North Carolina Science
Essential Standards
Public Schools of Robeson
County
6th Grade Science Unit Plans
2020-2021
Unit Analysis
The Public Schools of Robeson County Unit Analyses is intended to guide instruction
and ensure that all concepts and skills from the North Carolina Standard Course of Study
are taught and implemented during the instructional year. It is expected that the Unit
Analyses are followed in order of the general timeline. These standards were grouped
into units of study so that teachers will embed several standards into a lesson, rather than
teaching each concept in isolation. This grouping of standards supports a balanced
literacy model of teaching. In order to fully teach the North Carolina Standard Course of
Study, it is expected that teachers plan for and implement daily use of the new curriculum
documents developed by the teachers in their field with the guidance from the Public
Schools of Robeson County Curriculum Specialists. These standards identify areas of
proficiency that all students should achieve throughout the year.
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6TH GRADE ESSENTIAL STANDARDS PACING GUIDE
Essential Standard
INTRODUCTION AND SCIENTIFIC INQUIRY (August 17 - August 25)
6.P.2 Matter (August 26 - September 15)
6.P.2.1 - Atoms - Recognize that all matter is made up of atoms and atoms of the same
element are all alike, but are different from the atoms of other elements
6.P.2.2 - Effect of heat on atoms - Explain the effect of heat on the motion of atoms
through a description of what happens to particles during a change in phase
6.P.2.3 - Physical properties of matter (volume, mass, and weight) - Compare the
physical properties of pure substances that are independent of the amount of matter
present including density, melting point, boiling point, and solubility to properties that
are dependent on the amount of matter present to include volume, mass and weight
6.P.1 Wave Energy (September 16 - October 2)
6.P.1.1 - Properties of waves (earthquake, light, and sound) - Compare the properties
of waves to the wavelike property of energy in earthquakes, light and sound
6.P.1.3 - How waves travel (sound and hearing) - Explain the relationship among the
rate of vibration, the medium through which vibrations travel, sound and hearing
6.P.1 Wave Energy (October 5- October 22)
6.P.1.2 - Relationship between visible light, the electromagnetic spectrum and sight Explain the relationship among visible light, the electromagnetic spectrum, and sight
6P.3.2 - Electromagnetic waves (absorption, scattering, and change in temperature) Explain the effects of electromagnetic waves on various materials to include
absorption, scattering, and change in temperature
6.P.3 Energy transfer and interactions of matter and energy (October 23 November 10)
6.P.3.1 - Heat transfer - Illustrate the transfer of heat energy from warmer objects to
cooler ones using examples of conduction, radiation, and convection and the effects
that may result
6.P.3.2 - Interaction of light and matter - Explain the effects of electromagnetic waves
on various materials to include absorption, scattering, and change in temperature.
6.P.3.3 - Conductors and Insulators - Explain the suitability of materials for use in
technological design based on a response to heat (to include conduction, expansion,
and contraction) and electrical energy (conductors and insulators)
6.E.2 Earth Structure, Earthquakes and Volcanoes (November 12 - November 25)
6.E.2.1 - Earth Structure - Summarize the structure of the earth, including the layers,
the mantle and core based on the relative position, composition and density
6.E.2.2 - Earthquakes and Volcanoes - Explain how crustal plates and ocean basins are
formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces
within the earth
6.E.2 Forces Shaping Earth (November 30 - December 8)
6.E.2.3 - Formation of Soil and Rock Cycle - Explain how the formation of soil is
related to the parent rock type and the environment in which it develops
Days
7
14
13
14
12
10
7
5
6.E.2 Human Stewardship towards Earth (December 9 - December 16)
3
6.E.2.4 - Human interactions towards Earth - Conclude that the good health of humans
requires: monitoring the lithosphere, maintaining soil quality and stewardship
6.L.1 Plant Systems (January 6 - January 28
6.L.1.1 - Survival, reproduction, and defense - Summarize the basic structures and
functions of flowering plants required for survival, reproduction and defense
6.L.1.2 - Photosynthesis, respiration, and transpiration - Explain the significance of
the processes of photosynthesis, respiration, and transpiration to the survival of green
plants and other organisms
6.L.2.1 - Photosynthesis summary - Summarize how energy derived from the sun is
used by plants to produce sugars (photosynthesis) and is transferred within food chains
and food webs (terrestrial and aquatic) from producers to consumers to decomposers
6.L.2 Flow of Energy through Ecosystems (January 29 - February 18)
6.L.2.1 - Photosynthesis within a food chain or web - Summarize how energy derived
from the sun is used by plants to produce sugars (photosynthesis) and is transferred
within food chains and food webs (terrestrial and aquatic) from producers to consumers
to decomposers
6.L.2.2 - Plant survival - Explain how plants respond to external stimuli (including
dormancy and forms of tropism) to enhance survival in an environment
6.L.2.3 - Abiotic and biotic factors in Biomes - Summarize how the abiotic factors
(such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine,
forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive
and/or create their own food through photosynthesis
6.E.1 Earth/Moon/Sun System in the Universe (February 19 - March 11)
6.E.1.2 - Why Earth sustains Life (type of surface, atmosphere, gravitational force, and
location to the sun) - Explain why Earth sustains life while other planets do not based
on their properties (including types of surface, atmosphere and gravitational force) and
location to the Sun
6.E.1 Earth/Moon/Sun System and Motions of Celestial bodies in the Universe
(March 12 - April 1)
6.E.1.1 - Earth and moon affect seasons, tides, phases of the moon, and eclipses Explain how the relative motion and relative position of the sun, Earth and moon affect
the seasons, tides, phases of the moon, and eclipses
6.E.1 Earth/Moon/Sun in the Universe (April 12 - April 23
6.E.1.3 - Space Exploration - Summarize space exploration and the understandings
gained from them
EOG Review and ASSESSMENT (April 26-May 28)
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15
15
13
10
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Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Science Inquiry
Strand: Inquire/Safety
Clarifying Objective: Science as Inquiry
Days 7
Essential Standard
Science Inquiry
Clarifying Objectives
Lab Process Skills
Essential Questions
Knowledge/Skills
How do students remain safe in the laboratory Students will:
environment, use lab equipment properly and
● know the correct procedures for setting up,
apply the scientific method in experiments?
breaking down labs, and the correct tools to
use.
● understand the importance of following the
proper lab safety procedures.
● know how to implement the scientific method.
● know the proper way to complete a lab report.
● know proper scientific terminology and
process skills.
Learning Progressions
How do students safely apply the scientific method?
● Lab safety contract with parent and student signatures
● Demonstrate comprehension of lab safety rules.
● Apply the scientific method
● Proper use of lab equipment
● Demonstrate safe lab practices
*By the end of the year, students should be able to design their own experiment to answer questions and
solve problems.
Learning experimental design is an ongoing process.
Student Will Know:
Student Will Be Able To:
5
● know the correct procedures for setting up,
breaking down labs, and the correct tools to
use.
● understand the importance of following the
proper lab safety procedures.
● know how to implement the scientific method.
● know the proper way to complete a lab report.
● know proper scientific terminology and
process skills.
Steps to the scientific method
Lab safety rules
Lab equipment
Graphic Organizers
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://gettingnerdywithmelandgerdy.com/wp-content/uploads/2015/09/8668854_orig2.jpg
http://www.carolina.com/images/teacher-resources/infographics/lab-safety.jpg
https://s3.amazonaws.com/user-content.enotes.com/081c0f0c5c3d7a647020b957b26d09eecd9c7fc2.png
https://duckingsciencebombs.files.wordpress.com/2013/09/scientific-model.jpg
Assessments/Probes
Formative Assessment
Teacher made quiz
Lab of teachers choice
Summative Assessment
On-going through-out the year as students apply
proper safety practices and problem solving skills.
Teacher made assessments (derived from information
delivered per teacher)
Formative Assessment Probes
Is it a Theory? Vol. 3* (pg. 83)
What is a Hypothesis? Vol. 3* (pg. 101)
Doing Science. Vol. 3 (pg. 93)
Vocabulary
List of lab equipment appropriate for your
grade/strand.
Terms from the lab safety contract used within
your school.
Units of the metric system.
(TERMS TO BE USED AS VOCAB)
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Hypothesis
Qualitative Observation
Quantitative Observation
Procedure
Independent Variable
Dependent Variable
Constant
Inference
Conclusion
Purpose
Data/Results
Resources
6
Lab Safety Contract
Lab equipment and metric measure tools
http://sciencespot.net/Pages/classgen.html (Assorted reinforcement worksheets)
Mr. Lee’s Scientific Method Rap (Youtube)
Video on lab safety and/or scientific method
SMART Board and other SMART equipment
7
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Matter: Properties and Change
Strand: Physical Science
Clarifying Objective: 6.P.2.1-3
Days: 14
Essential Standard
6.P.2 Understand the structure, classifications, and physical properties of matter.
Clarifying Objectives
6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are
different from the atoms of other elements.
6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles
during a change in phase.
