Tooele County School District Curriculum Guide Grade: 6 ...€¦ · effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter

Tooele County School District Curriculum Guide

Grade: 6 Unit: Atoms and Molecules Time Frame: 1-2 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Molecules are made of different proportions of molecules and atoms.

What is the difference between an atom and a molecule? How do different atoms combine to create a molecule?

KNOWLEDGE SKILLS STANDARDS

Students will know: Substances are made from

different types of atoms, which combine with one another in various ways.

Atoms form molecules that range in size from two to thousands of atoms.

Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

Atoms combine to form specific molecules and make up all matter.

Substances are made up of a large quantity of molecules. These molecules are too small to see individually.

Students will be able to: Create a model to explain the

difference between atoms and molecules, including that molecules are made of different kinds, proportions, and quantities of atoms.

Identify relevant components in a model including individual atoms and molecules in a substance.

Identify different simple molecules based off of their chemical composition. Including: water, atmospheric oxygen, and carbon dioxide.

6.2.1 Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). CCC: Scale, Proportion, and Quantity

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Atom Bond Molecule Substance Proportions Quantities Review: Matter

Reading: OER: Chapter 3.1 Atoms and

Molecules Seed storyline: 6.2.1 Episode 1 Seed storylines: 6.2.1 Episode: 2 Optional labs: Lego Molecules Activity

http://www.aquariumofpacific.org/downloads/ed_5ss_LegoMolecules.pdf

Formative: Have students create models of molecules. Summative: www.seedstorylines.org Assessment found in 6.2.2 (Use only the portion about atoms and molecules)


Grade: 6 Unit: Heat Transfer and States of Matter Time Frame: 3-4 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS There are three states of matter. Heat energy affects which state the matter is in.

What are the three states of matter? How does thermal energy affect the states of matter?


Students will know: 6.2.2 All molecules exist in 3 states

of matter. In a liquid, the molecules are

constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.

Thermal energy changes the molecule. This depends on the type of atom or molecule and the interactions among the atoms in the material.

Thermal energy transfers between substances. Total energy depends on temperature, mass (scale), and the material.

When energy changes a state of matter the density of that matter will change. (Within the same substance)

Solids are denser than liquids which are denser than gases.

Students will be able to: 6.2.2 Develop a model to show the

effect of heat energy on states of matter and density.

Describe relationship between the motion of the molecules in a system and a change in the state of mater.

Describe the relationship between adding or removing thermal energy from a substance and the change in motion of the particles in the substance.

Communicate how thermal energy affects all states of matter.

6.2.3 When given a phenomenon

related to thermal energy and change in the state of matter, the student should be able to create a prediction and explain their reasoning behind it.

Students will be able to plan and carryout an investigation to explain the phenomenon. Including measuring, recording and evaluating the data.

Students will be able to evaluate their prediction and make changes as needed.

Students will be able to create an argument to explain how

6.2.2 Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating). CCC: Cause and Effect 6.2.3 Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicating the results of the investigation. CCC: Energy and Matter 6.2.4 Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials

thermal energy relates to the change of the state of matter using evidence.

6.2.4 Students will design an

approach to the problem given specific criteria and constraints.

Solutions can be a sketch, design, and/or prototype.

Look for possible design flaws and find solutions for the design.

allows them to function as either conductors or insulators. CCC: Structure and Function

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Thermal Energy Kinetic Energy Temperature Conductors Insulators Gas Liquid Solid State of Matter Principals of Heat: (Conduction, Convection, and Radiation) Density

****The focus of this unit is on how thermal energy affects states of matter. It is not on types of heat transfer. ie: conduction, convection, and radiation. However, please define and use correct terminology during class discussions. **** 6.2.4 There should be multiple engineering and experimental opportunities provided. NOT JUST ONE

Reading: OER Science Book Chapter:

3.2, 3.3, and 3.4 Seed storylines: 6.2.2 Episodes: 3, 4, 5, 6, &7 6.2.3 Episodes: 1, 2, & 3 6.2.4 Episode: 4 Optional labs: Temperature Changes

