Science 21 Grade 6 Unit 1

Curriculum Companion Reproducibles EDITION

Fall 2020

This file is a collection of reproducible materials from the Science 21 curriculum for the convenience of teachers for copying purposes.

We have created NEW student pages for the potential of school closure due to the COVID-19 pandemic.

The new pages will be shown using a purple fill color in the upper right-hand corner.Unmodified or the original student pages will show in yellow in the upper right-hand

corner.

Some of these reproducible materials are provided in the kit, but we have placed all the materials here in case a teacher wants more copies or wish to use with smaller group sizes. Page number, headers, and footers were intentionally removed, so a copy will be without student distraction.

Dear Parent,

In the unfortunate event that students are learning from home for a period of time, as happened in the Spring of 2020, we have plans in place so that their science instruction will continue in a meaningful way.  We have materials from our science kits that can be sent home with your child so that investigations can be conducted at home (with teacher support, with synchronous or asynchronous video interactions).  However, there are several items that we may not be able to provide, and you may want to see if you can have these on hand.

● Film Canisters (or any small container that you can’t see the contents of when closed)

● Small mystery objects (grains of rice, marble, dice, paper clips, etc.)

● Small box with a top

● Empty paper towel or toilet tissue roll

● String

● Ramp (long tube w/ diameter to accommodate a golf ball)

● Golf ball (or marble if ramp diameter is narrow)

● 2 pieces dark construction paper

● Flour

● Measuring tape or ruler

● Scissors

Helpful Hints For the At Home Lesson Facilitator 

Science 21    Investigating The Nature of Science and Technology

Grade 6 Unit 1 – Lesson 1 Unknown Objects

Lesson 1 Overview:This lesson starts students thinking about how scientists often have to investigate things that cannot be seen. They must rely on their observation skills (using all of their senses) to compare and find patterns. Students are given a film canister (or some other small, closed container) with an unknown object inside. Students may not open the container. Using their observations, students will make predictions about what is in their container and try to find other students who have similar objects in their containers. This lesson is a primer for developing their understanding of how scientists investigate and try to answer questions. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.

There are step by step instructions directly on the student pages for this lesson.  It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely.

It’s possible that the classroom teacher has provided the students with closed film canisters. If not, you can use any small container (a jewelry box or snack size Pringles can will work) with an object (unknown to the student) inside. You can use a marble, some dish detergent, a Lego piece, any object that can move freely will work. The main purpose of this lesson is to give the students the experience of making observations that can be used in scientific investigation.  

Follow the instructions on the student pages.  After filling and giving the closed canister to the student, help your student jot down questions about their observations.  Then you will need to help your student examine the questions and determine which will help them identify their unknown object, as per the directions on the student page.

Be sure to help your student complete the pages as well as hand or turn them in.

Name__________________ Date ___________G6U1L1

UNKNOWN OBJECT

Give students their unopened, sealed canisters with the unknown object inside. Make sure they don’t open them!Students will record five or more questions to investigate:

Complete the following table with your observations of the closed canister:Characteristics Description

Sound

Weight

Feel

Smell

Helpful Hints for the At Home Lesson Facilitator

Science 21    Investigating The Nature of Science and

TechnologyGrade 6 Unit 1 – Lesson 2 

Black Box- Mystery BoxLesson 2 Overview:This lesson demonstrates engineering design objectives that are part of the MST Standards. The mystery box investigation gives students the opportunity to find the best solution within given constraints. The students will be given a closed box with a simple design inside of it and a marble or some other object that can move about freely inside the box. A simple design for the inside of the box might look like this:

 Students apply appropriate math and science process skills to determine what the inside design of the box might be. They then try to recreate the design on their own box and evaluate if the boxes are the same. The emphasis is on doing, thinking, reflecting, and revising.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign. There are step by step instructions directly on the student pages for this lesson.  It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. It’s possible that the students will be home learning remotely. In that event, the home facilitator can construct the mystery box using any small box that can be tightly closed and a marble. The student will also need an empty box and a marble to reconstruct what they think the design in the mystery box looks like.  The main purpose of this lesson is to give the students the experience of using observations to determine an unseen design and recreate it. Follow the instructions on the student pages.  After filling and giving the mystery box to the student, help your student jot down questions and observations.  Then you will need to help your student examine the questions and determine which will help them identify their unknown design, as per the directions on the student page. Be sure to help your student complete the pages as well as hand or turn them in.

Name______________________ Date___________________

BLACK BOXAfter manipulating your mystery box, record as many questions about the design in the box as you have: 

What are some specific observations you have about your mystery box: 

Inferences: Sketch the design of your different inferences in the boxes below.