6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter
present including density, boiling point, melting point, and solubility to properties that are dependent on
the amount of matter present to include volume, mass, and weight.
Literacy Standards
Technology Standards
Literacy Standards:
L6-8RST2: Determine the central ideas or
conclusions of a text; provide an accurate
summary of the text distinct from prior
knowledge or opinions.
L6-8RST3: Follow precisely a multi-step
procedure when carrying out experiments,
taking measurements, or performing technical
tasks.
L6-8RST7: 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).
L6-8RST9: Compare and contrast the information
gained from experiments, simulations, video or
multimedia sources with that gained from
reading a text on the same topic.
Technology Standards:
6PR1.2: Implement a research process
independently.
6SE1.1: Apply ethical behavior (copyright, not
plagiarizing, proper netiquette) when using
resources.
6TT1.3: Select appropriate technology tools to
present data and information effectively
(multimedia, audio and visual recording, online
collaboration tools, etc.).
Writing Standards:
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant
8
evidence, using credible sources and demonstrating an
understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.5
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.
Essential Questions
Knowledge/Skills
Suggested EQ: How can you explain the
structure, properties, and interactions of
matter?
How do particles combine to form the variety of
matter one observes? (6.P.2.1)
How are atoms of the same element similar but also
different from atoms of other elements? (6.P.2.1)
How is molecular energy and motion affected by a
change in heat? (6.P.2.2)
What is the effect of heat on the motion of atoms?
(6.P.2.2)
How are mass, volume, and density affected by the
amount of matter present? (6.P.2.3)
Students know:
● composition and properties of matter
● physical and chemical changes
● how to identify substances based on
characteristic physical properties:
-Density
-Boiling/Melting points
-Solubility
-Chemical Reactivity
-Specific Heat
● how to describe and measure quantities
related to chemical/physical changes within
a system
-Temperature
-Volume
-Mass
Learning Progressions
6.P.2.1
● Recognize that there are more than 100 elements that combine in a multitude of ways that make up
all of the living and nonliving things we encounter.
● Recognize that matter is composed of extremely small particles, too small to be seen with a
classroom microscope, called atoms.
● Recognize that atoms have all the properties of matter in that all atoms have mass and occupy
space. Atoms are the smallest part of an element that has the chemical properties of the element.
● Recognize that all atoms of the same element have the same properties; ie. all iron atoms have the
same mass and occupy the same amount of space; therefore, all matter made of iron has the same
properties because of the iron atoms. Also, iron atoms are different from carbon atoms or from
any other element.
NOTE: It is not essential for students to know the subatomic particles, for example, protons,
neutrons, and electrons, which compose atoms. Atomic models do not need to be constructed or
drawn.
6.P.2.2
● Recognize that a substance in a solid phase is relatively rigid, has a definite volume and shape.
Because all solids have some thermal energy, its atoms do vibrate.
9
● When heat is added to a solid, it can become a liquid. Liquid has a definite volume, but are
able to change their shape by flowing. Liquid particles are able to move around. Since the
liquid molecules can move they will take the shape of their container.
● When hear is added to a liquid, it can become a gas. Gases have no definite volume or shape.
If unconstrained, gases will spread out indefinitely. If confined they will take the shape of
their container.
● Energy appears in different forms. Heat energy is in the disorderly motion of the molecules.
● Atoms and molecules are perpetually in motion.
● Increased temperature means greater average energy of motion, so most substances expand
when heated. Most substances can exist as a solid, liquid, or gas depending on temperature.
6.P.2.3
● A substance has characteristic properties such as
-density
-a boiling point
-melting point
-solubility
all of these are independent of the amount of the substance and can be used to identify it.
● Physical properties involve things that can be measured without changing the chemical
properties. Matter can undergo physical changes which affect only physical properties.
Physical changes can involve changes in energy.
● Solubility means the amount of solute that can be dissolved in a specific volume of solvent
under certain conditions. A solute’s solubility depends on the chemical nature of the solvent.
Another important factor that influences solubility is the temperature of the system (the solute
and the solvent). The most common solvent is water.
● Density is a property that describes the relationship between mass and volume. Investigate the
physical properties of pure substances in terms of the unique temperatures at which each
substance undergoes state changes.
● Investigate that melting and freezing of a pure substance takes place at the same temperature
and the boiling temperature is the same as the maximum condensing temperature.
● Temperature remains constant during state changes of pure substances.
Student Will Know:
Student Will Be Able To:
Properties of an atoms and elements
Periodic Table (atomic number, atomic mass,
atomic symbol)
Differences between atoms and elements
Motion of an atom during a phase change
The idependent and dependent properties of a pure
substance
Recognize the properties of atom and elements
Explain the motion of an atom during a phase
change in terms of heat and energy changes
Compare substances based on independent and
dependent physical properties
Graphic Organizers
https://my.hrw.com/nsmedia/intgos/html/igo.htm (circle map, atom model)
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessment
Summative Assessment
10
Teacher made quizzes
Labs
Atoms and Elements Review (Constructed
Response - Discovery Techbook)
Discovery Techbook Activities
Teacher made assessments
Formative Assessment Probes
Atoms and Cells Vol. 1*(Life Sci pg.39)
Pennies Vol. 3* (pg. 17)
Is it a Solid? Vol. 3* (pg. 25)
Salt Crystals Vol. 4* (pg 39)
Warming Water Vol. 4* (pg. 53)
Vocabulary
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Density
Boiling point
Melting point
Solubility
Temperature
Volume
Weight
Particle
Atom
Element
Pure substance
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Physical Change
Chemical Change
Specific Heat
Mass
Chemical reactivity
Dissolve
Solid
Liquid
Gas
Independent variable
Dependent variable
Resources
Videos:
http://www.youtube.com/watch?v=vDZhUkp30tE 4 States of Matter Parr (3:35 mins)
https://www.youtube.com/watch?v=_lNF3_30lUE How Small is an Atom? - In a Nutshell (4:57)
https://www.youtube.com/watch?v=R1RMV5qhwyE What is an Atom? (5:52)
Simulations/Activities:
https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html - PhET Simulation “Build an Atom” (there are others, too, such as states of matter, sugar and salt solutions, salts and
solubility, build a molecule, density)
https://app.discoveryeducation.com/learn/player/d097c674-796c-480c-b0b7-44f250c9b61c - Exploration
Interactive - Where Do I Belong? (Periodic Table Activity)
https://phet.colorado.edu/en/simulation/legacy/buoyancy - PhET Simulation - “Buoyancy”
https://app.discoveryeducation.com/learn/player/da59243a-ed15-4aeb-862c-bd29ce325216 - Hands-On
Activity - Discovery Techbook “Measuring Oxygen”
11
Additional Websites (have many science topics):
MSL Prep Resources
Quizlet - for vocabulary practice by topic and Quizlet live is great
Study Jams Science
Ducksters
Science for Kids
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_WTdYekJDbVd6T2c
Vertical Alignment
3.P.2 - Understand the structure and properties of matter before and after they undergo a change
4.P.2 - Understand the composition and properties of matter before and after they undergo a change or
interaction
4.P.3 - Recognize that energy takes various forms that may be grouped based on their interaction with
matter
5.P.2 - Understand the interactions of matter and energy and the changes that occur
8.P.1 - Understand the properties of matter and changes that occur when matter interacts in an open and
closed container
Chm.1.1 - Analyze the structure of atoms and ions
Chm.1.2 - Understand the bonding that occurs in simple compounds in terms of bond type, strength, and
properties
Chm.2.1 - Understand the relationship among pressure, temperature, volume, and phase
Chm.2.2 - Analyze chemical reactions in terms of quantities, product formation, and energy
Chm.3.1 - Understand the factors affecting rate of reaction and chemical equilibrium
Chm.3.2 - Understand solutions and the solution process
PSc.2.1 - Understand types, properties, and structure of matter
Unpacking:
6.P.2.1
● Recognize that there are more than 100 elements that combine in a multitude of ways that make up
all of the living and nonliving things we encounter.
● Recognize that matter is composed of extremely small particles, too small to be seen with a
classroom microscope, called atoms.
● Recognize that atoms have all the properties of matter in that all atoms have mass and occupy
space. Atoms are the smallest part of an element that has the chemical properties of the element.
● Recognize that all atoms of the same element have the same properties; ie. all iron atoms have the
same mass and occupy the same amount of space; therefore, all matter made of iron has the same
properties because of the iron atoms. Also, iron atoms are different from carbon atoms or from
any other element.
NOTE: It is not essential for students to know the subatomic particles, for example, protons,
neutrons, and electrons, which compose atoms. Atomic models do not need to be constructed or
drawn.
6.P.2.2
● Recognize that a substance in a solid phase is relatively rigid, has a definite volume and shape.
Because all solids have some thermal energy, its atoms do vibrate.
12
● When heat is added to a solid, it can become a liquid. Liquid has a definite volume, but are
able to change their shape by flowing. Liquid particles are able to move around. Since the
liquid molecules can move they will take the shape of their container.
● When hear is added to a liquid, it can become a gas. Gases have no definite volume or shape.