Everything: http://sciencenetlinks.com/lessons/temperature-changes-everything/

Insulation activities https://bgcutah.org/wp-content/uploads/2014/08/herecomesthesun2014_1.pdf

Brainpop States of Matter

Formative: Have students design an object, tool, or process that minimizes or maximizes heat energy transfer like a solar oven, an ice insulator, or a NASA Space suit given the supplies you have on hand. It is important for students to develop their own plans using the understanding they have about thermal energy and the states of matter. Summative: www.seedstorylines.org Assessment found in 6.2.2 Final Assessment in 6.2.4

https://educators.brainpop.com/lesson-plan/changing-states-of-matter-activities-for-kids/


Grade: 6 Unit: Water Cycle Time Frame: 1 week

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS How water cycles through Earth’s systems is driven by energy from the Sun, gravitational forces, and density.

How does water move through the water cycle? How does energy relate to the water cycle?


Students will know: Water continually cycles among

land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land.

Global movements of water and its changes in form are propelled by sunlight and gravity.

Water moves through all living organisms.

Students will be able to: Use a model to explain how

the cycling of water through Earth’s systems is driven by energy from the Sun, gravitational forces, and density.

Describe how water can change states as it moves through the water cycle.

Standard 6.3.1 Develop a model to describe how the cycling of water through Earth’s systems is driven by energy from the Sun, gravitational forces, and density. CCC: Structure and function

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Solar Energy Gravity Density Atmosphere Earth’s Water Reservoirs Groundwater Evaporation Precipitation Condensation

Reading: OER Science Book Chapter

4.1 Seed storylines: 6.3.1 Episodes: 1, 2, 3, 4, & 5

(Recommended to combine 1 & 2. All episodes are to be used as a continuous unit.)

Instructional Resources Seed storyline episode 2

Formative: Have students draw a model of the water cycle. After instruction have them revise their model adding in additional information. Life as a drip: Have the students imagine they are a drop of water and write a short story on where they think they have come from in

includes color diagram of the water cycle from OER book.

Animated water cycle: https://www3.epa.gov/safewater/kids/flash/flash_watercycle.html

NASA water cycle video https://www.youtube.com/watch?v=iohKd5FWZOE

Optional activities: Exploring the water cycle

lesson plan* this site includes an instructional PowerPoint and assessment: https://pmm.nasa.gov/education/lesson-plans/exploring-water-cycle

Give the students and explanation of the water cycle without graphic. From there they must use the text to create a model to help explain the phenomenon. Students will write an explanation for phenomenon using the model and text evidence.

Making it Rain lesson plan http://www.weatherwizkids.com/?page_id=1733

relation to the water cycle. Use the video to introduce: https://pmm.nasa.gov/education/videos/tour-water-cycle Summative: www.seedstorylines.org Assessment found in 6.3.1


Grade: 6 Unit: Pressure Systems Time Frame: 2-3 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The interactions between air masses causing changes in weather. High pressure and low pressure are always trying to balance each other.

What causes a change in pressure? How do changes in pressure affect the weather?


Students will know: Air masses have different

densities and interact to make changes in weather.

Warm air can hold more moisture than cold air.

Warm air rises and cool air sinks.

The connection of how high and low pressure systems interact to cause a change in weather.

Students will be able to: Collect and analyze weather

data from a variety of sources. Investigate and explain

interactions between air masses that cause the change in weather.

Create a model based off of data collection to demonstrate the interaction between pressure and weather.

Standard 6.3.2 Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams. CCC: Cause and effect

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT High Pressure Low Pressure Front


4.2 Weather Systems and Patterns:

http://www.noaa.gov/resource-collections/weather-systems-patterns

Seed storylines: 6.3.3 Episodes: 1, 2, &3 Lab activities: Track Weather record daily

weather on a form to use as data later.

