Gravitational Force

Gravity

Mass

Solar Quarter Moon Leap Year Gibbous Moon Lunar Cycle Waxing Waning Tides Extreme (Spring) Tide High Tide Low Tide Spacecraft

Telescope

Astronomer

Astronomy

Comet

Planet

Star

Galaxy Solar System Asteroid Dwarf Planet

Assessments: 2015-16 D6GR6 SCI Common Assessment 1

Revised May 2016

Weight Piloted

Unpiloted Space Exploration

Science Resources: SEPUP Issues and Earth Science, Unit E: Earth in Space, Lessons 71-84 Science Resources: SEPUP Issues and Earth Science, Unit E: Exploring Space, Lessons 85-98

Literacy Resources: http://sunearthday.nasa.gov/2005/index.htm http://www.wadsworthmedia.com/marketing/sample_chapters/0534397719_ch03.pdf https://www.youtube.com/watch?v=qfhNjpu_IU4 http://www.fourmilab.ch/cgi-bin/uncgi/Earth/action?opt=-m&img=Moon.evif http://tycho.usno.navy.mil/vphase.html http://www.noao.edu/education/peppercorn/pcmain.html#beyond

http://www.nasa.gov/microgravity

http://spaceflight.nasa.gov/shuttle/reference/faq/index.html

http://astronauts.nasa.gov/

http://sunearthday.nasa.gov/2005/index.htm

http://www.wadsworthmedia.com/marketing/sample_chapters/0534397719_ch03.pdf

https://www.youtube.com/watch?v=qfhNjpu_IU4

http://www.fourmilab.ch/cgi-bin/uncgi/Earth/action?opt=-m&img=Moon.evif

http://tycho.usno.navy.mil/vphase.html

http://www.noao.edu/education/peppercorn/pcmain.html#beyond

http://www.nasa.gov/microgravity

http://spaceflight.nasa.gov/shuttle/reference/faq/index.html

Revised May 2016

UNIT 2 (7 Weeks)


Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 1. Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models(8th)

Big Idea Weather and Atmosphere



Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus Writing Standard Focus


a. Differentiate between basic and severe weather

conditions, and develop an appropriate action plan for personal safety and the safety

of others (DOK 1-3) b. Observe and gather data for various weather

conditions and compare to historical data for that date and location (DOK 1-2)

c. Use models to develop and communicate a weather prediction (DOK 1-2)

a. Differentiate between basic and severe weather

conditions, and develop an appropriate action plan for personal safety

and the safety of others (DOK 1-3) 2. Use the historical

context and impact of early weather research and consider the

potential implications for current weather studies on science and our society. (DOK 1-3)

1. Evaluate of the accuracy of various tools used in

forecasting weather. (DOK 2-3)

2. Use the historical context and impact of early weather research and consider the potential implications for

current weather studies on science and our society. (DOK 1-3)

RST.6-8.3 Follow precisely a multistep

procedure when carrying out experiments, taking measurements, or

performing technical tasks. RST.6-8.7 Integrate quantitative or

technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

WHST.6-8.6 Use technology,

including the Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently.

Revised May 2016

UNIT 2 (7 Weeks)



Grade Level Expectation 2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location (8th)

Big Idea Weather and Atmosphere




Nature of Science Literacy Standards Focus Writing Standard Focus


a. Develop, communicate and justify an evidence-based

scientific explanation to account for Earth’s different climates (DOK 1-3)

b. Research and evaluate direct and indirect evidence to explain how climates vary

from one location to another on Earth (DOK 2-3)

c. Examine, evaluate, and question information from a variety of sources and media to investigate how climates

vary from one location to another on Earth (DOK 2-3)

b. Research and evaluate direct and indirect evidence

to explain how climates vary from one location to another on Earth (DOK 2-3)

2. Describe various techniques that scientists use to study climate, and

suggest ways that each technique can be used to better understand various

climates and changes in climate. (DOK 1-2)

1. Ask testable questions and make a falsifiable hypothesis

about earth’s climate and use an inquiry based approach to find an answer. (DOK 1-4)

2. Describe various techniques that scientists use to study climate, and suggest

ways that each technique can be used to better understand various climates and changes

in climate. (DOK 1-2)

RST.6-8.8 Distinguish among facts,

reasoned judgment based on research findings, and speculation in a text.

RST.6-8.10 By the end of grade 8, read and comprehend

science/technical texts in the grades 6-8 text complexity band

independently and proficiently.