If unconstrained, gases will spread out indefinitely. If confined they will take the shape of
their container.
● Energy appears in different forms. Heat energy is in the disorderly motion of the molecules.
● Atoms and molecules are perpetually in motion.
● Increased temperature means greater average energy of motion, so most substances expand
when heated. Most substances can exist as a solid, liquid, or gas depending on temperature.
6.P.2.3
● A substance has characteristic properties such as
-density
-a boiling point
-melting point
-solubility
all of these are independent of the amount of the substance and can be used to identify it.
● Physical properties involve things that can be measured without changing the chemical
properties. Matter can undergo physical changes which affect only physical properties.
Physical changes can involve changes in energy.
● Solubility means the amount of solute that can be dissolved in a specific volume of solvent
under certain conditions. A solute’s solubility depends on the chemical nature of the solvent.
Another important factor that influences solubility is the temperature of the system (the solute
and the solvent). The most common solvent is water.
● Density is a property that describes the relationship between mass and volume. Investigate the
physical properties of pure substances in terms of the unique temperatures at which each
substance undergoes state changes.
● Investigate that melting and freezing of a pure substance takes place at the same temperature
and the boiling temperature is the same as the maximum condensing temperature.
● Temperature remains constant during state changes of pure substances.
13
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Physical Science: Forces and
Motion
Strand: Physical Science
Clarifying Objective: 6.P.1.1 & 1.3
Days: 13
Essential Standard
6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light, and
sound waves.
Clarifying Objectives
6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel,
sound and hearing.
6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light, and
sound.
Literacy Standards
Literacy Standards:
L6-8RST2: Determine the central ideas or
conclusions of a text; provide an accurate
summary of the text distinct from prior
knowledge or opinions.
L6-8RST7: 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).
Technology Standards
Technology Standards:
6TT1.1: Select appropriate technology tools to
gather data and information (e.g., Web-based
resources, e-books, online communication tools,
etc.).
6RP1.2: Implement a research process
independently.
Writing Standards:
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating
an understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Essential Questions
Suggested EQ: How are waves used to transfer
energy and information?
Knowledge/Skills
Students know:
14
What is the relationship among the rate of
vibration, the medium through which
vibrations travel, sound and hearing?
What is the difference between transverse waves
and longitudinal waves?
How are pitch and frequency related?
What are the characteristic properties and behaviors
of waves?
How do organisms detect, process, and use
information about the environment?
How does the ear process sound?
How can we compare the properties of waves to the
wavelike property of energy in earthquakes, light
and sound?
how to analyze sound as an example that vibrating
materials generate waves that transfer energy
● Frequency
● Amplitude
● Loudness
● How sound travels through different
material
● Form and function of the human ear
Learning Progressions
Explain the relationship among the rate of vibration, medium through which vibrations travel, sound and
hearing
Student Will Know:
Student Will Be Able To:
Different types of mechanical waves
Properties of mechanical waves
How sound moves through solids, liquids, gases
(medium)
Properties of sound
Structure and function of the ear
Identify types and properties of waves
Explain how waves travel through various media
Analyze the energy in mechanical waves to
determine the effect of that energy through a
medium and on the ear
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessment
Teacher made quizzes and labs
Summative Assessment
Teacher made assessments
Formative Assessment Probes
Can it Reflect Light? Vol 1 (pg. 25)
Apple in the Dark Vol 1 (pg. 31)
Birthday Candles Vol 1 (pg. 37)
Plants in the Dark and Light Vol 2 (pg. 107)
15
Vocabulary
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Transverse wave
Longitudinal wave
Frequency
Amplitude
Loudness
Sound
Vibration
Vacuum
Amplification
Acoustics
Sonar
Wavelength
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Pitch
Hertz
Ultrasound
Resonance
Doppler Effect
Intensity
Decibel
Echolocation
Compression
Rarefaction
Resources
Simulations/Activities:
https://phet.colorado.edu/en/simulation/wave-on-a-string - PhET Simulation - “Waves on a string”
https://phet.colorado.edu/en/simulation/legacy/wave-interference - PhET Simulation - “Wave
Interference”
https://phet.colorado.edu/en/simulation/legacy/sound - PhET Simulation - “Sound”
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_UXZVWFh0S3lFTk0
Vertical Alignment
4.P.3 - Recognize that energy takes various forms that may be grouped based on their interaction with
matter
PSc.3.2 - Understand the nature of waves
Unpacking:
6.P.1.1
All waves transmit energy not matter. Nearly all waves travel through matter. Waves are created when a
source (force) creates a vibration. Vibrations in materials set up wavelike disturbances that spread away from
the source. Wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the
distance between successive peaks of the disturbance (the wavelength). Sound and earthquake waves are
examples. These and other waves move at different speeds in different materials. Waves are moving energy.
Light waves are unique in their ability to travel through a vacuum (space). Sound is a form of energy that
results when vibrating materials produce waves that move through matter.
Earthquakes are vibrations in the earth that release the (potential) energy stored in rocks (due to their relative
positions and consequent pressure). Earthquakes create seismic waves. Compare sound waves (longitudinal
waves) to light waves (transverse waves). Energy will cause materials to vibrate. These vibrations are carried
as “waves” and transfer energy. Identify the basic characteristics of a transverse wave: trough, crest,
16
amplitude, and wavelength. Identify the basic characteristics of a longitudinal (compressional) wave:
amplitude, rarefaction, and compression.
6.P.1.3
Something can be "heard" when sound waves from it enter the ear. Sound is a form of energy that is caused
when vibrating materials produce waves that move through matter. These waves have different characteristics
such as frequency and amplitude, which will determine the properties of sound such as pitch and loudness.
The form of the human ear can receive sound waves as vibrations and convert them to signals that are
processed by the brain. Investigate how sound travels through different solid materials. Compare how sound
travels through different states of matter. Investigate how the vocal cords work to produce sound: structure of
vocal cords, function of vocal cords and conditions that affect the sound vocal cords make. Investigate how the
ear works: structures within the ear, functions of those structures, conditions that affect hearing.
17
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Physical Science:
Forces and Motion
Strand: Physical Science
Clarifying Objective: 6.P.1.2 - 1, and 6.P.3.2
Days: 14
Essential Standard
6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light, and
sound waves.
Clarifying Objectives
6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight.
6.P.1.1 Compare the properties of waves to wavelike property of energy in earthquakes, light, and sound.
6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption,
scattering, and change in temperature.
Literacy Standards
Literacy Standards:
L6-8RST2: Determine the central ideas or
conclusions of a text; provide an accurate
summary of the text distinct from prior
knowledge or opinions.
L6-8RST7: 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).
Technology Standards
Technology Standards:
6TT1.1: Select appropriate technology tools to
gather data and information (e.g., Web-based
resources, e-books, online communication tools,
etc.).
6RP1.2: Implement a research process
independently.
Writing Standards:
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating
an understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Essential Questions
Suggested EQ: How do electromagnetic waves
interact with different types of matter?
Knowledge/Skills
Students know:
18
How can one explain the varied effects that
involve light?
How can one explain the varied effects that involve
light?
How does the eye process light?
How does the type of surface affect how light
reflects off of it?
What are the effects of electromagnetic waves on
various materials?
How can we compare the properties of waves to the
wavelike property of energy in earthquakes, light
and sound?
How are waves used to transfer energy and
information?
● how to analyze the physical interactions of
light and matter
-Absorption
-Scattering
-Color perception
-EM Spectrum
● form and function of the human eye
Learning Progressions
Compare the properties of waves to the wavelike property of energy in earthquakes, light, and sound.
Explain the relationship among visible light, the electromagnetic spectrum, and sight.
Student Will Know:
Student Will Be Able to:
Difference between light and the electromagnetic
spectrum
The properties of electromagnetic radiation
Properties of light
Structure and function of the eye
Identify the type of electromagnetic radiation
present based on the properties of the wave
Analyze the physical interactions of light and
matter and sight
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessment
Teacher made quizzes and labs
Summative Assessment
Teacher made assessments
Vocabulary
●
●
●
●
●
●
●
●
●
Color perception
Electromagnetic wave
Radiation
EM Spectrum
Micro/radio waves
Visible light
Absorption
Scattering
Reflection
●
●
●
●
●
●
●
●
●
Gamma/X-rays
Incandescence
(bio) luminescence
Fluorescence
Transmission
Rods/Cones
Infrared light
UV light
Prism
19
Resources
Videos:
http://www.youtube.com/watch?v=P_PVz8HrrCL EM Spectrum Parr (3:24 mins)
http://www.youtube.com/watch?v=gxR255FHTqs&feature=relmfu Mirrors Parr (4 mins)
http://www.youtube.com/watch?v=Zgn3xXSLMvU Radio Waves Fun Song (2:30 mins)
Simulations/Activities:
https://phet.colorado.edu/en/simulation/legacy/radio-waves - PhET Simulation “ Radio Waves and
Electromagnetic Field”
https://phet.colorado.edu/en/simulation/bending-light - PhET Simulation “ Bending Light”
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_WUY5R3lwRjJJaFk
Vertical Alignment
4.P.3 - Recognize that energy takes various forms that may be grouped based on their interaction with
matter
PSc.3.2 - Understand the nature of waves
Unpacking:
6.P.1.1
All waves transmit energy not matter. Nearly all waves travel through matter. Waves are created when a
source (force) creates a vibration. Vibrations in materials set up wavelike disturbances that spread away from
the source. Wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the
distance between successive peaks of the disturbance (the wavelength). Sound and earthquake waves are
examples. These and other waves move at different speeds in different materials. Waves are moving energy.
