West-Orange Cove CSD6th Grade Science –5th Six Weeks2012 - 2013
The Fifthsix weeks has 34 instructional days 3/4 – 4/26Spring Break 3/11 – 3/15
Good Friday
3/29 / Major Concepts
- During week 1-2, students will understand that there is an organization and relationship among the various bodies in the solar system.
- During week 3 - 4, students will learn that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Also, students will describe the important milestones of space exploration.
- During week 5, students will understand that cells are the basic unit of living organisms, all living things are composed of cells, and cells are classified as prokaryotic or eukaryotic.
- During week 6, students will learn that all living organisms are classified according to similar traits or characteristics.
- During week 7, students will use 2 days for testing STAAR math and reading and to review concepts learned or teachers have the option to adjust their lessons from week 4-6, based on classroom data,by adding 1 day to make sure students master the learning objective for the concept.
- Use models to represent aspects of the natural world when constructing models of the various bodies in the solar system
- Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
- Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
- Use appropriate tools to collect, record and analyze information when doing various labs.
- Construct simple graphs, tables, and charts to illustrate findings.
- Demonstrate safe practices during various lab activities.
In order to use time, resources, and hold students accountable for their own learning, we must agree to continue using:
- Notebooking. Also, remember to refer back to files sent during the first six weeks to expand on the use of notebooks in the science classroom.
- SMART objective posted and used daily. For example, the TEKs for the lesson (week or weeks) is….
- Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons. 8.7A
- The SMART objective for the 2ndweek may be written in the following way,
- Today, we (or I, based on preference) will model and illustrate how Earth is tilted on an axis and revolves around the sun, causing changes in the seasonsby using the Seasons presentation to support students in better understanding how Earth’s tilt, direct sunlight, and Earth’s movement around the sun are the reasons for the season.
- The next day, the underlined part of the objective may change for the next part of the lesson such as Today, we (or I, based on preference) will model and illustrate how Earth is tilted on an axis and revolves around the sun, causing changes in the seasonsby participating, understanding, and explaining the Seasons Lab.
- Developing Effective Science Lessons. Developing effective science lessons is a critical part of our job to ensure students have opportunities to collaborate with others, to guarantee that students have the time needed to master various concepts, and to make certain students have the chance to reflect on those assessing and advancing questions. Refer to Figure 1.1, from Designing Effective Science Instruction: What Works in Science Classrooms. As we continue to engage students in the learning of science, we will focus on providing adequate time and structure for sense-making and wrap-up; enhancing the development of students’ understanding and problem solving through teacher’s questioning;providing a classroom culture in which the climate encourages students to generate ideas and questions; and having a quality classroom culture where intellectual rigor, constructive criticism, and challenging of ideas are evident (p.4).
- Creating a Positive Learning Environment. At the beginning of the school year, we presented Table 4.1, from Designing Effective Science Instruction: What Works in Science Classrooms, showing how to create a positive learning environment. During these fifth six weeks, we will explore the fourthand fifth strategy presented in this book. Environment Strategy 4: Provide Feedback; give timely and criterion reference feedback p.161–168 and Environment Strategy 5: Reinforcing Progress and Effort; keep students focused on learning by reinforcing progress and effort p. 168 – 176.
- Using technology and interactive games to support student engagement.
- Collaborative grouping
- Formative assessment in science and other formative assessment strategies that will work depending the needs of your class(once you are in the page, click on each formative assessment strategy to get more details)
- Use of the 5E scientific model:
- Engage
- Explore
- Explain
- Elaborate
- Evaluate
- Using a rubric or a criteria chart generated with the students, go over the expectations in the science lab as it concerns to safety, active participation, homework, research and other projects.
- If individual conferences have not been done and as we enter the last few weeks before our STAAR test, teachers will have conversations regarding two variables, effort and achievement. Periodically, ask students to describe what they noticed about the relationship between the effort they put into a project or task and their accomplishment. As students reflect on their experiences will increase their awareness of the power of effort. Continue to work on building your students’ confidence in their learning abilities by helping them set reasonable, attainable goals. Use this Student Self-Assessment and Goal Setting Template with students to determine their effort and what they want to work to improve. Conferencing provides opportunities to discuss with students what they believe about themselves and how those beliefs align with the behaviors you observe in class.
Week 1– Week 2
March4–March 22
Learning Standards / Instruction / Resources / Products, Projects, Labs / Assessment
Earth and Space
The student understands the organization of our solar system and the relationships among the various bodies that comprise it.