Instructional Resources Weather Reporting Stations:

http://mesowest.utah.edu/ Optional activities:

Formative: Have students use the data that they collected daily to identify patterns and provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Summative:

www.seedstorylines.org Assessment found in 6.3.2

Compare temperature and precipitation graphs for various U.S. locations https://pmm.nasa.gov/education/lesson-plans/geographical-influences

DIY Anemometer DIY Barometer Weather Forecasting

www.ducksters.com/science/earth_science/weather_forecasting.php

Understanding the weather forecast: www.easyscienceforkids.com/understanding-the-weather-forecast/

High and low pressure lesson www.study.com/academy/lesson/high-low-air-pressure-lesson-for-kids.html


Grade: 6 Unit: Climate Time Frame: 2-3 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Unequal heating of the Earth causes patterns of circulation that determine regional climates.

Why does warm water and air move from the equator toward the poles? How does Earth’s unequal heating cause atmospheric and oceanic circulation to determine regional climate?


Students will know: Oceanic circulation will go in a

clockwise (Northern) or counterclockwise (Southern) pattern depending on the hemisphere.

Atmospheric circulation brings warm air to the poles and cold air to the Equator.

Unequal heating causes weather patterns. Warm water and air moves from the Equator to the poles. A majority of the Earth’s heat is at the Equator.

What causes Utah regional weather patterns

Students will be able to: Create and use a model to

explain unequal heating patterns. Including Utah lake-effect snow and wintertime temperature inversions.

Create a model to explain or describe oceanic circulation and atmospheric pressure.

Describe the Earth systems that are responsible for moving heat energy from the Equator to the poles.

6.3.3 Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional weather patterns such as lake-effect snow and wintertime temperature inversions CCC: Patterns, systems, and system models

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Oceanic Circulation Atmospheric Circulation Equator Pole Current Latitude


4.3 Journeys Book: Tracking

Trash Chapter 1 Seed storylines: 6.3.3/6.3.4: Episodes: 3, 4, 5,

& 6 Lab activities: Earth’s climate Atacama

Desert* Optional activities: Study Jams Climate and

Weather http://studyjams.scholastic.co

Formative: Use two different sets of data to describe a phenomenon. Have the student decide which set of data explains the phenomenon Using evidence, have the students explain lake-effect snow or wintertime temperature inversions. Summative: www.seedstorylines.org Assessment found in 6.3.3/6.3.4 Use only the questions related to

m/studyjams/jams/science/weather-and-climate/weather-and-climate.htm

Hot air balloons and air pressure STEM in 30 https://utah.pbslearningmedia.org/collection/hot-air-balloons-and-air-pressure/#.WS89pevyvIU

Observing monsoon patterns: https://pmm.nasa.gov/education/lesson-plans/monsoons

Uneven Heating Inquiry Guide*

6.3.3


Grade: 6 Unit: Natural Greenhouse Effect Time Frame: 1 Week

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The role of the greenhouse effect in Earth’s energy balance, and how it enables life to exist on Earth.

Why can Earth sustain life over other planets? What is the effect of the change in balance of the Earth’s natural greenhouse? What is the greenhouse effect? How does the atmosphere keep the Earth balanced?


Students will know: Like a greenhouse, the

atmosphere traps some of the heat that radiates from the Sun and keeps the Earth at the correct temperature to sustain life.

Greenhouse gasses both absorb and reflect heat in the atmosphere.

Venus is hottest planet because of the level of greenhouse gasses. Mars is cold because of the lack of gasses.

Students will be able to: Create an explanation why

Earth is able to sustain life when Mars and Venus cannot.

Explain what the natural greenhouse effect is.