Light waves are unique in their ability to travel through a vacuum (space). Sound is a form of energy that
results when vibrating materials produce waves that move through matter.
Earthquakes are vibrations in the earth that release the (potential) energy stored in rocks (due to their relative
positions and consequent pressure). Earthquakes create seismic waves. Compare sound waves (longitudinal
waves) to light waves (transverse waves). Energy will cause materials to vibrate. These vibrations are carried
as “waves” and transfer energy. Identify the basic characteristics of a transverse wave: trough, crest,
amplitude, and wavelength. Identify the basic characteristics of a longitudinal (compressional) wave:
amplitude, rarefaction, and compression.
6.P.1.2
Something can be "seen" when light waves emitted or reflected by it enter the eye. Human eyes respond to
only a narrow range of wavelengths of electromagnetic waves-visible light. Differences of wavelength within
that range are perceived as differences of color. Light travels in transverse waves.
Light is a form of energy emitted by the Sun as well as light-producing objects on Earth. Light can be
absorbed or reflected by objects depending upon the properties of the object and the type and angle of light
when it hits the object. Some materials scatter light and others allow light rays to pass through, but refract the
light by changing its speed.
The structure of the human eye can detect many colors in visible light that are reflected by objects. Investigate
how the eye works: structures within the eye, functions of these structures in the eye. Optical illusions.
Investigate conditions that impair vision.
20
6.P.3.2
Light and other electromagnetic waves can warm objects. How much an object’s temperature increases
depends on how intense the light striking its surface is, how long the light shines on the object, and how much
of the light is absorbed. When light interacts with matter it is either absorbed, transmitted, refracted) and/or
reflected (scattered). An example of scattering is when the sky is blue. The sun is a major source of energy for
changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of the light reaches the
earth, transferring energy from the sun to the earth. The sun’s energy arrives as light with a range of
wavelengths, consisting of:
Visible spectrum is the portion of the electromagnetic spectrum that is visible to (can be detected by) human
eyes. Electromagnetic radiation in this range of wavelengths is called visible light or simply light.
Infrared light has a longer wavelength than visible light and is detected most often by its heating effect.
Infrared imaging has applications in space exploration and with satellite imaging.
Ultraviolet light has shorter wavelengths than visible light. These waves lengths are responsible for causing
our sunburns. Most of these waves are blocked from entering Earth’s atmosphere by the ozone but some days,
more ultraviolet waves get through our atmosphere. Scientists have developed a UV index to help people
protect themselves from these harmful ultraviolet waves. These are the types of waves used in tanning beds.
21
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Energy Conservation and
Transfer
Strand: Physical Science
Clarifying Objective: 6.P.3.1 & 3.3
Days: 12
Essential Standard
6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.
Clarifying Objectives
6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of
conduction, radiation, and convection and the effects that may result.
6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption,
scattering, and change in temperature.
6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to
include conduction, expansion, and contraction) and electrical energy (conductors and insulators)
Literacy Standards
Technology Standards
Literacy Standards:
L6-8RST1: Cite specific textual evidence to
support analysis of science and technical texts.
L6-8RST8: Distinguish among facts, reasoned
judgment based on research findings, and
speculation in a text.
Technology Standards:
6TT1.3: Select appropriate technology tools to
present data and information effectively.
Writing Standards:
L6-8WHST1: Write arguments focused on
discipline-specific content.
L6-8WHST8: 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.
Essential Questions
Knowledge/Skills
Suggested EQ: How is energy transferred
between objects or systems?
22
How do electromagnetic waves interact with
different types of matter?
How does heat affect the designing of structures?
What is the process for developing potential design
solutions to create an insulated container?
How does heat travel as radiant energy?
How is energy transferred and conserved?
How is thermal energy transferred through liquids
and gases?
How is heat conducted through solids, liquids, and
gases?
How does the rate of expansion and contraction of a
material affect its suitability for use in
technological design?
How can I differentiate between conductors and
insulators?
What is the response to heat based on the suitability
of materials for use in technological design?
Students will:
● determine how convection and radiation
transfer energy
● analyze heat flow through materials or
across space from warm objects to cooler
objects until both objects are at equilibrium.
● Analyze the physical interactions of light
and matter:
-Absorption
-Scattering
-Color perception
● analyze response to heat to determine the
suitability of materials for use in
technological design:
-Conduction
-Expansion
-Contraction
Learning Progressions
Students will:
● Determine how convection and radiation transfer energy.
● Analyze heat flow through materials or across space from warm objects to cooler objects until
both objects are at equilibrium.
● Analyze the physical interactions of light and matter:
-Absorption
-Scattering
-Color perception
● Analyze response to heat to determine the suitability of materials for use in technological design:
-Conduction
-Expansion
-Contraction
Student Will Know:
Student Will Be Able To:
Concepts of heat transfer (conduction, convection,
and radiation)
Interactions of electromagnetic waves on various
materials
Differences between conductors and insulators
Illustrate between methods of energy(heat) transfer
Explain the physical interactions of light and matter
Analyze a material's response to heat and/or
electricity to determine its’ suitability in
technology
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
23
Assessments/Probes
Formative Assessment
Teacher made quizzes
Labs
Summative Assessment
Teacher made Assessments
Formative Assessment Probes
Turning the dial Vol. 2 (pg 47)
Boiling Time and Temp Vol. 2 (pg 53)
Freezing Ice Vol. 2 (pg. 59)
What’s in the Bubbles Vol. 2 (pg 65)
Ice Cold Lemonade Vol. 2 (pg 77)
Vocabulary
●
●
●
●
●
Convection
Conduction
Radiation
Expansion
Contraction
●
●
●
●
●
Absorption
Scattering
Color Perception
Conductor
Insulator
Resources
Videos:
http://iae-pedia.org/Science_Education_Free_Videos - Video database
Simulations/Activities:
http://www.ucar.edu/learn/1_1_2_7t.htm - Heat Transfer Unit
http://www.khanacademy.org/science/cosmology-and-astronomy/v/plates-moving-due-to-convection-inmantle - Convection Unit
https://phet.colorado.edu/en/simulation/legacy/energy-forms-and-changes - PhET Simulation - “Energy
Forms and Transfer”
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_MzdQM3MyVkcwNEU
Vertical Alignment
3.P.3 - Recognize how energy can be transferred from one object to another
5.P.3 - Explain how the properties of some materials change as a result of heating and cooling
Chem.2.1 - Understand the relationship among pressure, temperature, volume, and phase
PSc.3.1 - Understand the types of energy, conservation of energy and energy transfer
Unpacking:
6.P.3.1
Energy can be transferred from one system to another (or from a system to its environment) in different ways:
24
• thermally, when a warmer object is in contact with a cooler one
• mechanically, when two objects push or pull on each other over a distance
• electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an
electrical device
• by electromagnetic waves.
Thermal energy is transferred through a material by the collisions of atoms within the material. Heat flows
through materials or across space from warm objects to cooler objects, until both objects are at equilibrium.
Heat travels through solids, primarily by conduction. Heat is circulated in fluids, both liquids and gases,
through the process of convection. Radiation is energy that travels across distances in the form of
electromagnetic waves. Over time, thermal energy tends to spread out through a material and from one
material to another if they are in contact (conduction). Thermal energy can also be transferred by means of
currents in air, water, or other fluids (convection).
6.P.3.2
Light and other electromagnetic waves can warm objects. How much an object’s temperature increases
depends on how intense the light striking its surface is, how long the light shines on the object, and how much
of the light is absorbed. When light interacts with matter it is either absorbed, transmitted, refracted) and/or
reflected (scattered). An example of scattering is when the sky is blue. The sun is a major source of energy for
changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of the light reaches the
earth, transferring energy from the sun to the earth. The sun’s energy arrives as light with a range of
wavelengths, consisting of:
Visible spectrum is the portion of the electromagnetic spectrum that is visible to (can be detected by) human
eyes. Electromagnetic radiation in this range of wavelengths is called visible light or simply light.
Infrared light has a longer wavelength than visible light and is detected most often by its heating effect.
Infrared imaging has applications in space exploration and with satellite imaging.
Ultraviolet light has shorter wavelengths than visible light. These waves lengths are responsible for causing
our sunburns. Most of these waves are blocked from entering Earth’s atmosphere by the ozone but some days,
more ultraviolet waves get through our atmosphere. Scientists have developed a UV index to help people
protect themselves from these harmful ultraviolet waves. These are the types of waves used in tanning beds.