WHST.6-8.9 Draw evidence from

informational texts to support analysis, reflection, and

research.

Revised May 2016

Greeley-Evans School District 6 Grade: 6th Curriculum Guide

Unit 2: Weather and Atmosphere Timeline: 10/31/16 – 12/20/16 (26 instructional days)


Grade Level Expectation: 6.3.2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere(6th) 8.3.1. Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models(8th)

8.3.2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular locat ion (8th)

Student Outcomes: 6.3.2.a. Gather and analyze data from a variety of print resources and investigations to account for local and world-wide water circulation and distribution patterns (DOK 1-3) 6.3.2.b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) 6.3.2.c. Identify problems, and propose solutions related to water quality, circulation, and distribution – both locally and worldwide (DOK 1-4) 6.3.2.d. Identify the various causes and effects of water pollution in local and world water distributions (DOK 1-2) 6.3.2.e. Describe where water goes after it is used in houses or buildings (DOK 1-2)

8.3.1.a. Differentiate between basic and severe weather conditions, and develop an appropriate action plan for personal safety and the safety of others (DOK 1-3) 8.3.1.b. Observe and gather data for various weather conditions and compare to historical data for that date and location (DOK 1-2)

8.3.1.c. Use models to develop and communicate a weather prediction (DOK 1-2)

8.3.2.a. Develop, communicate and justify an evidence-based scientific explanation to account for Earth’s different cli mates (DOK 1-3)

8.3.2.b. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Earth (DOK 2-3)

Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. SEPUP Unit E: Activities 50-70. The following activities directly correlate with Student Outcomes: Activities 52, 53, 54, 56, 57, 60-62 Activities 59, 65, 67-70 are optional.

Revised May 2016

8.3.2.c. Examine, evaluate, and question information from a variety of sources and media to investigate how climates vary from one location to

another on Earth (DOK 2-3)

Inquiry Questions: What roles should technology play in the negative effects of climate changes

To what extent can humans alter their

behavior in response to climate change?

Why would destroying natural coastal barriers, such as swamps, contribute to

extreme weather across many systems?

Vocabulary: Weather Meteorologist

Precipitation Atmosphere

Climate Climatologist

Latitude Hydrologist

Percentage Gulf Stream

Ocean Current Salinity

Clouds Condensation

Evaporation Humidity

Water Cycle Water Vapor

Groundwater

Stratosphere

Thermosphere Troposphere

Wind Wind Vane

Prevailing Wind Front Pressure

Pollutant


Revised May 2016

UNIT 3 (5 Weeks)



Grade Level Expectation 1. Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions(7th)

Big Idea Plate Tectonics




Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Gather, analyze, and communicate data that

explains Earth’s plates, plate motions, and the results of plate motions (DOK 1-2)

b. Identify, interpret, and explain models of plates motions on Earth (DOK 1-3)

c. Use maps to locate l ikely geologic “hot spots”, using

evidence of earthquakes and volcanic activity (DOK 1-3) d. Use web-based or other

technology tools to show connections and patterns in data about tectonic plate boundaries and earthquakes,

volcanic eruptions, and mountain formation (DOK 1-2)

b. Identify, interpret, and explain models of plates

motions on Earth (DOK 1-3)

c. Use maps to locate l ikely geologic “hot spots”, using evidence of earthquakes and volcanic

activity (DOK 1-3) 2. Trace the development

of a scientific theory using the theory of plate tectonics. (DOK 2-3)

1. Construct a model to demonstrate how plate

movement results in geologic events. (DOK 2-3)

2. Trace the development of a scientific theory using the theory of plate tectonics. (DOK 2-3)

3. Describe the ethical traditions of science: value

peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of

professional skepticism when reviewing the work of others. (DOK 1)

RST.6-8.3 Follow precisely a

multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks. RST.6-8.4 Determine the meaning of

symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

WHST.6-8.7 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.

Revised May 2016

UNIT 3 (5 Weeks)



Grade Level Expectation 2. Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock (7th)

Big Idea Plate Tectonics



Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus Writing Standard Focus


a. Describe the geologic time scale and why it is used (DOK 1)

b. Identify and describe the impact of major geologic events on life on Earth (DOK

1) c. Identify and describe

major events in Earth’s geologic history (DOK 1) d. Use direct and indirect

evidence to determine the sequence of events in geologic time (DOK 1-2)

b. Identify and describe the impact of major geologic events on life on Earth (DOK 1)

2. Describe how scientists study fossils, and suggest ways that understanding fossil

evidence contributed to our knowledge about l ife on Earth over geologic time. (DOK 2-3)

1. Ask testable questions and make falsifiable hypotheses on the history of the earth and

design a method to find an answer. (DOK 2-4) 2. Describe how scientists

study fossils, and suggest ways that understanding fossil evidence contributed to our

knowledge about l ife on Earth over geologic time. (DOK 2-3)

RST.6-8.4 Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8

texts and topics. RST.6-8.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the

whole and to an understanding of the topic.

