Grade 6-Earth Science (The Universe)
Standard(s): The UniverseConceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles.
Guiding Question 6: What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable
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
0607.6.1 Analyze information about the
major components of the universe.
ü 0607.6.1 Use data to draw conclusions about the major components of the universe.
! SPI 0607.6.1 Use data to draw conclusions about the major components of the universe. / · Bellringer pg. 252
· Reteaching pg. 254
· Inclusion Strategies pg. 254
· Alternative Assessments (T.E. pg. 254)
· Motivate Activity (T.E. pg. 256)
· English Language Learners (T.E. p. 259)
· Reteaching (T.E. pg. 260)
· Bellringer (T.E. pg. 262)
· Teach –Using the Table (T.E. pg. 263)
· Reteaching (T.E. pg. 266)
· Bellringer (T.E. pg. 268)
· Reteaching (T.E. pg. 272)
· English Language Learners (T.E. pg. 275)
· Homework (T.E. pg. 275)
· Inclusion Strategies (T.E. 277)
· Reteaching (T.E. pg. 278)
· Field Guide to the Solar System pg. 278
CCSS –Section Review #6, 10, and 12 (S.E pg. 233)
CCSS –Section Review #7 (S.E pg. 227)
CCSS –Connection to Astronomy (S.E pg. 229) / 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 9-Section 1 pp. 252-255
Chapter 9-Section 2 pp. 256-261
Chapter 9-Section 3 pp. 262-267
Chapter 9-Section 4 pp. 268-273
Chapter 9-Section 5- pp. 274-279
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
DSM(Kit)- Earth, Moon, & Sun
· Lesson 3- How Big Are Planets? (pg. 29)
0607.6.2 Describe the relative distance of
objects in the solar system from earth.
ü 0607.6.2 Construct a model of the solar system showing accurate positional relationships and relative distances.
! SPI 0607.6.2 Explain how the relative distance of objects from the earth affects how they appear. / · Start-up Activity pg. 251
· English Language Learners (T.E. pg, 253)
· Alternative Assessments (T.E. pg. 254)
· Bellringer (T.E. pg. 256)
· Skills Practice Lab (I See the Light!) pp. 461-462 / Chapter 9-Section 1 pp. 252-255
Chapter 9-Section 2 pp. 256-261
Chapter 9-Section 3 pp. 262-267
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
DSM(Kit)-- Earth, Moon, & Sun
· Lesson 4- How Far Are the Planets? (pg. 37)
0607.6.3 Explain how the positional
relationships among the earth, moon, and sun
control the length of the day, lunar cycle, and
year.
ü 0607.6.3 Investigate how the earth, sun, and moon are responsible for a day, lunar cycle, and year.
! SPI 0607.6.3 Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun, and moon. / · Inquiry Lab-Create a Calendar pp. 280-281
· Start-up Activity pg. 289
· Bellringer (T.E. pg. 290)
· Motivate Demonstration (T.E. pg. 290)
· Teach Activity (T.E. pg. 295)
· Inclusion Strategies (T.E. pg. 295)
· Reteaching (T.E. pg. 296) / Chapter 10-Section 1 pp. 290-293
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
DSM (Kit)- Earth, Moon, & Sun
· Lesson 1- Solar Journal (pg.13)
· Lesson 2 – Lunar Journal (pg. 21)
· Lesson 6-The Rectified Globe (pg. 53)
· Lesson 8- Earth’s Motion in Space (pg. 71)
· Lesson 10-Modeling Moon Phases (pg. 93)
0607.6.4 Describe the different stages in
the lunar cycle.
ü 607.6.4 Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks.
! SPI 0607.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun. / · Inquiry Lab-Create a Calendar pp. 280-281
· Bellringer (T.E. pg. 294)
· Motivate Activity (T.E. pg. 294)
· Teach Activity (T.E. pg. 295)
· Inclusion Strategies (T.E. pg. 295)
· Reteaching (T.E. pg. 296)
· Moon phase cards / Chapter 10-Section 2 pp. 294-297
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
DSM(Kit)-- Earth, Moon, & Sun
· Lesson 8- Earth’s Motion In Space (pg. 71)
0607.6.5 Produce a model to demonstrate
how the moon produces tides.
ü 0607.6.5 Illustrate the positions of the earth, moon, and sun during specific tidal conditions.
! SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions. / · Bellringer (T.E. pg. 298)
· Reteaching (T.E. pg. 300)
· Alternative Assessment (T.E. pg. 300)
· Model-Making Lab (Turning the Tides) pp. 302-303 / Chapter 10-Section 3 pp. 298-301
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
DSM(Kit)-- Earth, Moon, & Sun
· Lesson 12- Tides (pg. 111)
0607.6.6 Illustrate the relationship between
the seasons and the earth-sun system.
ü 0607.6.6 Diagram the relationship of the earth and sun that accounts for the seasons.
! SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons. / · Group Activity (T.E. pg. 291)
· Reteach (T.E. pg. 292)
· Alternative Assessment (T.E. pg. 292) / Chapter 10-Section 1 pp. 290-293
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
Appendix –Sky Maps (Seasons)pp. 498-499
DSM(Kit)-- Earth, Moon, & Sun
· Lesson 9- The Reasons for Seasons (pg. 81)
0607.6.7 Describe the causes of lunar and solar eclipses.
ü 0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar eclipses
! SPI 0607.6.7 Explain the difference between a solar and a lunar eclipse. / · Alternative Assessment (T.E. pg. 296) / Chapter 10-Section 2 pp. 294-297
Appendix-Study Skills pp. 473-476
Appendix-Graphic Organizer Instructions pp. 477-478
DSM(Kit)-Earth, Moon, & Sun
o Lesson 11-Eclipses of All Kinds (pg. 103)
Suggested Integrated Activities
· Math-Appendix-Useful Equations pp. 481\Math Refresher pp. 483-489
o Using the Figure (T.E. pg. 253)
o Connection Activity (T.E. pg. 253)
o Motivate Activity (T.E. pg. 256)
o Connection Activity (T.E. pg. 259)
o Math Activity pg. 286
o Students figure their age(based on revolutions) and weight (based on surface gravity) for each planet
o Connection to Physical Science (T.E. pg. 291)
o Homework (T.E. pg. 299)
o Math Activity pg. 308
· Art
o Bellringer pg. 252
o Alternative Assessments (T.E. pg. 254)
o Alternative Assessments (T.E. pg. 260)
o Connection Activity Fine Arts (T.E. pg. 266)
o Field Guide to the Solar System pg. 278
o Illustrate the Solar System (include the nine planets, the sun, the Kuiper Belt, and the Asteroid Belt)
o Alternative Assessment (T.E. pg. 2920
o Alternative Assessments (T.E. pg. 296)
o Alternative Assessment (T.E. pg. 300)
· Reading\Language
o Bellringer (T.E. pg. 256)
o Connection to Environmental Science (T.E. pg. 257)
o Reading Strategy (T.E. pg. 264)
o Alternative Assessment (T.E. pg. 266)
o School to Home pg. 267
o Reading Strategy (T.E. pg. 269)
o Homework (T.E. pg. 270)
o English Language Learners (T.E. pg. 271)
o Alternative Assessment (T.E. pg. 272)
o Connection to Language Arts pg. 275
o Language Arts Activity pg. 286
o Bellringer (T.E. pg. 290)
o Language Arts Activity pg. 308
· Social Studies
o Homework-Using Maps (T.E. pg. 257)
o English Language Learners (T.E. pg. 265)
o Social Studies Activity pg. 287
o Research other countries who are doing space exploration
o Cultural Awareness (T.E. pg. 293)
o Social Studies Activity pg. 309
o Connection to Social Studies (T.E. pg. 299)
Standard(s): Grade 6 : 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): Cite specific textual evidence to support analysis of science and technical texts; 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; 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 Engineering pg. 299
· Quick Lab (Mapping a Sphere)-pg. 15
· Connection to Engineering pg. 23
· Group Activity-Proposing a Prototype (T.E. pg. 24)
· Connection Activity-Real World (T.E. pg. 27)
· Connection to Engineering pg. 27
CCSS-Connection to Engineering (S.E. pg. 23)
Connection to Technology (S.E. pg. 77) / Chapter 1 pp. 4-43
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. / · Inquiry Lab-Create a Calendar pp. 280-281 / 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. / · Connection to Technology pg. 254
· Connection to Engineering pg. 299 / Chapter 1 pp. 4-43
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). / · Alternative Assessment (T.E. g. 28)
· Connection Activity Technology (T.E. pg.28)
· Connection Activity Technology (T.E. pg. 29) / Chapter 1 pp. 4-43
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:
Reading: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions; Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; 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; Analyze the author’s purpose in providing an
explanation, describing a procedure, or discussing an experiment in a text; 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.
Writing: Write arguments focused on discipline-specific content; Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes; Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.; Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently; 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; Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation; Draw evidence from informational texts to support analysis reflection, and research; Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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. / · Earth Moon and Sun kit lessons / Appendix –Scientific Methods pp. 490-491
DSM(Kit)- Earth, Moon, & Sun
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. / · Start-up Activity pg. 251
· Inquiry Lab-Create a Calendar pp. 280-281
· Start-up Activity pg. 289
· Skills Practice Lab (I See the Light!) pp. 461-462
· Earth Moon and Sun kit lessons / Appendix –Scientific Methods pp. 490-491
DSM(Kit)- Earth, Moon, & Sun
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. / · Connection to Engineering pg. 299
· Skills Practice Lab (I See the Light!) pp. 461-462
· Earth Moon and Sun kit lessons / DSM(Kit)- Earth, Moon, & Sun
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. / · Inquiry Lab-Create a Calendar pp. 280-281
· Skills Practice Lab (I See the Light!) pp. 461-462
· Earth Moon and Sun kit lessons / DSM(Kit)- Earth, Moon, & Sun
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. / · Connection to Technology pg. 254
· Connection to Physics pg. 260
· Connection to Biology pg. 278
· Inquiry Lab-Create a Calendar pp. 280-281
· Connection to Engineering pg. 299
· Earth Moon and Sun kit lessons / Appendix –Scientific Methods pp. 490-491
DSM(Kit)- Earth, Moon, & Sun
Additional Resources
· Earth Science Visual Concepts CD-Rom
o Chapter 14- Movement of Ocean Water
§ Section 4-Tides
o Chapter 18- Studying Space
o Chapter 19-Stars, Galaxies, and the Universe
§ Section 4-Structure of Universe
o Chapter 20-Formation of the Solar System
§ Section 4-Planetary Motion
o Chapter 21-Family of Planets
· Virtual Investigation CD-Rom- Earth Science
o A Family of Planets
o Formation of the Solar System
o Studying Space
· Interactive Reader and Study Guide (workbooks)
· Transparencies
· Section Quizzes (end of each section-T.E. only)
· Section Reviews(end of each section)
· Chapter Reviews (end of each chapter)
· TCAP Test Preparation (end of each chapter)
· Lab Videos
· Lab Generator CD-ROM
· Guided Reading Audio CD
· www.scilinks.org
· www.go.hrw.com
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