6.P.3.3
Thermal energy is transferred through a material by the collisions of atoms within the material. Over time,
thermal energy tends to spread out
through a material and from one material to another if they are in contact (conduction). Thermal energy can
also be transferred by means of currents in air, water, or other fluids (convection). In addition, some thermal
energy in all materials is transformed into light energy and radiated into the environment by electromagnetic
waves; that light energy can be transformed back into thermal energy when the
electromagnetic waves strike another material. As a result, a material tends to cool down unless some other
form of energy is converted to thermal energy in the material.
There are some things that we use daily that we want to conduct heat easily. Most of these items are made of
materials that conduct heat readily: aluminum, steel, copper. We call these materials thermal conductors.
Similarly, there are things that we do not want to conduct heat (pot handles, spatula, cooking utensils) and
these items are generally made of materials that limit heat transfer. We call such materials thermal insulators.
Expansion joint strips in bridges allow for the bridge to expand in hot weather and not break. These same joint
strips allow for the bridge to contract in cold weather and not break.
Electrical energy also passes through conductors. An electrical conductor is a material through which an
electrical current can flow easily. An electrical insulator is a material through which electrical current does not
25
readily flow. Electrical conductors include most metals, while most nonmetallic solids (rubber, glass,
porcelain, ceramic) are insulators.
26
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Earth Systems Structures,
Earthquakes, Volcanoes, and
Plate Tectonics
Strand: Earth Science
Clarifying Objective: 6.E.2.1 - 2.2
Days: 10
Essential Standard
6.E.2 Understand the structure of the Earth and how interactions of constructive and destructive forces
have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on
humans.
Clarifying Objectives
6.E.2.1 Summarize the structure of the Earth, including the layers, the mantle, and the core based on the
relative position, composition, and density.
6.E.2.2 Explain how crustal plates and ocean basins are formed, move, and interact using earthquakes,
heat flow, and volcanoes to reflect forces within the Earth.
Literacy Standards
Literacy Standards:
L6-8RST1: Cite specific textual evidence to
support analysis of science and technical texts.
L6-8RST4: 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.
L6-8RST7: Integrate quantitative or technical
information expressed in words in a text with a
version of that information expressed visually
Technology Standards
Technology Standards:
6TT1.3: Select appropriate technology tools to
present data and information effectively
(multimedia, audio and visual recording, online
collaboration tools, etc.).
6.SI.1.2: Analyze content for relevance to the
assigned task.
6RP1.2: Implement a research process
independently.
Writing Standards:
L6-8WHST2: Write informative/explanatory texts,
including the narration of scientific procedures/
experiments, or technical processes.
L6-8WHST9: Draw on evidence from
informational texts to support analysis reflection,
and research.
Essential Questions
Knowledge/Skills
27
Suggested EQ: How do crustal plates and ocean
basins move and interact using earthquakes to Students know:
reflect force within the earth?
● The forces that shape the lithosphere
What are the structures of the earth’s layers
include
based on their relative position?
-Layers
-The mantle
How are mountains, volcanoes, and ocean basins
-Core
formed?
-Relative position, composition, and
What kind of geological events happen with plate
density
movement?
● Crustal plate movement and oceanic basin
How do crustal plates and ocean basins move and
formation, earthquakes, heat flow, and
interact using convection currents?
volcanoes to reflect forces within the Earth.
How can interactions between the lithosphere and
● Earthquakes
asthenosphere form volcanoes?
-Primary waves
How and why is Earth constantly changing?
-Secondary waves
Why do the continents move, and what causes
-Surface waves
earthquakes and volcanoes?
Learning Progressions
What is the structure of the Earth? (Ocean basins need to be addressed)
● Analyze/describe the forces that shape the lithosphere including:
-the layers including the mantle and core, and relative position, composition, and density
-Crustal plate movement (geological events)
How do we know the continents drift?
● Describe how scientist developed the theory of plate tectonics
● Identify different plate boundaries
How volcanoes/mountains are formed
● Describe how the folding of rock can form mountains
● Explain how movement along faults can form mountains
● Explain how volcanoes erupt
● Identify the types and locations of different volcanoes
Where and how earthquakes are formed
● Explain what happens when plate move apart or one plates scrapes past another plate
● Evaluate causes of plate movement and the resulting geologic changes on Earth
Student Will Know:
Structures of Earth
Evidence of Plate Tectonics
Results of the movement of crustal plates
Student Will Be Able To:
Summarize the structures of Earth’s layers based on
analysis of the physical properties and location
of the layer
Explain plate boundaries based on the movement of
the plates and resultant crustal features
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
28
Assessments/Probes
Formative Assessment
Teacher made quizzes
Labs
Summative Assessment
Teacher made assessments
Formative Assessment Probes
Mountain Top Fossils Vol. 2 (pg 165)
Is it a Model? Vol 4 (pg 73)
Vocabulary
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Inner Core/Outer Core
Mantle/Crust
Lithosphere
Asthenosphere
Tectonic Plate
Continental Drift
Pangaea
Mid-Ocean Ridge
Convection Current
Theory of Plate Tectonics
Fault
Stress
Earthquake
Epicenter
Seismograph
Volcano
Pyroclastic Flow
Lava
Geyser
● Divergent/Convergent/Transform
Boundaries
● Rift Valley
● Magnetic Reversal
● Hot Spot
● Subduction
● Continental-Continental Collision
● Oceanic-Oceanic Subduction
● Oceanic-Continental Subduction
● Aftershock
● Liquefaction
● Tsunami
● Folded Mountain
● Fault-Block Mountain
● Acid Rain
● Folding
● Faulting
● Plate Boundary
● Sea-floor Spreading
Resources
Videos:
http://youtube.com/watch?v=mB2pzhWUaiU&feature=related Plate tectonic explanation video (8 mins)
Simulations/Activities:
Visual Model: Dissect Apple or Hardboiled egg for Earth’s layers
https://phet.colorado.edu/en/simulation/legacy/plate-tectonics - PhET Simulation - “Plate Tectonics”
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_aUJRNmt2TGRCNlU
Vertical Alignment
29
3.E.2 - Compare the structures of the Earth’s surface using models or three-dimensional diagrams
4.E.2 - Understand the use of fossils and changes in the surface of the earth as evidence of the history of
Earth and its changing life forms
Bio.3.4 - Explain the theory of evolution by natural selection as a mechanism for how species change over
time
EEn.2
Unpacking:
6.E.2.1
The earth is composed – primarily- of rock. Three-fourths of the earth’s surface is covered by a relatively thin
layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of gas we call
the atmosphere. The Earth has a solid inner core that is surrounded by a liquid outer core. The inner core is a
solid section of the Earth and is unattached to the mantle, being suspended by the molten outer core. The inner
core is predominantly iron metal with significant amounts of the element nickel. This inner layer in mutual
combination with the rotational motion of the Earth creates a dynamo effect where a force field is generated.
This field is also known as Earth’s magnetic field. In terms of the physical aspects of the outer core, the layer
is dense but not as dense as pure molten iron. Surrounding the entire dense, metallic core is a thick, hot,
convective layer called the mantle. The crust consists of many continental and oceanic plates that have slowly
moved and changed positions on the globe throughout geologic time.
6.E.2.2
The earth's plates sit on a dense, hot, somewhat melted layer of the earth. The plates move very slowly,
pressing against one another in some places and pulling apart in other places, sometimes scraping alongside
each other as they do. Mountains form as two continental plates, or an ocean plate and a continental plate,
press together. There are worldwide patterns to major geological events (such as earthquakes, volcanic
eruptions, and mountain building) that coincide with plate boundaries. Lithospheric plates on the scale of
continents and oceans constantly move at rates of centimeters per year as a result of movements in the mantle
coupled with characteristics of the plates themselves. Major geological events, such as earthquakes, volcanic
eruptions, and mountain building, result from these plate motions. The crustal plates range in thickness from a
few to more than 100 kilometers. Ocean floors are the tops of thin oceanic plates that spread outward from
mid-ocean rift zones; land surfaces are the tops of thicker, less-dense continental plates. Earth is made up of 4
different layers: inner core, outer core, mantle, crust. Seismologists have studied how wave energy travels
through the different layers of Earth. Waves have characteristics: frequency, wavelength, amplitude and speed.
During an earthquake, energy is released into the Earth as: Primary waves, Secondary waves and Surface
waves.
30
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Earth Systems Structures
Forces Shaping Earth
Strand: Earth Science
Clarifying Objective: 6.E.2.3
Days: 7
Essential Standard
6.E.2 Understand the structure of the Earth and how interactions of constructive and destructive forces
have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on
humans.
Clarifying Objectives
6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which
it develops.
Literacy Standards
Literacy Standards:
L6-8RST7: 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).
Technology Standards
Technology Standards:
6.SI.1.2: Analyze content for relevance to the
assigned task.
Writing Standards:
L6-8WHST4: Produce clear and coherent writing
in which the development, organization, and
style are appropriate to task, purpose, and
audience.