The student is expected to:
Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets 6.11A / Essential Vocabulary:
Sun, planets, Galilean moons, rotation, revolution, elliptical orbit, astronomical units, asteroids, meteors, meteorites, meteoroids, comets.
ENGAGE students daily by
- Reviewing the concept of solar system from previous years and experiences. Use the picture and scaffolding questions included in the Solar System SMART Notebook file to solicit students’ ideas to brainstorm a list of all the components in the Solar System. Guide students to a deeper understanding of the components based on their answers. Use this discussion to assess prior knowledge, misconceptions, and elaboration opportunities.
- Watching the video The Solar System: Above and Beyond, students will see how computer graphics and footage of the planets combine in this magnificent review of our solar system. Students will learn about the structure of the different planets and the history of human interest in the solar system. Students will take notes and discuss physical properties, locations and movement of various bodies of the solar system.
- Using a picture or the simulationof the Solar System,included in the Solar System SMART Notebook file, and asking students to explain how the planets, moons, and the sun move. Students should use the following terms in their explanations: orbit, revolution, rotation, tilt and ellipse
- Watching the video A Spin around the Solar System: The Small Pieces: Asteroids, Comets, and Pluto, students will explain the difference between these lesser-known parts of the solar system. Students will use Graffiti writing, annotated drawing, or a chart highlighting what makes asteroids, comets, dwarf planets, and meteors different.
EXPLORE / EXPLAIN- Students will conduct a research using encyclopedias, online databases, and library books. After this research, video explorations, and laboratory, students will be able to:
- Identify the components of the Solar System.
- Describe the physical properties of the solar system and its parts.
- Recognize the location of the solar system and its parts.
- Describe the movement of the solar system and its parts.
- Recognize that the Sun is a medium sized star and the closest to the Earth.
The Web sites below are a good starting point for online research:
Solar System Exploration
BBC Science and Nature (Space)
Exploring the Planets – Comparing the Planets
Our Solar System – Astronomy for Kids
Inner and Outer Solar System
Universe Forum Learning Resources (Harvard University) – Teacher Resources and Ideas
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Use the following lessons to support students’ understanding and knowledgeby using
- Science Starter 48
- Science Starter 49
Discovery Education
Websites for Online Research related to Solar System
Solar System Catalog
Science Ideas / Gateways to Science 6th grade Unit 4 Lesson 2: Planet Locations and Properties (T.E Not available – Student Edition P. 146 – 151)
Students will participate in this lesson to investigate and understand more about the models, locations, and properties of the planets.
Gateways to Science 6th grade Unit 4 Lesson 3: Planet Properties and Motion (T.E Not available – Student Edition P. 152 –159)
Students will participate in this lesson to investigate and understand more about the characteristics of the Solar System.
Gateways to Science 6thgrade Unit 4 Lesson 4: Space Exploration (T.E Not available – Student Edition P. 160 – 166)
Students will participate in this part of this lesson to investigate and understand more about the Solar System, planets, Galilean moons, meteors, asteroids, and comets.
ELABORATE
Students will construct a scale model of the Sun and the planets in the solar system. Attach an index card by each object showing its name, number of moons, periods of rotation and revolution, and physical characteristics. / EVALUATE
Use the Rubric checklist included in the Solar System SMART Notebook file or one created by class to create a travel brochure that promotes visiting a selected planet (teacher will make sure all planets are represented. Include the following information
- Planet’s relative position to the sun
- Classification as inner or outer planet
- Number of known moons
- Interesting physical features such as size, gravity, atmosphere, temperature, land features
- Past explorations of the planet
- Challenges for traveling and staying on the planet and ways you will overcome these challenges.
Students will create a story or comic strip about comets, asteroids, and meteors. Students must use accurate information about a planet. See Planet Cartoon Example
Reflection –Students will use either one of the following scenarios or teacher may create his/her own
- Pretend you are a person from Mars. Write a story about your life as a Martian.
- Write an article for a newspaper describing our solar system.
Week 3 – Week 4
March25– April 5
Learning Standards / Instruction / Resources / Products, Projects, Labs / Assessment
Earth and Space
The student understands the organization of our solar system and the relationships among the various bodies that comprise it.
The student is expected to:
Understand that gravity is the force that governs the motion of our solar system. 6.11BS8
Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. 6.11C / Essential Vocabulary :
Solar system, gravity, force, motion, sun, planet, moon, Newton’s law of motion, history, space exploration equipment, space travel.