6.3.4 Construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth’s energy balance, and how it enables life to exist on Earth. Examples could include comparisons between Earth and other planets such as Venus and Mars.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Greenhouse Effect Greenhouse Gas Atmosphere Reflection Absorption


4.4 Seed storylines: 6.3.3/6.3.4: Episodes: 1 & 2 Optional activities: What is a greenhouse:

https://climatekids.nasa.gov/greenhouse-effect/

Greenhouse Gases: https://climatekids.nasa.gov/greenhouse-effect-and-carbon-cycle/

Take two jars and put a teaspoon of water in each jar. Put a lid on just one jar. Place

Formative: Create a Venn Diagram to compare Earth with Venus or Mars Describe a phenomenon related to the Earth’s weather patterns and climate and present students with a causal explanation of it, and then ask students to identify gaps or weaknesses in how it scientifically explains the phenomenon based on their level of scientific understanding. Example: Summer is a great

time of year. The weather is warm. People spend a lot of

both jars in a sunny spot. After a few hours, check on the jars. You'll see that the open jar hasn't changed, but the closed jar will be steamy and hot inside. What happened? The heat from the sun could not escape from the closed jar, just like it cannot escape from the Earth's surface. http://www.enwin.com/kids/conservation/greenhouse_effect.cfm

time outside. Eventually you have to return home. Imagine you have spent the entire day playing outside, while your car was parked in a parking lot. You open the door to climb in your car. It feels like you are climbing into an oven! Based on what you have learned, create an explanation for why a car can become so hot, and explain what you can do to prevent a car from becoming too hot during the summer.

Summative: www.seedstorylines.org Assessment found in 6.3.3/6.3.4


Grade: 6 Unit: Organisms and Resources Time Frame: 2 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The availability of resources such as water, food, and living space affect living organisms and their populations.

How do changes to the living and nonliving parts of an ecosystem affect the organisms and populations in the ecosystem?


Students will know:

Organisms, and populations of

organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.

Growth of organisms and population increases are limited by access to resources.

Students will be able to: Analyze data and look for

patterns to provide evidence for the effects of resource availability on organisms and populations in an ecosystem.

Predict how changes in resource availability affects organisms in those ecosystems based off of evidence.

Be able to compare two different ecosystems.

Identify how organisms respond to change. For example: adaptation, extinction, relocation.

Classify different types of ecosystems including: Rainforests, Deserts, Tundra, Forest, Marine, etc.

6.4.1 Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, and living space in Utah environments.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Ecosystem

System Organism Abiotic Biotic Consumer Producer Decomposer Adaptation Habitat Biodiversity Microorganism


5.1 Seed storylines: 6.4.1 Episodes: 1, 2, 3 & 4 Optional activities: Dynamic ecosystems lesson

plan*

Formative: Have the students predict which happen if a drought caused a river to stop flowing. After instruction, have the students review and revise their claim supporting it with reasoning and evidence. Summative: www.seedstorylines.org Assessment found in 6.4.1


Grade: 6 Unit: Food Webs/Chains Time Frame: 2 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS All ecosystems have observable patterns related to the interactions within them.

What are the parts of an ecosystem and how do they interact with one another? How does matter cycle and flow among living and nonliving parts of an ecosystem?


Students will know: 6.4.2 Organisms interact with each

other in different ways, such as competition, predation, and mutualism

6.4.3 Energy and matter flow in a

predictable pattern within the ecosystem to remain stable.

Ecosystems depend on cycles of the food web including the role of consumers, producers, and decomposers.

Students will be able to: 6.4.2 Find patterns of interactions

among organisms in different ecosystems

Construct an explanation for patterns of interactions that exist in ecosystems.

6.4.3 Develop a model to describe

the cycling of matter and flow of energy through an ecosystem.

Compare and contrast the difference between a food web and a food chain.

6.4.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments, such as competition, predation, and mutualism 6.4.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT

Competition Predation Prey Mutualism Food Web Food Chain


5.2 and 5.3 Seed storylines: 6.4.2 Episodes: 1, 2, 3, 4, 5, 6,

& 7 6.4.3 Episodes: 1, 2, 3, & 4 Optional activities:

Whale Fall: https://www.pinterest.com/pin/280067670555097908/ Yellowstone Food Web:

Formative: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem Summative: www.seedstorylines.org Assessment found in 6.4.2 and 6.4.3

http://www.pbs.org/edens/yellowstone/teach3.html


Grade: 6 Unit: Stability/Change of Ecosystems Time Frame: 4 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The stability of populations is affected by changes to an ecosystem

How do changes to living and nonliving components in an ecosystem affect populations in that ecosystem? Why is maintaining an ecosystem’s stability important?