Essential Questions
Suggested EQ: How is the formation of soil
related to the parent rock type and the
environment in which it develops?
How do we classify rocks?
How does one type of rock change to another and
how does the rock cycle work?
How do we measure/examine soil properties?
How are the rock cycle and tectonic action related?
How does the composition of soil affect the ability
of plants to survive?
Knowledge/Skills
Students know:
● The processes which form and the uses of
Earth’s materials
● Rock Cycle/Minerals
● Characteristics of rocks
● Economic use of rocks and minerals
● Value of gems and precious metals
● Common gems, minerals, precious metals,
and rocks found in North Carolina
31
How does one type of rock change to another and
how does the rock cycle work?
● Soil properties that can be observed and
measured to predict soil quality including:
-Color/Horizon profile
-Infiltration/Soil temperature
-Structure/Consistency/Texture
-Particle Size/Soil Moisture
-pH
-Fertile (poor/rich)
Learning Progressions
Students will be able to describe the processes which form and the uses of the Earth’s materials
● Rock Cycle
● Minerals
● Characteristics of Rocks
● Economic use of rocks and minerals
● Value of gems and precious metals
● Common gems, minerals, precious metals, and rocks found in North Carolina
Analyze soil properties that can be observed and measured to predict soil quality including:
● Color
● Horizon Profile
● Infiltration
● Soil Temperature
● Structure
● Consistency
● Texture
● Particle Size
● pH
● Fertility
● Soil Moisture
Student Will Know:
Student Will Be Able To:
Characteristics of rocks
The Rock Cycle
Characteristics of soil
Identify rocks based on characteristics
Illustrate the cycling of rock within the earth
Analyze soil by properties (color, horizon,
structure, texture, pH, particle size, moisture,
etc.) to determine suitability for agriculture
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
Assessments/Probes
Formative Assessment
Formative Assessment Probes
Salt Crystals Vol. 4 (pg 39)
Rocky Soil Vol 1 (pg 79 life science)
Summative Assessment
Teacher made assessments
32
Is it a Rock? Ver 1 Vol 2 (pg 151)
Is it a Rock? Ver 2 Vol 2 (pg 157)
Where does Oil Come From? Vol 4 (pg 151)
Labs
Vocabulary
●
●
●
●
●
●
●
●
Igneous/Sedimentary/Metamorphic Rocks
Rock Cycle
Intrusive/Extrusive Igneous Rock
Sediment
Metamorphism
Recrystallization
Foliation
Weathering
●
●
●
●
●
●
●
●
Mechanical/Chemical Weathering
Abrasion
Humus
Soil Horizon
Soil Profile
Desertification
Erosion
Deposition
Resources
Videos:
http://www.youtube.com/watch?v=-vUdilj6n0U Erosion Song (2:56 mins)
Simulations/Activities:
www.rocksforkids.com
http://www.learner.org/interactives/rockcycle/index.html (Rocks)
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_S0x1T2F5OGFXOVE
Vertical Alignment
3.L.2 - Understand how plants survive in their environments
4.P.2 - Understand the composition and properties of matter before and after they undergo a change or
interaction
4.E.2 - Understand the use of fossils and changes in the surface of the earth as evidence of the history of
Earth and its changing life forms
8.E.2 - Understand the history of Earth and its life forms based on evidence of change recorded in fossil
records and landforms
8.L.4 - Understand the evolution of organisms and landforms based on evidence, theories and processes
that impact the Earth over time
Bio.3.4 - Explain the theory of evolution by natural selection as a mechanism for how species change over
time
EEn.2
33
Unpacking:
6.E.2.3
Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility
and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects,
rodents, and other organisms. The upper-most layer of the continental crust is covered by soil. The ingredients
in soils can vary from place to place and around the Earth. Different soils have many properties such as
texture, particle size, pH, fertility and ability to hold moisture. Depending upon the combination of properties,
soils have great variability in their ability to support structures and plant growth. Forces deep inside Earth and
at the surface produce a slow cycle that builds, destroys, and changes the rocks in the crust. Plate movements
start the rock cycle by helping to form magma, the source of igneous rocks. Plate movements also cause
faulting, folding and other motions of the crust that help to form sedimentary and metamorphic rock. Minerals
form as hot magma cools inside the crust, or as lava hardens on the surface. When these liquids cool to a solid
state, they form crystals. When elements and compounds that are dissolved in water leave a solution,
crystallization of minerals occurs. Soil is a mixture of: rock particles, minerals, decayed organic matter, water
and air. Soil forms as rock is broken down by weathering and mixes with other materials on the surface.
34
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Earth Systems and Structures
Human Stewardship towards
Earth
Strand: Earth Science
Clarifying Objective: 6.E.2.4
Days: 5
Essential Standard
6.E.2 Understand the structure of the Earth and how interactions of constructive and destructive forces
have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on
humans.
Clarifying Objectives
6.E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil
quality, and stewardship
Literacy Standards
Technology Standards
Literacy Standards:
Technology Standards:
RST.6-8.1: Cite specific textual evidence to support 6.SI.1.1: Analyze resources in terms of their
analysis of science and technical texts.
reliability (which can be determined by
RST.6-8.8: Distinguish among facts, reasoned
currency, credibility, or authority, depending on
judgment based on research findings, and
the topic or purpose)
speculations in a text.
Writing Standards:
WHST.6-8.1: Write arguments focused on
discipline – specific content.
Essential Questions
Suggested EQ: How can the lithosphere be
monitored to maintain the good health of
humans?
How humans impact our lithosphere?
Knowledge/Skills
Students know:
● How a growing human population puts
pressure on ecosystems
● How sharing resources can be difficult
● How pollution affects the environment
● How a loss of biodiversity affects the
environment
● Laws that have been passed to help protect
the environment
● The efforts that are being made to conserve
natural resources
35
Learning Progressions
How humans impact our lithosphere?
● Describe how a growing human population puts pressure on ecosystems
● Explain how sharing resources can be difficult
● Explain how pollution affects the environment
● Describe how a loss of biodiversity affects the environment
● Analyze/explain laws that have been passed to help protect the environment
● Describe the efforts that are being made to conserve natural resources
Student Will Know:
Student Will Be Able To:
The effects of humans on the environment
Construct an argument to defend the stewardship of
● pressures of population
Earth, particularly soil quality
● benefits and difficulties of sharing resources
● effect of pollution
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessments
Teacher made quizzes
Labs
Summative Assessment
Teacher made assessments
Vocabulary
●
●
●
●
Natural Resource
Population Density
Pollution
Biodiversity
● Conservation
● Sustainable
Resources
Simulations/Activities:
http://www.filamentgames.com (Games)
WWW.SCIENCE101.COM
Vertical Alignment
4.E.2 - Understand the use of fossils and changes in the surface of the earth as evidence of the history of
Earth and its changing life forms
36
8.E.2 - Understand the history of Earth and its life forms based on evidence of change recorded in fossil
records and landforms
8.L.4 - Understand the evolution of organisms and landforms based on evidence, theories and processes
that impact the Earth over time
EEn.2
BIO.2
Unpacking:
6.E.2.4
The environment may contain dangerous levels of substances that are harmful to human beings. Therefore, the
good health of individuals requires monitoring the soil, air, and water and taking steps to make these factors
safe for all organisms. Evaluate ways in which human activities have affected Earth’s pedosphere and the
measures taken to control the impact: vegetative cover, agriculture such as (contour plowing, conservation
plowing), land use, nutrient balance (crop rotation), soil as a vector. Technology, such as remote sensing, has
allowed humans to better study the human impact on soil quality and erosional processes so that the soil can
be protected and preserved. Over time, remote sensing information can tell us how humans are constantly
changing the surface of the Earth and what impact these changes are likely to produce. Technologies can also
assist in finding ways to help prevent erosion. It is important that humans be stewards of the pedosphere.
37
Public Schools of Robeson County
COUNTY SCHOOeLS
TH
6 Grade Science 87Curriculum
Unit
Life Science Structures and
Functions of Living Organisms
Plant Systems
Strand: Life Science
Clarifying Objective: 6.L.1.1 - 1.2 and 2.1
Days: 16
Essential Standard
6.L.1 Understand the structures, processes, and behaviors of plants that enable them to survive and
reproduce.
Clarifying Objectives
6.L.1.1 Summarize the basic structures and functions of flowering plants required for survival,
reproduction, and defense.
6.L.1.2 Explain the significance of the processes of photosynthesis, respiration, and transpiration to the
survival of green plants and other organisms.
6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis)
and is transferred within a food chain or food web (terrestrial and aquatic) from producers to
consumers to decomposers.
Literacy Standards
Technology Standards
Literacy Standards:
RST.6-8.9: Compare and contrast the information
gained from experiments, simulations, videos, or
multimedia sources with that gained from
reading a text on the same topic.
Technology Standards:
6.TT.1.1: Select appropriate technology tools to
gather data and information
Writing Standards:
WHST.6-8.6: Use technology, including the
Internet, to produce and publish writing and
present the relationships between information
and ideas clearly and efficiently.