WHST.6-8.9 Draw evidence from informational texts to

support analysis, reflection, and research.

Revised May 2016


Unit 3: Plate Tectonics Timeline: 1/4/17 – 2/10/17 (26 instructional days)


Grade Level Expectation: 6.3.1. Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive (6th) 7.3.1. Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions(7th)

7.3.2. Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock (7th)

Student Outcomes: 6.3.1.c. Use a computer simulation for Earth’s changing crust (DOK 1 -2)

7.3.1.a. Gather, analyze, and communicate data that explains Earth’s plates, plate motions, and the results of plate motions (DOK 1-2)

7.3.1.c. Use maps to locate l ikely geologic “hot spots”, using evidence of earthquakes and volcanic activity (DOK 1-3) 7.3.1.d. Use web-based or other technology tools to show connections and

patterns in data about tectonic plate boundaries and earthquakes, volcanic eruptions, and mountain formation (DOK 1-2) 7.3.2.a. Describe the geologic time scale and why it is used (DOK 1)

7.3.2.b. Identify and describe the impact of major geologic events on life on Earth (DOK 1)

7.3.2.c. Identify and describe major events in Earth’s geologic history (DOK 1)

7.3.2.d. Use direct and indirect evidence to determine the sequence of events in geologic time (DOK 1-2)

Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. SEPUP Unit D: Activities 36-49. The following activities specifically correlate with Student Outcomes: Activities 38-40, 44, 45, and 47 Activities 43, 46 and 48 are optional.

Inquiry Questions:

How do forces inside Earth and on the surface build, destroy, and change Earth's crust?

How does Earth's surface change over time?

Continent continental drift convection current convergent boundaries core (inner & outer) crust

fa landform lava lithosphere/geosphere magma mantle Pangaea


Revised May 2016

divergent boundaries dormant extinct

plate tectonics Richter scale Scale Seismograph Subduction transform boundaries

Science Resources: SEPUP Issues and Earth Science, Unit D: Plate Tectonics, Lessons 36-49

Literacy Resources: https://www.youtube.com/watch?v=cKFhoOeTLnI http://www.pbslearningmedia.org/asset/ess05_vid_wegener1/ http://www.pbslearningmedia.org/asset/ess05_vid_wegener2/ http://www.pbs.org/wgbh/nova/earth/japan-killer-quake.html http://www.volcano.si.edu/world/find_regions.cfm http://www.learner.org/interactives/dynamicearth/ http://www.nrc.gov/reactors/operating/map-power-reactors.html

NOTE: You may consider skipping the storyline involving Nuclear waste storage at your discretion in order to maintain pace for this unit

https://www.youtube.com/watch?v=cKFhoOeTLnI

http://www.pbslearningmedia.org/asset/ess05_vid_wegener1/

http://www.pbslearningmedia.org/asset/ess05_vid_wegener2/

http://www.pbs.org/wgbh/nova/earth/japan-killer-quake.html

http://www.volcano.si.edu/world/find_regions.cfm

http://www.learner.org/interactives/dynamicearth/

Revised May 2016

UNIT 4 (5 Weeks)


Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Grade Level Expectation 2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere(6 th)

Big Idea Erosion and Deposition





a. Gather and analyze data from a variety of print resources and investigations to account for local and world-wide water circulation and distribution patterns (DOK 1-3) b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) c. Identify problems, and propose solutions related to water quality, circulation, and distribution – both locally and worldwide (DOK 1-4) d. Identify the various causes and effects of water pollution in local and world water distributions (DOK 1-2) e. Describe where water goes after it is used in houses or buildings (DOK 1-2)

b. Use evidence to model how water is transferred throughout the earth (DOK 1-3)

d. Identify the various causes and effects of water pollution in local and world water

distributions (DOK 1-2)

1. Ask testable questions and make falsifiable hypotheses research about water distribution.

(DOK 2) 2. Create and evaluate models; identifying the

strengths and weaknesses of the model in representing water

circulation and distribution. (DOK 2-3)

RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing

a procedure, or discussing an experiment in a text.