Students will know:

6.4.4 Changes to living and nonliving

components in an ecosystem affect populations.

6.4.5 Ecosystems benefit humans

through processes and resources, such as production of food, water and air purification, and recreation opportunities.

Scientists and engineers investigate interactions among organisms and evaluate design solutions to preserve biodiversity and ecosystem resources

Students will be able to: 6.4.4 Collect and analyze data to

construct an argument to support the stability of a population in an ecosystem.

Analyze data from a stable ecosystem and compare it to an ecosystem that has experienced change.

6.4.5 Design a solution for

preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem.

Obtain, evaluate, and communicate information of differing design solutions.

Compare different design solutions for preserving ecosystems.

6.4.4 Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts. 6.4.5 Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions. Examples could include policies affecting ecosystems, responding to invasive species or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Stability

Reading:

Formative:

Preservation Invasive Species Soil Erosion Policies

OER Science Book Chapter 5.4

Seed storylines: 6.4.4 Episodes: 1, 2, 3, 4, & 5 6.4.5 Episodes: 1 & 2 Optional activities: Tracking trash for 6.4.5

(Journeys) Wolves and the ecosystem

argument writing: https://www.dropbox.com/sh/1j5l8sny0h0j8z0/AABN2SVboi6SqlELt-bBf4OHa?dl=0

Ecosystems – Finding Solutions for a Utah Ecosystem Issue/Problem* Summative: www.seedstorylines.org Assessment found in 6.4.4


Grade: 6 Unit: Moon Phases Time Frame: 2-3 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The Sun-Earth-Moon system has observable cyclical patterns.

What causes the appearance of the Moon to change?


Students will know:

The position of the Moon in

relation to the Earth and Sun causes lunar phases.

The Moon reflects the Sun’s light.

Revolution vs. rotation of the Earth, Moon, and Sun.

Lunar and solar eclipses are caused by the relative positions of the Earth, Moon, and Sun.

Students will be able to: Model and describe the cyclic

pattern of lunar phases. Model and explain the

difference between solar and lunar eclipses.

6.1.1 Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. Examples of models could be physical, graphical, or conceptual.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT

Sun Earth Moon Rotation Revolution Phase Lunar Solar Eclipse Waxing Waning Reflection

****The intention of this unit is not to memorize the names of the phases but rather to understand the patterns that exist within the lunar phases. **** Reading: OER 6th grade science book.

Section 2.1 moon phases and eclipse sections.

Seed storylines: Moon phases: 6.1.1 Episodes:

1, 2, & 3 Eclipses: 6.1.1 Episode 4 & 5: Lab activities: Kinesthetic Astronomy Kit

Modeling moon phases https://slco.org/uploadedFiles/depot/clark_planetarium/education/modeling-moon-

Formative: Have students create a flipchart detailing the different Moon phases Summative:

www.seedstorylines.org Assessment found in 6.1.1 use only the questions about moon phases

phases.pdf Lunar Rotation:

https://slco.org/uploadedFiles/depot/clark_planetarium/education/kinesthetic-lunar-rotation.pdf

Instructional resources: For reference for moon phases:

www.timeanddate.com Optional labs: Oreo moon phases activity

https://spaceplace.nasa.gov/oreo-moon/en/

Plate and ball activity https://m.youtube.com/watch?v=0CJXfsgaonI&feature=share


Grade: 6 Unit: Seasons Time Frame: 2-3 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The position and tilt of the Earth in relationship to the Sun determines seasons.

What causes the seasons? Why are seasons different in the Northern and Southern hemispheres at the same time?