Essential Questions
Knowledge/Skills
Suggested EQ: What are the basic structures
and functions of flowering plants required for
survival, reproduction and defense, locally,
nationally and globally?
What is the significance of the process of
photosynthesis, respiration and transpiration
to the survival of green plants?
Students Know:
● Energy flows through ecosystems in one
direction, from the sun through producers to
consumers to decomposers
38
How do organisms obtain and use the matter
and energy they need to live, grow, and
reproduce?
How do plants adapt to their ecosystem?
How is energy derived from the sun and used by
plants to produce sugars?
What is the significance of the processes of
transpiration to the survival of green plants and
other organisms?
What is the importance of cellular respiration to the
survival of green plants and all other organisms?
What is the significance of the process of
photosynthesis to the survival of green plants?
How do organisms obtain and use the matter and
energy they need to live and grow?
If energy is conserved, why do people say it is
produced or used?
● Matter is transferred from one organism to
another and between organisms and their
environment
● Water, nitrogen, carbon dioxide, and
oxygen are substances cycled between the
living and non-living environments
● Photosynthesis is a process carried on by
green plants and other organisms containing
chlorophyll
● During photosynthesis, light energy is
converted into stored energy which the
plant, in turn, uses to carry out its life
processes
● The major source of atmospheric oxygen is
photosynthesis
● Carbon dioxide is removed from the
atmosphere and oxygen is released during
photosynthesis
● Green plants are the producers of the food
chain that is used directly or indirectly by
consumers
Learning Progressions
● Summarize the basic structures and functions of flowering plants required for survival,
reproduction, and defense
What is photosynthesis?
● Explain the significance of the processes of photosynthesis, respiration, and transpiration to the
survival of green plants and other organisms
● Paraphrase why the major source of atmospheric oxygen is photosynthesis
How do plants affect the ecosystem?
● Summarize how carbon dioxide is removed from the atmosphere and oxygen is released during
photosynthesis
● Analyze how green plants are the producers of food that is used directly or indirectly by
consumers
Student Will Know:
Student Will Be Able To:
Structure and function of flowering plants
Differences between photosynthesis, respiration,
and transpiration
Photosynthesis produces sugar and oxygen from
sunlight, water, and carbon dioxide
Construct a model flowering plant
Explain the significance of the processes of
photosynthesis, transpiration, and respiration to
the survival of plants
Summarize photosynthesis (CO2 + H2O = Sugar
and O2)
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
39
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Summative Assessment
Teacher made quizzes
Labs
Formative Assessment
Teacher made assessments
Formative Assessment Probes
Is it a Plant? Vol. 2 (pg 93)
Needs of a Seed Vol. 2 (pg 101)
Plants in the Dark Vol. 2 (pg 107)
Is it Food for Plants? Vol. 2 (pg 113)
Sequoia Tree Vol. 2 (pg 121)
Habitat Change Vol. 2 (pg 143)
Vocabulary
●
●
●
●
●
●
●
●
●
●
●
●
Photosynthesis
Respiration
Transpiration
Ecosystem
Adaptation
Producers
Decomposers
Consumers
Water Cycle
Carbon/Oxygen Cycle
Nitrogen Cycle
Life Cycle
●
●
●
●
●
●
●
●
●
●
●
Food Chain
Food Web
Pistil
Stamen
Anther
Ovary
Ovule
Stigma
Style
Filament
Petal
Resources
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_U2RmVWVySWFUcGc
Vertical Alignment
3.L.2 - Understand how plants survive in their environments
4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals
(including humans) to survive in changing habitats
8.E.1 - Understand the hydrosphere and the impact of humans on local systems and the effects of the
hydrosphere on humans
8.L.3 - Understand how organisms interact with and respond to the biotic and abiotic components of their
environment
8.L.5 - Understand the composition of various substances as it relates to their ability to serve as a source
of energy and building materials for growth and repair of organisms
40
Bio.2.2 - Understand the impact of human activities on the environment (one generation affects the next)
Bio.4.2 - Analyze the relationships between biochemical processes and energy use in the cell
EEn.2
Unpacking:
6.L.1.1
Animals and plants have a great variety of body plans and internal structures that contribute to their being able
to make or find food and reproduce. The process of sexual reproduction in flowering plants takes place in the
flower, which is a complex structure made up of several parts. Some parts of the flower are directly involved
in fertilization and seed production. Other flower parts have functions in pollination. A flower is made up of
six parts: petals-are leaf like, usually colorful structures arranged in a circle around the top of a flower stem.
Sepals are modified leaves that encase the developing flower. They are sterile floral parts and may be either
green or leaf like or composed of petal like tissue. Inside the circle of petals are the stamens. A stamen is the
male reproductive structure of a flower. At the tip of the stamen is the anther. The anther produces pollen that
contains sperm. At the center of the flower, attached to the top of the flower stem lie one or more pistils. The
pistil is the female structure of the flower. The bottom portion of the pistil enlarges to form the ovary, a
structure with one or more ovules, each containing one egg. When fertilization occurs the ovary grows into the
fruit or vegetable. The length of night or dark period controls flowering.
6.L.1.2
One of the most general distinctions among organisms is between plants, which use sunlight to make their own
food (photosynthesis) and animals, which consume energy-rich foods. Photosynthesis and cellular respiration
are complementary processes. Plants carry on photosynthesis and cellular respiration where food is broken
down into energy. The requirements of one process are the products of the other.
Leaves have an epidermis with a waxy cuticle and stomata that help prevent water loss. Guard cells that
surround and control the size of the opening in stomata. The loss of water through the stomata is called
transpiration. The opening and closing of guard cells regulate transpiration.
6.L.2.1
Food provides molecules that serve as fuel and building material for all organisms. Plants use the energy from
light to make sugars from carbon dioxide and water. Green plants are the producers of food that is used
directly or indirectly by consumers. Plants can use the food they make immediately or store it for later use.
Energy flows through ecosystems in one direction, from the sun through producers to consumers to
decomposers. Matter is transferred from one organism to another and between organisms and their
environments. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and nonliving environments. Investigate how decomposers return nutrients to the environment—such as fungi on
fallen logs, mold on bread. Explore the importance and role of bacteria in the guts of animals and plant roots at
it relates to the recycling of matter.
41
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Life Sciences Structures and
Functions of Living Organisms
Flow of Energy Through
Ecosystems
Strand: Life Science
Clarifying Objective: 6.L.2.2 - 2.3
Days: 15
Essential Standard
6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic
and abiotic factors their environment.
Clarifying Objectives
6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis)
and is transferred within a food chain or food web (terrestrial and aquatic) from producers to
consumers to decomposers.
6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to
enhance survival in an environment.
6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of
biomes (freshwater, marine, forest, grasslands, desert, and tundra) affect the ability of organisms to
grow, survive, and/or create their own food through photosynthesis
Literacy Standards
Literacy Standards:
L6-8RST2: Determine the central ideas or
conclusions of a text; provide an accurate
summary of the text distinct from prior
knowledge or opinions.
RST.6-8-6: Analyze the author’s purpose in
providing an explanation, describing a
procedure, or discussing an experiment in a text.
RST.6-8.9: Compare and contrast the information
gained from experiments, simulations, videos, or
multimedia sources with that gained from
reading a text on the same topic.
Technology Standards
Technology Standards:
6.TT.1.1: Select appropriate tools to organize data
and information
Writing Standards:
WHST.6-8.9: Draw evidence from the
informational texts to support analysis reflection,
and research
42
Essential Questions
Knowledge/Skills
Suggested EQ: What effect do the biotic and
abiotic factors of biomes have on the energy
flow through the system?
How and why do organisms interact with their
environment and what are the effects of these
interactions?
How do abiotic and biotic factors affect the ability
of organisms to survive?
How do organisms interact with each other?
Why do organisms need to respond to stimuli in
order to maintain balance within their
environment?
How is the flow of energy within food webs
interconnected with the cycling of matter?
How does plant structure aid in photosynthesis?
How is energy transferred through biomes and
ecosystems?
How do the abiotic factors of biomes affect plant
survival in a location?
How is energy transferred within a food chain or
food web from producers to consumers to
decomposers?
What are abiotic factors and how do they affect the
ability of organisms to grow, survive and create
their own food?
