Grade 6-Physical Science-Forces of Nature

Grade 6-Physical Science-Forces of Nature

Standard 12 - Forces in Nature
Conceptual Strand 12: Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents.
Guiding Question 12: What are the scientific principles that explain gravity and electromagnetism?
Common Core State Standards (CCSS): 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; 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); Distinguish among facts, reasoned judgment based on research findings, and speculation in a text; Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
GLE: / Suggested Activities/Strategies / Resources
0607.12.1 Describe how simple circuits are
associated with the transfer of electrical energy.
ü  0607.12.1 Prepare a poster that illustrates how electricity passes though a simple circuit to produce heat, light, or sound.
!  SPI 0607.12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced. / ·  Bellringer (T.E. pg. 436)
·  Quick Lab pg. 438
·  Quick Lab pg. 439
·  Making a Poster (T.E. pg. 439)
·  Skills Practice Lab (Circuitry 101) pp. 442-443
CCSS –Section Review #5 (S.E pg. 432) / www.portaportal.com
(Find “Guest Access”;
under Guest Name type: courseoutlines
http://mnps2010.wikispaces.com
Differentiated Lessons & Assessments: Science Grade 6 by Teacher Created Resources
Chapter 14-Section 4 pp. 436-441
Energy and Forces Kit
Holt Science & Technology Virtual Investigations CD-ROM
·  Introduction of Electricity
·  Electronic Electricity
0607.12.2 Explain how simple electrical
circuits can be used to determine which materials
conduct electricity.
ü  0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.
ü  0607.12.3 Compare and contrast the characteristics of objects and materials that conduct electricity with those that are electrical insulators.
!  SPI 0607.12.2 Identify materials that can conduct electricity. / ·  Activity-Lemon Cells (T.E. pg. 429)
·  Demonstrate (T.E. pg. 432)
·  Quick Lab pg. 438
·  Quick Lab pg. 439
·  Making a Poster (T.E. pg. 439)
·  Skills Practice Lab (Circuitry 101) pp. 442-443
·  Model-Making Lab (Potato Power) pg. 471
CCSS –Skills Practice Lab #1 “Analyze the Results” (S.E pg. 443)
CCSS –Chapter Review #26 (S.E pg. 445) / Chapter 14-Section 2 pp. 424-431
Chapter 14-Section 3 pp.432-435
Chapter 14-Section 4 pp. 436-441
Energy and Forces Kit
Holt Science & Technology Virtual Investigations CD-ROM
·  Introduction of Electricity
Electronic Electricity
Suggested Integrated Activities
Reading\Language
·  Bellringer (T.E. pg.416)
·  Reading Strategy (T.E. pg. 418)
·  Homework (T.E. pg. 420)
·  Going Further (T.E. pg. 421)
·  Reteaching (T.E. pg. 422)
·  Alternative Assessments 9T.E. pg. 422)
·  English Language Learners (T.E. pg. 425)
·  Alternative Energy (T.E. pg. 426)
·  Reading Strategy (T.E. pg. 427)
·  Connection Activity Language Arts (T.E. 436)
·  Concept Mapping-(T.E. pg. 439)
·  Alternative Assessments (T.E. pg. 440)
Math
·  Math Focus pg. 433
·  Connection Activity Math (T.E. pg. 433)
·  Reteaching-Converting Watts (T.E. p. 434)
·  Math Focus pg. 434
Social Studies
·  Connection to History (T.E. pg. 417)
·  Cultural Awareness (T.E. pg. 421)
·  Connection to History (T.E. pg. 426)
Art
·  Types of Lightning (T.E. pg. 421)
·  Connection to Social Studies pg. 422
·  Inclusion Strategies (T.E. pg. 425)
·  Illustrate Figure 2 pg. 425 –rewrite captions
·  Modeling Resistance (T.E. pg. 428)
·  English Language Learners (T.E. pg. 438)
Standard(s): Embedded Technology & Engineering
Conceptual Strand : Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
Guiding Question : How do science concepts, engineering skills, and applications of technology improve the quality of life?
Common Core State Standards (CCSS): 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; 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); Distinguish among facts, reasoned judgment based on research findings, and speculation in a text; Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
GLE: / Activities/Strategies / Resources
0607.T/E.1 Explore how technology
responds to social, political, and economic
needs.
ü  0607.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials.
!  SPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype. / ·  Connection to Environmental Science pg. 418
·  Connection to Technology pg. 427
·  School to Home pg. 435 / Appendix -Engineering Design Process pp. 492-493
0607.T/E.2 Know that the engineering
design process involves an ongoing series of
events that incorporate design constraints, model
building, testing, evaluating, modifying, and
retesting.
ü  0607.T/E.2 Apply the engineering design process to construct a prototype that meets certain specifications.
!  SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied. / ·  Activity-Lemon Cells (T.E. pg. 429)
·  Alternative Assessments (T.E. pg. 430)