Using an empty box, recreate the design you think will match your mystery box. Then manipulate your box and the mystery box to test if they seem the same.Draw a diagram below of each model you test and explain why you accepted or rejected that model.

Once you are satisfied that they are the same, ask your home lesson facilitator to open the mystery box for you and compare the interior designs. 

Did you successfully recreate the design? Explain.

Helpful Hints for the At Home Lesson Facilitator

Science 21    Investigating The Nature of Science and Technology

Grade 6 Unit 1 – Lesson 3 Mystery Tube

Lesson 3 Overview:In this lesson the student will be viewing videos of an object called the Mystery Tube. It consists of a tube with plugs at the ends to prevent one from seeing the inside. Through the tube, there appears to be two cords (each of different length) going through it at each end. Through a series of questions, students will make predictions as to what will happen if the cords are pulled. After predicting and then observing how the mystery tube works, students will design and create both pictorial and physical models to explain how it works. Hopefully, their replicated models will function the same way as the original object.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign. There are step by step instructions directly on the student pages for this lesson with video links at each step. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. It’s possible that the classroom teacher has provided the students with a demonstration of the Mystery Tube. If not, you can use the video prompts found on the Student Page. You can use an empty paper towel or toilet tissue roll with two pieces of string (at least 12 inches long) to create the model. The main purpose of this lesson is to have students integrate the scientific process along with the engineering design process in doing science investigations. Follow the instructions on the student pages.  Be sure to watch the video clips only when prompted…..don’t skip ahead!!  Then you will need to help your student examine their models and determine if they function the same way the original mystery tube does, as per the directions on the student page. Be sure to help your student complete the pages, and the models, as well as hand or turn them in.

 

Name_______________________ Date _______________

MYSTERY TUBES

Watch this video clip:G6U1L3Clip 1.mp4

Record your observations of the Mystery Tube:

Questions/Hypothesis:1. What will happen when we pull on the top end of the long cord?Hypothesis: 

Watch this video clip after recording your hypothesis:G6U1L3Clip2.mp4

2. What will happen when we pull on the bottom end of the long cord?  Hypothesis:

  

Watch this video clip after recording your hypothesis:G6U1L3 bottom long cord.mp4

3. What will happen when we pull on the top end of the short cord?Hypothesis:

Watch this video clip after recording your hypothesis:G6U1L3clip4.mp4

4. What will happen when we pull on the bottom end of the short cord?Hypothesis:

Watch this video clip after recording your hypothesis:G6U1L3clip5.mp4

Draw a model of what the inside of the Mystery Tube looks like based on your observations:

Watch this video clip after drawing your model:G6U1L3clip6.mp4

Can your model be correct based on your observations of the last video clip?

Revise your model of the inside of the Mystery Tube:

Explain the changes you made to your model:

Using an empty paper towel or toilet tissue roll and some string (2 pieces of at least 12 inches in length), create a model that can work the same way as the Mystery Tube in the video clips.Be prepared to share your model with your teacher.

Helpful Hints for the At Home Lesson Facilitator

Science 21    Investigating The Nature of Science and Technology

Grade 6 Unit 1 – Lesson 4Ramp and Ball

Lesson 4 Overview:In this lesson the student will begin to make connections and relationships among the scientific process, engineering design and scientific inquiry. As a starting point, students explore the distance between bounce one and bounce two as a golf ball is rolled down a ramp. How the investigation is designed is crucial to obtaining fair tests and results. A sample set up (and advice on how to modify the set up in the event this is done at home) can be found in this video:

https://youtu.be/xoS6x8It5d8

In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.

There are step by step instructions directly on the student pages for this lesson with a data table for recording results. It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. If you are completing this at home, try using an empty wrapping paper roll or any long cylinder (that can have different release points) as your ramp. Chalk or even baking flour can be used for the ball marks on the floor (use a hard surface floor, carpeting may not work well). It’s possible that the classroom teacher has provided the students with a demonstration of the Ball and Ramp If not, you can use the video at the top portion of this page. You can use an empty paper towel or wrapping paper roll for your ramp. The main purpose of this lesson is to have students complete an investigation to determine how the release point affects the distance between bounce one and bounce two of a golf ball. The planning portion, data collection and analysis, and reporting of results found in a fair test are the main purpose of this lesson.  Follow the instructions on the student pages. Then you will need to help your student plan their fair test, conduct trials, analyze their results, and use their findings to suggest further investigations. (as per the directions on the student page.) Be sure to help your student complete the pages, and the data tables, as well as hand or turn them in.