ENGAGE students daily by
- Using the video segment The Sun, Solar System, Planetary Orbits and Gravity students will learn and understand gravity as the force that keeps everything in orbit without slamming into each other.
- Showing students various Images of Space and having students Think-Pair share about images selected by the teacher. Then, students will explain what is meant by the quote, “We came to discover the moon, but we were discovering the Earth.” These were the words when Bill Anders of Apollo 9 first sawimages of our planet from the moon.
- Asking the students to reflect on the question “Why do we explore?” Use the short video clip to scaffold students’ learning
- Exploring the history of travel in space. Use the historical speech by President John F. Kennedy discussing the necessity for the United States to become an international leader in space exploration and famously states, "We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard." (fast forward to minute 12:30)
- Guiding students to learn and understand the history of space exploration as it relates to transportation and how scientist have made exploring space possible. Students will make observations during the video clip Liftoff into Space.
- EXPLORE / EXPLAIN - Students will read about Living in space. If able, use a computer lab to conduct research about the equipment and transportation needed for astronauts to be able to explore space.
- Divide students into groups. Assign each group a type of space exploration vehicle to research. They are to describe how the vehicle operates and how it aids in space exploration.
- Space Shuttle – Students will learn about the history of the space shuttle program and how it fulfilled a decade of dreams for NASA engineers. Students will see how the shuttle is put together in the Vehicle Assembly Building at the Kennedy Space Center in Florida. Then, students will experience training with the shuttle astronauts as they learn to cope with zero gravity and the rigors of space. Also, students may use
- Video segment International Space Station or use
- Space Probe:
- Rockets:
- Clothing, food, and breathing in space.
- EXPLORE / EXPLAIN- The teacher will have students jigsaw the Space Exploration Article in order to learn and understand the history and future of space exploration. Students will write a summary and describe how the exploration of space has impacted our understanding of space. Later, students will display the events in order on a class timeline.
Use the following lessons to support students’ understanding and knowledgeby using
- Science Starter 109
Discovery Education
STEM-SCOPES
NASA / Gateways to Science 6th grade Unit 4 Lesson 1: Gravity (T.E Not available – Student Edition P. 140 – 145)
Students will participate of this lesson to learn and understand thatgravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system.
Gateways to Science 6th grade Unit 4 Lesson 4: Space Exploration (T.E Not available – Student Edition P. 167 – 168)
Students will participate in this last part of the lesson to investigate and understand the history and the future of space exploration.
ELABORATE / EVALUATE
Students will present their exploration vehicle tothe other groups. / EVALUATE
Students will use their knowledge about gravity and the solar system to write aGravity acrostic poem. Use the suggested format to guide students thinking.
EVALUATE
Students will write a summary and describe how the exploration of space has impacted our understanding of space. Students will display the events in order on a class timeline.
Reflection –
Is space travel for everyone? In a persuasive essay, convince others that civilians should or should not be allowed to travel into space. Give reasons for your argument.
Week 5
April 8 – April 12
Learning Standards / Instruction / Resources / Products, Projects, Labs / Assessment
Organisms and environments
The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem.
The student is expected to:
Understand that all organisms are composed of one or more cells. 6.12A
Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. 6.12B / Essential Vocabulary:
Organism, domain, kingdom, taxonomic group, cell, nucleus, prokaryotic, eukaryotic, organelles.
ENGAGE students daily by
- Showing students a picture of a mansion and an efficiency apartment (Analogy Example). Then, brainstorm similarities and differences. Tell the class that an efficiency apartment is a one-room apartment. This one room is where you sleep, eat, shower, and entertain your guests. It all happens in one room. It is a simple way of living in a small space. A mansion is a large, complex living space with many separate rooms. There are rooms for cooking, eating, sleeping, bathing, reading, watching TV, entertaining guests, exercising, and storage. The rooms in a mansion are constructed for the specific things you would like to be able to do. You can live in simple efficiency or complexity. We will be learning about cells; we will be looking at cells that are as simple as a one-room efficiency apartment or as complex as a mansion.
- Watching the video on cells;then, discuss and record in groups various facts they learned from the video about cells. Share group responses with the whole class
- Watching the movie clip Cells students will learn thatcells are the building blocks of life and much more.
- Playing a game to review about prokaryotic and eukaryotic cells. Students are able to use notes and book for support. This is a very interactive way to engage students and reinforce all about cells daily.