·  Skills Practice Lab (Circuitry 101) pp. 442-443
·  Model-Making Lab (Potato Power) pg. 471
·  Magnets and motors Kit lessons
·  Science fair project
·  Design, build, and test weather tools. Compare accuracy with commercial weather tools.
·  Design, build, and test an insulator for a soda can.
(These activities can be used to teach embedded technology standards as well.) / Appendix -Engineering Design Process pp. 492-493
0607.T/E.3 Compare the intended benefits
with the unintended consequences of a new technology.
ü  0607.T/E.3 Explore how the unintended consequences of new technologies can impact society.
ü  0607.T/E.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives.
!  SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology. / ·  Design posters of modern technology. For each technology describe the intended benefits and unintended consequences.
·  Section Review p. 29 “Critical Thinking” #8 / Textbook pp. 26-27
0607.T/E.4 Describe and explain adaptive and assistive bioengineered products.
ü  0607.T/E.5 Develop an adaptive design and
test its effectiveness.
·  SPI 0607.T/E.4 Differentiate between adaptive and assistive bioengineered products (e.g., food, biofuels, medicines, integrated pest management). / ·  Connection to Technology pg. 427
·  Connection Activity T.E. p. 28
·  Section Review p. 29 “Critical Thinking” #10 / Textbook p. 28
Appendix -Engineering Design Process pp. 492-493
Standard(s): Embedded Inquiry
Conceptual Strand: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
Guiding Question: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Common Core State Standards (CCSS): 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; 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); Distinguish among facts, reasoned judgment based on research findings, and speculation in a text; Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
GLE: / Activities/Strategies / Resources
0607.Inq.1 Design and conduct open-ended
scientific investigations.
ü  0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.
!  SPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. / ·  Magnets and motors Kit lessons
·  Science fair project
·  Design, build, and test weather tools. Compare accuracy with commercial weather tools.
·  Design, build, and test an insulator for a soda can.
(These activities can be used to teach embedded technology standards as well.) / Appendix –Scientific Methods pp. 490-491
Magnets and motors kit
0607.Inq.2 Use appropriate tools and
techniques to gather, organize, analyze, and
interpret data.
ü  0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.
!  SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. / ·  Quick Lab pg. 419
·  Quick Lab pg. 438
·  Quick Lab pg. 439
·  Skills Practice Lab (Circuitry 101) pp. 442-443
·  Skills Practice Lab (Stop the Static Electricity!) pg. 470
·  Model-Making Lab (Potato Power) pg. 471 / Appendix –Scientific Methods pp. 490-491
0607.Inq.3 Synthesize information to
determine cause and effect relationships between
evidence and explanations.
ü  0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.
!  SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram.
!  SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. / ·  Quick Lab pg. 419
·  Quick Lab pg. 438
·  Quick Lab pg. 439
·  Skills Practice Lab (Circuitry 101) pp. 442-443
·  Skills Practice Lab (Stop the Static Electricity!) pg. 470
·  Model-Making Lab (Potato Power) pg. 471 / Appendix –Scientific Methods pp. 490-491
0607.Inq.4 Recognize possible sources of
bias and error, alternative explanations, and
questions for further exploration.
ü  0607.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions
!  SPI 0607.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error. / ·  Skills Practice Lab (Stop the Static Electricity!) pg. 470
·  Conduct a poll of parents, teachers, and students at your school to determine how much homework is enough. Compare results from the three groups and discuss possible bias as well as possible errors in data collection (i.e. sample size). / Appendix –Scientific Methods pp. 490-491
0607.Inq.5 Communicate scientific
understanding using descriptions, explanations,
and models.
ü  0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.
ü  0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.
!  SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram.
!  SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. / ·  Teach Activity (T.E. pg. 417)
·  Connection to Environmental Science pg. 418
·  Quick Lab pg. 419
·  School to Home pg. 435
·  Connection to Biology pg. 437
·  Quick Lab pg. 438
·  Quick Lab pg. 439
·  Skills Practice Lab (Circuitry 101) pp. 442-443
·  Skills Practice Lab (Stop the Static Electricity!) pg. 470
·  Model-Making Lab (Potato Power) pg. 471 / Appendix –Scientific Methods pp. 490-491

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