Name _________________________ Date ____________________

RAMP AND BALL

CONTROLLED STUDY LAB REPORT

Problem: How does the release distance affect the bounce distance of a golf ball from bounce 1 to bounce 2?

Hypothesis (Predictions): 

Variables:Controlled Variables: (Things that must stay the same for a fair test.)

Manipulated Variable: (The thing you are changing on purpose.)

The release point.         

Dependent Variable: (The thing that changes depending on the manipulated variable. It is the thing you measure.)

The distance between bounce one and bounce two.

Materials: (All of the things you need to conduct the investigation.)

Procedures: (Step by step instructions that can be used for others to conduct your investigation exactly as you did.)

* Be sure to number the steps in your procedure.

Observations: 

Conclusions: 

Data:

DIAGRAM OF MY LAB SETUP

Data Table: Release Point

The distance between bounce one and bounce two in centimeters (cm)

Mean (Average) DistanceTrial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6

Graph your mean results below. Be sure to fill in your release points. Add extra intervals if the distance between bounces was greater than 200 cm.

Possible Explanations:

Additional Questions:

1. What happens to the bounce distance as the release distance increases?

2. What is another variable that you would like to manipulate? Write down a problem statement for this new experiment to possibly investigate.

Helpful Hints for the At Home Lesson Facilitator

Science 21    Investigating The Nature of Science and Technology

Grade 6 Unit 1 – Lesson 5 Images of Science

Lesson 5 Overview:Students have experienced many aspects of the scientific process and have incorporated aspects of scientific inquiry in the first four lessons in this unit. In this lesson they are asked to reflect on those ideas by researching how scientists obtain and construct knowledge about the world around us. Students will plan and research the following ideas:

● What is science inquiry?

● What are the processes of science investigations?

● Who are scientists?

● What does a scientist look like?

● What do scientists do?

Students can obtain information by researching online libraries, data bases, and journals. 

In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.

There are step by step instructions directly on the student pages for this lesson.  It’s likely that different parts of this lesson will be completed with the classroom teacher as well as at home or remotely. Students will be conducting research on who scientists are and what they do. The main purpose of this lesson is to elicit students’ beliefs and perspectives about “who does science”.  Follow the instructions on the student pages.  Then you will need to help your student research answers to the questions and determine which information will help them identify what scientists do and who they are. Be sure to help your student complete the pages as well as hand or turn them in.

IMAGES OF SCIENCE

This journal page is designed to make you think about what your image of a scientist is. Always write in pen, and complete sentences.

1. What words come to mind when you think of a scientist? Web at least 5 below. (Add more circles if you need them.)

2. Who are scientists? List as many as you can think of. (You must list at least 5).

3. Describe what scientists do.

4. Re-read your answers to question #2. Did you include yourself in that list? If you did, explain why. If you didn’t, re-read your answers to question 3.

Don’t you do these things at home or at school?

5. Where do you most often see images of scientists: on TV, in books, newspapers, magazines, in real life or in the movies?

6. Describe what scientists are usually like in the movies.

7. Do you know any “real-life” scientists? If so, who are they and what do they do?

8. On a separate sheet of blank paper, draw and color what you think a scientist looks like. Be sure to put them in a specific environment - don’t just have them floating on the white paper.

SCIENTIST STEREOTYPE

GRAPH

Glasses

No Glasses

White Lab Coat

No Lab Coat

In A Lab

Not In A Lab

Male

Female

White Non-white

Reading In The Content Area

Emily’s Hands-On Science Experiment by Hugh Westrup

Emily Rosa looked nothing like you would expect a scientist to look like. She doesn’t carry around a calculator or wear a lab coat with a pocket protector. Still, the 11 year-old Colorado schoolgirl is the youngest person ever to publish the results of a scientific experiment in the Journal of the American Medical Association.

“Age doesn’t matter,” said George Lundberg, editor of the journal. “It’s good science that matters and this is good science.”

Controversial science, too. Emily’s experiments, a test of a widely used healing practice known as therapeutic touch, drew angry responses when it was published last spring.

Therapeutic touch (TT) doesn’t actually involve touching. Instead, TT practitioners hold their hands several inches above a patient’s body and move the hands back and forth.

The theory behind TT is that the practitioner’s hands can sense a patient’s energy field. That field, according to one longtime TT practitioner, feels to the touch like “warm Jell-O or warm foam.” By pushing the field around until it is in “balance,” the therapist can supposedly make the patient feel better. Touch therapists claim they can treat cancer, ease asthma, and reduce pain and nausea, among other things. 