Students will know:

The tilt of the Earth and revolution around the Sun causes seasons to change.

The tilt of the Earth does not change. It remains directed toward Polaris.

Direct and indirect light affects the amount of solar energy and daylight.

The elliptical orbit of the Earth is almost circular.

The Earth is closer to the Sun during the winter in the Northern hemisphere.

The rotation of the Earth on its axis causes day and night.

Students will be able to: Develop a model showing the

position of the Earth and Sun during different seasons.

Use evidence to explain the change of seasons in both hemispheres.

6.1.1 Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. Examples of models could be physical, graphical, or conceptual.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Sun

Earth Rotation Revolution Tilt Season Axis Orbit Elliptical Solstice Equinox Hemisphere Direct Light Indirect Light Polaris

Reading: OER 6th grade science book.

Chapter 2.1 Seasons section. Seed storylines: 6.1.1 episodes 6, 7, 8, 9, & 10 Lab activities: Kinesthetic Astronomy Kit Season Kit (District Checkout) Optional labs: Shadow Measuring Core academy: Direct and

indirect light: Use a hula hoop to show the

path the Earth takes around the Sun. Tilt it to show how the circular path can look elliptical.

Formative: Have students write what causes the seasons. (You could show a picture of a park in all four seasons - OER 2.1 season section) They should include a model that shows the position of the Earth and Sun during different seasons based on what they have learned. Summative: www.seedstorylines.org Assessment found in 6.1.1


Grade: 6 Unit: The Solar System Time Frame: 3-4 Weeks

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Gravity and inertia play a pivotal role in our solar system. The scale and properties of objects in the solar system vary greatly.

What role does gravity and inertia play in the solar system? How are objects in the solar system similar and different?


Students will know: 6.1.2 Everything has a gravitational

pull. Gravitational pull between

objects is determined by mass and distance.

An object in motion wants to stay in motion unless acted upon by another force. (Inertia)

All objects have inertia. Objects with greater mass have

greater inertia. Gravity and inertia are the

forces that affect our solar system’s structure and performance.

6.1.3 Objects in the solar system

differ by mass, density, distance, temperature, orbital radius, surface features, and layers.

The solar system consists of planets, moons, asteroids, and comets orbiting the Sun.

Students will be able to: 6.1.2 Develop and use a model to

describe the role of gravity and inertia in orbital motions of objects in our solar system.

6.1.3 Use computational thinking to

analyze data from multiple sources to determine the scale and properties of objects in the solar system.

6.1.2 Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. 6.1.3 Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.

VOCABULARY RESOURCES/MATERIALS ASSESSMENT/PROJECT Planet Gravity

Reading: OER 6th grade science book.

Formative: Have students describe why objects

Inertia Natural Satellite Astronomical Unit (AU) Scale Asteroid Comet Orbital Radius Dwarf Planet

Chapters 2.2 Gravity and Inertia and 2.3 Scale of the Solar System. Seed storylines: inertia and gravity: 6.1.2

Episodes: 1, 2, 3, 4, 5 Size and scale: 6.1.3 Episodes:

1, 2, & 3 Lab activities: Gravity Force Lab

https://phet.colorado.edu/sims/my-solar-system/my-solar-system_en.html

Kinesthetic Lab Activities: Comparing planetary orbits https://slco.org/uploadedFiles/depot/clark_planetarium/education/solar-system-2.pdf

Instructional Resources: What objects make up the solar

system? https://slco.org/uploadedFiles/depot/clark_planetarium/education/solar-system-3.pdf

Optional labs: NASA gravity games*

https://www.nasa.gov/offices/education/programs/national/summer/education_resources/physicalscience_grades4-6/PS_gravity-games.html

in the solar system stay in orbit around the Sun. Jupiter’s Moons Activity* Summative: www.seedstorylines.org Assessment found in 6.1.2 and 6.1.3

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Tooele County School District Curriculum Guide Grade: 6 ...€¦ · effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter