SIMON BARUCH MIDDLE SCHOOL 104 CURRICULUM MAP

6th Grade Science 2014-2015

APPROXIMATE DATES/TIMELINE / CONTENT / SKILLS / ASSESSMENTS
September-November / SCIENTIFIC METHOD
EQ: How do scientists work together to solve problems?
●Distinguish between observation and inference
●Measure accurately using metric system (length, volume, and mass)
●Identify variables in an experiment
●Form a hypothesis
●Develop a detailed procedure for an experiment
●Record and analyze data (graphing)
●Form a Conclusion with Reflection (Claim, Evidence, Reasoning, Possible Errors, and Suggested Future Investigations)
●Limitations
●Reliable Results / Science Skills:
●Measure accurately using metric system tools (metric ruler, graduated cylinder, TBB)
●Design a simple controlled experiment
●Identify independent variables (manipulated), dependent variables (responding), and constants in a simple controlled experiment
Literacy skills:
●Annotate and Paraphrasing
●Observing, Inferring, and Predicting
●Citing Relevant Evidence
●Drawing Conclusions
●Writing Effective Questions
●Determining the Validity
●Stating a Claim
●Identifying and Distinguishing Opinions and Facts
●Explaining and Elaborating
●Evaluating Evidence
NGSS PRACTICE:
●Ask questions and define problems
●Planning and carrying out investigations
●Analyzing and interpreting data / Formative Assessments:
●6th grade diagnostic assessment
●Science probe: Is it a model?
●Science probe: Forming a hypothesis
●Science probe: doing science
●Science probe: Is it a theory?
Summative Assessments:
●Quizzes: (Observation/Inference, Scientific Methods (identifying variables, testable question, hypothesis, procedure, conclusion)
●Benchmark--PBIS whirligig gig lab report
●Unit Test
●Benchmark—Science Fair Project
November-February / LIFE SCIENCE: ECOLOGY
EQ: How do invasive species affect the ecosystem?
●Characteristics of Living Things
●Classification/Dichotomous Key
●Photosynthesis and Roles of Producers
●Role of consumers
●Food Webs and Energy Flow
●Ecosystems (including basic abiotic factors such as water, nitrogen, CO2, and oxygen)
●Factors affecting the population growth of organisms — Predator/ prey relationships
●The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long-term gradual changes (ecological succession)
●In all environments, organisms with similar needs may compete with one another for resources. / Science Skills:
●Using and creating dichotomous keys
●Identify ecosystems and different relationship of predator/prey relationships
●Conduct secondary research data investigation with zebra mussels and another variable of student choice (abiotic/biotic)
Literacy skills:
●Understanding text features
●Annotating a Text/Paraphrasing
●Finding the Main/Central Idea
●Supporting Ideas and Details
●Determining Validity
●Comparing and Contrasting
●Summarizing and Synthesizing
●Classifying and Sequencing
●Determining Importance
NGSS Practice:
●Ask questions and define problems
●Planning and carrying out investigations
●Analyzing and interpreting data / Formative Assessments:
●Quizzes
●Science probe: adaptation
●Science probe: Is it a consumer?
●Science probe: Is it an animal?
●Is a Virus a living thing?
●Science probe: habitat change
●Science probe: no more plants
●Hands on- food web
●Webquest on food chains and herbivore/carnivore/
●omnivore and roles in ecosystems
Summative Assessments:
●Unit Test
●Dichotomous Key Project
●Benchmark--Argumentative Essay (Zebra Mussels or Virus)
March-April / ENERGY AND MACHINES (PHYSICS)
EQ: How do scientists move large, heavy objects?
●Machines can affect the magnitude or direction of a force required to do work, or the distance over which that force is applied.
●Simple machines include the lever, the pulley, the wheel and axle, and the inclined plane.
●Understanding the mechanical advantages of all the simple machines.
●Friction and machines: Friction is a force that opposes motion.
●Principle of the conservation of energy: Energy can change from one form to another, although in the process some energy is always converted to heat.
●Potential and kinetic energy: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.
●Mechanical energy
●Complex machines
●Combining simple machines to design a complex machine.
A complex machine uses a combination of interacting simple machines, e.g., a bicycle. / Science Skills:
●Applying Newton’s Laws of motion
●Record data and develop bar graphs to show the advantage of using simple machines.
●Describe the relationships between force and distance. (mechanical advantage)
●Design and build a functioning model of the lever, pulley, and inclined plane
●Graphing and analyzing data based on experimentation on machines
●Understanding of energy transfer through real-world systems (Example:
Literacy Skills:
●Compare and Contrast
●Explain and elaborate
●Summarizing and Synthesizing
●Identifying what the question is asking me
NGSS Practice:
●Developing and using models
●Planning and carrying out investigations
●Analyzing and interpreting data
●Using mathematics and computational thinking
●Constructing explanations (for science) and designing solutions (for engineering) / Formative Assessments:
●Baseline assessment on simple/complex machines
●Data and Graphs for each simple machine (written lab reports for Inclined plane, lever and pulley)
●Science probe: talking about forces
●Science probe: does it have to touch?
●Science probe: friction
●Real-world application of energy transfer in various real-world system cards
Summative Assessments:
●Lab reports inclined plane, Lever, pulley
●Complex Machine poster design and Presentation of the biologist challenge
●Creating a model playground to meet ADA guidelines, using simple machines.
●Benchmark—Simple machines application (Create a sales pitch for a rube Goldberg Design OR Catapult design)
●Unit test
May-June / METEOROLOGY (WEATHER)
EQ: How does matter and energy interact to produce weather patterns?
●Weather describes the conditions of the atmosphere at a given location for a short period of time.
●Weather describes the conditions of the atmosphere at a given location for a short period of time.
● The uneven heating of Earth’s surface is the cause of weather.
●The atmosphere is a mixture of gases, including nitrogen and oxygen.
●The atmosphere is stratified into layers, each having distinct properties.
●The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. (solid/liquid/gas)
●Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
●Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).
●Most local weather condition changes are caused by movement of air masses
●The movement of air masses is determined by prevailing winds and upper air currents
●High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States.
●Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning. / Science Skills:
●Students will use weather data and weather maps to make predictions and forecasts.
●Investigating weather tools to determine units and purpose of instrument
●Understanding of how heat is transferred through systems and how it affects global weather patterns
●Five layers of Earth’s atmosphere and the contents of each layer Nearly all weather occurs in the troposphere
●Understanding on how all of the weather factors create natural disasters and how it impacts the United States
Literacy skills:
●Annotating a text/paraphrasing
●Drawing conclusions
●Classifying and sequencing
●Finding the main idea
●Explaining and elaborating
NGSS Practice:
●Engaging in argument from evidence
●Obtaining, evaluating, and communicating information / Formative Assessments:
●Quiz: Vocabulary application
●Heat Absorption lab
●Science probe: the Mitten
●Science probe: wet jeans
●Science probe: rainfall
●Weather measurement labs
●Weather map interpretation/ prediction activities
Summative Assessments:
●Benchmark--Extreme weather CCSS project, brochure on extreme weather (hurricane/tornado)
●Unit Test