One day, while Emily and her mother, Linda, were watching a videotape about therapeutic touch at home, an idea struck Emily: Why not do a scientific investigation of TT? “My parents are skeptics, but I wanted to see for myself,” said Emily.

HANDS-ON SCIENCEEmily designed an experiment to test TT as a project for her school’s annual science fair. She began by drawing up a hypothesis — an assumption that can be tested. Emily’s hypothesis was this: if a human energy field exists, then trained touch therapists should be able to detect it. 

Emily asked 21 practitioners of TT to be subjects, or participants, in her experiment.  She had them sit one at a time, at a specially designed table. Positioned in the center of the table was an upright cardboard screen with two holes near the bottom. Each subject was asked to sit behind the screen and put his or her hands, palms up, through the holes.

Next, Emily flipped a coin and held one of their hands over the subject’s left or right hand. The subject was then asked to identify which of his or her hands was near Emily’s hand — in theory, by feeling her energy field.

In 280 trials, or repetitions of the experiment, the subjects correctly specified which hand Emily held above their own less than 44 percent of the time. In other words, the subjects performed no better than they would have simply by guessing. 

TOUCHY CRITICSWhen Emily’s experiment was published last April, the responses were sharp and immediate.“I do hope it’s an April Fool’s joke,” said Dolores Krieger, a nursing professor at New York University. Krieger developed TT 26 years ago and says she has trained about 47,000 practitioners. “The way (Emily’s) subjects sat is foreign to TT, and our hands are moving, not stationary. You don’t just walk into a room and perform — it’s a whole process,” contended Krieger. Several scientists praised Emily’s work, however, and said that it cast doubt on the existence of a human energy field. Journal editor Lundberg urged touch therapists to reveal the results of Emily’s study to potential patients. “Patients should save their money unless or until additional honest experimentation demonstrates an actual effect,” said Lundberg.

 VERIFICATION NEEDED Though Emily’s experiment was a significant study, more work must be done to back up her findings. Like other first-time scientific experiments, Emily’s must be replicated — done again by an independent investigator — to confirm or challenge her results. 

Further investigations could also modify Emily’s experiment in various ways, in response to the criticisms of Krieger and other TT practitioners. A body of research on TT would then emerge.

Because TT is a medical treatment, further clinical trials could also be conducted. A clinical trial is one that tests the effectiveness of a medical therapy on actual patients.

“Numerous clinical studies of TT have actually been done already,” said Donal O’Mathuna, a professor of bioethics and chemistry from Columbus, Ohio. Reviewing more than 100 clinical studies of TT, O’Mathuna found little evidence that TT helps patients. 

MAGNETIC PERSONALITYMeanwhile, Emily continues her scientific pursuits. For her next experiment, she plans to test another popular form of alternative medicine: healing with magnets. “Emily has always learned better by doing (things) herself,” said Linda Rosa. “She is very curious, and it’s a constant challenge to make sure she’s involved in an active learning experience.”

 Questions:

 1) What is Therapeutic Touch (TT) and how is it supposed to work?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 The Case Of The Sleeping Frog 

The following paragraphs tell about an investigation carried out by a science student named Kara. Put the paragraphs in the correct order.Place the number 1 next to the paragraph that describes what you think happened first. Put the number 2 beside what you think happened next and so on through number 5. Then answer the questions. 

________Kara obtained two liter jars and placed a live frog in each. She inserted a thermometer through a hole in the screened lid of each jar. She then placed each jar inside a larger jar. Kara filled one of the larger jars with ice cubes. The ice cubes surrounded the smaller jar that held the frog. Kara did not put any ice cubes in the other set of jars.

 ________Kara went to the library to find out about hibernation. She read several articles on the topic.

 ________Kara noted that in the jar with the ice cubes, the frog began to move more slowly and finally seemed to go to sleep. The frog’s rate of breathing became slower too. These changes did not occur in the other jar. When the ice was removed from the first jar, the frog gradually became more active.

 ________Every 30 minutes, Kara recorded the temperature inside each of the two smaller jars. She also recorded the breathing rate of the frog and other observations about the frog’s appearance and behavior.

 ________After reading about the topic, Kara made an educated guess. She guessed that she could make a frog hibernate by making it cold.

 Questions: 1) What was the problem that Kara wanted to investigate?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 2) What conclusions do you think Kara drew from her experiment?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reading Passage from Prentice-Hall, Inc., The Nature Of Science