RST.6-8.10 By the end of grade 8, read and comprehend

science/technical texts in the grades 6-8 text complexity band independently and

proficiently.

WHST.6-8.6

Use technology, including

the Internet, to produce

and publish writing and

present the relationships

between information and

ideas clearly and

efficiently.

Revised May 2016


Unit 4 : Erosion and Deposition Timeline: 2/13/17 - 3/17/17 (24 instructional days)


Grade Level Expectation: 6.3.1. Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive (6 th) 6.3.2. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere(6 th)

Student Outcomes: 6.3.1.a. Gather, analyze, and communicate an evidence-based explanation

for the complex interaction between Earth’s constructive and destructive forces (DOK 2-3) 6.3.1.b. Gather, analyze and communicate evidence from text and other sources that explains the formation of Earth’s surface features (DOK 1 -3)

6.3.2.b. Use evidence to model how water is transferred throughout the earth (DOK 1-3) 6.3.2.c. Identify problems, and propose solutions related to water quality, circulation, and distribution – both locally and worldwide (DOK 1-4)

Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule. SEPUP Unit C: Activities 24-35. The following activities specifically correlate with Student Outcomes: Activity 25 and 26 Activity 30 is optional (Challenges of the Mississippi).

Inquiry Questions:



Vocabulary: breakwater constructive contour interval contour line delta deposit/deposition destructive dredging earth processes erode/erosion floodplain jetty key (map)

landform long shore current marsh river channel scale (map) seawall sediments stability topographical map topography weathering wetland


Revised May 2016

Revised May 2016

UNIT 5 Part A (4 Weeks)


Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Grade Level Expectation 3. Earth’s natural resources provide the foundation for human society’s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled(6th)

Big Idea Rocks and Minerals






a. Research and evaluate data and information to learn about the types and availability of various natural resources, and use this knowledge to make evidence-based decisions (DOK 2-3) b. Identify and evaluate types and availability of renewable and nonrenewable resources (DOK 1-2) c. Use direct and indirect evidence to determine the types of resources and their applications used in communities (DOK 1-2) d. Research and critically evaluate data and information about the advantages and disadvantages of using fossil fuels and alternative energy sources (DOK 2-3)

d. Research and critically evaluate data and

information about the advantages and disadvantages of using

fossil fuels and alternative energy sources (DOK 2-3)

1. Recognize and describe the ethical

traditions of science: value peer review; truthful reporting of

methods and outcomes; making work public; and sharing a lens of professional skepticism

when reviewing the work of others. (DOK 1)

RST.6-8.2 Determine the central

ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions. RST.6-8.8

Distinguish among facts, reasoned judgment based on research findings, and

speculation in a text.

WHST.6-8.1 Write arguments focused on

discipline-specific content. a.Introduce claim(s) about a

topic or issue, acknowledge

and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence

logically. b. Support claim(s) with

logical reasoning and

relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible

sources. c. Use words, phrases, and

clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

Provide a concluding statement or section that

follows from and supports the argument presented.

Revised May 2016

Revised May 2016

UNIT 5 Part B (4 Weeks)



Grade Level Expectation 1. Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive (6th)

Big Idea Studying Soils Scientifically







a. Gather, analyze, and communicate an evidence-based explanation for the complex interaction between

Earth’s constructive and destructive forces (DOK 2-3) b. Gather, analyze and

communicate evidence form text and other sources that explains the formation of

Earth’s surface features (DOK 1-3) c. Use a computer simulation

for Earth’s changing crust (DOK 1-2)

a. Gather, analyze, and communicate an evidence-based explanation for the complex interaction

between Earth’s constructive and destructive forces (DOK 2-3)

c. Use a computer simulation for Earth’s

changing crust (DOK 1-2) 2. Create and compare models that show how

natural processes affect Earth’s structures. (DOK 2-3)

1. Practice the collaborative inquiry process that scientists use to identify local evidence of Earth’s constructive and

destructive processes. (DOK 2-3) 2. Create and compare models that show how natural

processes affect Earth’s structures. (DOK 2-3)

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks. RST.6-8.9

Compare and contrast the information gained from experiments, simulations,

video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6-8.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

Revised May 2016


Unit 5: Rocks, Minerals, and Soil Timeline: 3/27/17 – 5/19/15 (39 instructional days)


Grade Level Expectation: 6.3.1. Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive (6th)

6.3.3. Earth’s natural resources provide the foundation for human society’s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled(6th)

This Student Outcomes: 6.3.1.a. Gather, analyze, and communicate an evidence-based explanation for the complex interaction between Earth’s constructive

and destructive forces (DOK 2-3) 6.3.1.b. Gather, analyze and communicate evidence from text and other sources that explains the formation of Earth’s surface features (DOK 1-3)

6.3.3.a. Research and evaluate data and information to learn about the types and availability of various natural resources, and use this knowledge to make evidence-based decisions (DOK 2-3) 6.3.3.b. Identify and evaluate types and availability of renewable and

nonrenewable resources (DOK 1-2)

6.3.3.c. Use direct and indirect evidence to determine the types of resources and their applications used in communities (DOK 1-2)

6.3.3.d. Research and critically evaluate data and information about the advantages and disadvantages of using fossil fuels and alternative energy sources (DOK 2-3)

Instruction: Student Outcomes are primarily addressed in the following activities and are recommended; however, are not an exclusive list of what can be done in the classroom. Use your discretion to select activities based on time restrictions. Keep in mind that activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule.

Student Outcomes are primarily addressed in the following activities and are

recommended; however, are not an exclusive list of what can be done in the classroom.

Use your discretion to select activities based on time restrictions. Keep in mind that

activities from the SEPUP manual work in the sequence printed and develop from each other. The amount of time you take for an activity is flexible for your schedule.

SEPUP Unit A: Activities 1-11. Activity 1 introduces students to the use and identification of a sample of materials used in the lab. Safety procedures and lab protocol should also be addressed early on and revisited on a regular basis. Emphasize observation skills necessary within the scientific method. The following activities specifically correlate with Student Outcomes: Activities 5, 7, 9, and 10 Activity 8 is optional (Dust Bowl). Activity 11 provides a literacy connection.

Revised May 2016

SEPUP Unit B: Activities 12-23.

The following activities specifically correlate with Student Outcomes:

Activities 12, 15, 16, 19- 22

From Inquiry Questions:



What resources are found and used in

our community?

How can natural resources be identified

and classified?

How can we make responsible choices about the resources we use on a daily basis?

Vocabulary: biome soil types

(desert, forest, grassland, tropical grassland)

composition consistence (loose,

friable, firm) decompose Dust Bowl fertilizer native nutrients (nitrogen,

phosphorus, potassium)

organic matter sand/silt/clay soil texture (grainy, silky,

sticky) weathering crystal shape

Hardness

Igneous

Luster

Magma

magnetism/magnetic

metamorphic

mineral

property

rock cycle

sedimentary

texture

transparency

renewable

non-renewable

synthetic


Revised May 2016

Science Resource: SEPUP Issues and Earth Science, Unit A: Studying Soils Scientifically, Lessons 1-11 Science Resources: SEPUP Issues and Earth Science, Unit B: Rocks and Minerals, Lessons 12-24

Literacy Resources: http://forces.si.edu/soils/ http://www.buzzle.com/articles/different-types-of-soil.html http://websoilsurvey.nrcs.usda.gov/app/WebSoilSurvey.aspx http://www.cals.uidaho.edu/soilorders/ http://drought.unl.edu/DroughtforKids.aspx http://www.learner.org/interactives/geometry/glossary.html#polygon

http://teachcoal.org/coal-energy-facts

http://www.earthlyissues.com/coal.htm

http://www.sciencechannel.com/tv-shows/how-do-they-do-it/videos/how-do-they-do-

it-coal-mining/

http://www.learner.org/interactives/rockcycle/index.html

http://geology.com/rocks/

http://www.buzzle.com/articles/different-types-of-soil.html

http://websoilsurvey.nrcs.usda.gov/app/WebSoilSurvey.aspx

http://www.cals.uidaho.edu/soilorders/

http://drought.unl.edu/DroughtforKids.aspx

http://www.learner.org/interactives/geometry/glossary.html#polygon

http://teachcoal.org/coal-energy-facts

http://www.earthlyissues.com/coal.htm

http://www.sciencechannel.com/tv-shows/how-do-they-do-it/videos/how-do-they-do-it-coal-mining/

http://www.sciencechannel.com/tv-shows/how-do-they-do-it/videos/how-do-they-do-it-coal-mining/

http://www.learner.org/interactives/rockcycle/index.html

Documents

Curriculum Guide 2016/2017 - Greeley Schools · media for scientific evidence, bias, and conjecture related to the historical ideas about relative positions of the Earth, Moon and