Students know:
● The flow of energy and matter in natural
systems
● How energy flows through ecosystems in
one direction, from the sun through
producers to consumers to decomposers
● How matter is transferred from one
organism to another between organisms and
their environment
● How water, nitrogen, carbon dioxide, and
oxygen are substances cycled between
living and non-living environments
● The significant role of decomposers
● Ways in which organisms interact with each
other and with non-living parts of the
environment
-coexistence/cooperation/competition
-symbiosis
-mutual dependence
● How changes in habitat may affect
organisms
Learning Progressions
● Describe ways in which organisms interact with each other and with nonliving parts of the
environment:
-coexistence/cooperation/competition
-symbiosis
-mutual dependence
● Explain how changes in habitat may affect organisms
Student Will Know:
Student Will Be Able To:
Characteristics of food webs and food chains
Cycling of energy within an ecosystem
Differences between biotic and abiotic factors
Properties of different biomes
Illustrate how energy is transferred within a system
Explain how changes in habitat affect organisms
how abiotic factors affect ecosystems
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
43
Assessments/Probes
Formative Assessment
Teacher made quizzes
Labs
Summative Assessment
Teacher made assessments
Formative Assessment Probes
Is it Food for Plants? Vol. 2 (pg 113)
Sequoia Tree Vol. 2 (pg 121)
Habitat Change Vol. 2 (pg 143)
Does it have a Life Cycle? Vol. 3 (pg 111)
Respiration Vol. 3 (pg 131)
Rotting Apple Vol. 3 (pg 139)
Vocabulary
●
●
●
●
●
●
●
●
●
●
Temperature
Water
Sunlight
Soil Quality
Abiotic
Biotic
Biomes
Freshwater Biomes
Marine Biomes
Limiting Factor
●
●
●
●
●
●
●
●
●
●
●
Forest Biomes
Grassland Biomes
Desert Biomes
Tundra Biomes
Coexistence/Cooperation/Competition
Producers
Consumers
Predator
Prey
Terrestrial/Aquatic
Tropism
Resources
Activities:
Have the students role play as organisms. Students will be assigned an organism and stand in designated
area, (not allowed to grab with hands), teacher throw resources in area.
Have a list of conditions/animals and instruct students to assign condition and animals into the proper
biome.
Allow students to work as partners or small groups in making food chains/food webs to demonstrate
interdependence of organisms.
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_WV93Q19ScGEtNjA
Vertical Alignment
3.E.2 - Compare the structures of the Earth’s surface using models or three-dimensional diagrams
3.L.2 - Understand how plants survive in their environments
44
4.L.1 - Understand the effects of environmental changes, adaptations and behaviors that enable animals
(including humans) to survive in changing habitats
5.L.2 - Understand the interdependence of plants and animals with their ecosystem
8.E.1 - Understand the hydrosphere and the impact of humans on local systems and the effects of the
hydrosphere on humans
8.L.3 - Understand how organisms interact with and respond to the biotic and abiotic components of their
environment
BIO.2.1 - Analyze the interdependence of living organisms within their environments.
Bio.4.2 - Analyze the relationships between biochemical processes and energy use in the cell
EEn. 2
6.L.2.2
Changes in environmental conditions can affect the survival of individual organisms and entire species.
Dormancy is a period of inactivity in a mature seed prior to germination; seed remains dormant until
conditions are favorable for growth and development of the new plant. Plants have mechanisms that enable
them to respond to their environment. Plants grow, reproduce, and shift the position of their roots, stems and
leaves in response to environmental conditions such as gravity, sunlight, temperature and day length. Tropism
is a plant’s turning or bending movement of an organism toward or away from an external stimulus such as
light, heat or gravity. If the tropism is positive, the plant grows toward the stimulus. If the tropism is negative,
the plant grows away from the stimulus. This enhances the survival rate for that plant in a given environment.
6.L.2.3
The world contains a wide diversity of physical conditions, which creates a wide variety of environments:
freshwater, marine, forest, desert, grasslands, mountain, and others. In any particular environment, the growth
and survival of organisms depend on the physical conditions. Environmental factors that affect an organism’s
ability to survive in its environment, such as food availability, predators, and temperature, are limiting factors.
A limiting factor is any biotic or abiotic factor that restricts the existence, number, reproduction, or
distribution of organisms. For example, at high elevations, temperatures are too low, winds too strong and the
soil too thin to support the growth of large trees. Vegetation is limited to small, shallow-rooted plants, mosses,
ferns and lichen. Factors that limit one population in a community may also have an indirect effect on another
population. For example, a lack of water could limit the growth of grass in a grassland, reducing the number of
seeds produced. The population of rabbits dependent on those seed for food will also be reduced and the
hawks depending on the rabbits will be reduced too as a result of a decrease in their food supply. Another
factor for survive is the ability of an organism to withstand fluctuations in biotic and abiotic environmental
factors. The limits of an organism’s tolerance are reached when the organism receives too much or too little of
some environmental factor. Organisms become fewer as conditions move toward either extreme of the range
of tolerance (too much or too little).
45
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Earth in the Universe
Earth/Moon/Sun System in the
Universe
Strand: Earth Science
Clarifying Objective: 6.E.1.2
Days: 15
Essential Standard
6.E.1 Understand the Earth/Moon/Sun system, and the properties, structures, and predictable motions of
celestial bodies in the Universe.
Clarifying Objectives
6.E.1.2 Explain why Earth sustains life while other planets do not based on their properties (including
types of surface, atmosphere, and gravitational force) and location to the sun.
Literacy Standards
Literacy Standards:
RST.6-8.1: Cite specific textual evidence to
support analysis of science and technical texts.
RST.6-8.8: Distinguish among facts, reasoned
judgment based on research findings, and
speculation in a text.
Technology Standards
Technology Standards:
6.SI.1.3: Analyze resources for point of view, bias,
values, or intent of information.
6.SE.1.1: Apply ethical behavior (copyright, not
plagiarizing, proper netiguette) when using
resources.
Writing Standards:
WHST.6-8.1: Write arguments focused on
discipline – specific content.
WHST.6-8.2: Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Essential Questions
Knowledge/Skills
Suggested EQ: How can Earth sustain life while
other planets do not?
Students Know:
● How to compare and contrast the Earth to
other planets in terms of
-Size
-Composition
-Relative distance from the sun
-Ability to support life
46
● How to describe the setting of the solar
system in the Universe including:
-Galaxy
-Size
-The uniqueness of Earth
Learning Progressions
● Explain the relationship of Earth from the Sun and compare it to other planets in our solar
system.
● Describe the uniqueness of Earth to other planets in our solar system.
Student Will Know:
Student Will Be Able To:
The characteristics of the planets, and particularly
Earth, in our solar system
Characteristics of our solar system as a whole in
the universe
Compare and contrast the relationship of the sun to
Earth and to other planets
Describe the uniqueness of Earth to other planets
in our solar system
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessment
Teacher made quizzes
Labs
Summative Assessment
Teacher made assessments
Formative Assessment Probes
Darkness at Night Vol.2 (pg 171)
Emmy’s Moon and Stars Vol. 2 (pg 177)
Objects in the Sky Vol. 2 (pg 185)
Summer Talk Vol. 3 (pg 177)
Where do Starts Go? Vol. 3 (191)
Moonlight Vol. 4 (pg 181)
Lunar Eclipse Vol. 4 (pg 187)
Solar Eclipse Vol. 4 (pg 193)
Vocabulary
●
●
●
●
●
●
Astronomical Unit (AU)
Terrestrial Planet
Tectonics
Volcanism
Asteroid
Comet
●
●
●
●
●
●
Galaxy
Meteor
Meteorite
Solar Wind
Sunspot
Fusion
47
Resources
Vidoes:
http://www.youtube.com/watch?v=97Ob0xR0Ut8 Distance in space Bill Nye (4:17 mins)
Simulations/Activities:
http://planetfacts.org/category/space-terms/ Glossary Space Facts
http://nineplanets.org/ Information on nine planets
Vertical Alignment
3.E.1 - Recognize the major components and patterns observed in the earth/moon/sun system
8.E.1 - Understand the hydrosphere and the impact of humans on local systems and the effects of the
hydrosphere on humans
EEn.1
6.E.1.2
Eight planets of very different size, composition, and surface features move around the sun in nearly circular
orbits. Some planets have a variety of moons and even flat rings of rock and ice particles orbiting around
them. Some of these planets and moon show evidence of geologic activity. The earth is orbited by one moon,
many artificial satellites, and debris. The Solar System consists of the Sun, planets, moons, asteroids,
meteors, comets, dust, gases and primarily empty space. The Sun is the major source of heat and light for the
solar system. Everything in the solar system is under the direct influence of the Sun’s gravitational pull.
Planets are the largest objects in the solar system and due to the Sun’s gravitational pull, they revolve around
the sun with known frequencies. Atmosphere is a layer of air, made up of many layers and gases that
surround the Earth’s surface keeping humans safe from the sun’s radiation. The Earth formed in just the right
place with just the right ingredients for life to flourish. Our planet has liquid water, a breathable atmosphere
and a suitable amount of sunshine to sustain life.
48
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Earth in the Universe
Earth/Moon/Sun Systems and
Motions of Celestial Bodies in the
Universe
Strand: Earth Science
Clarifying Objective: 6.E.1.1
Days: 13
Essential Standard
6.E.1 Understand the Earth/Moon/Sun system, and the properties, structures, and predictable motions of
celestial bodies in the Universe.
Clarifying Objectives
6.E.1.1 Explain how the relative motion and relative position of the sun, Earth and Moon affect the
seasons, tides, phases of the moon and eclipses.
Literacy Standards
Technology Standards
Literacy Standards:
Technology Standards:
RST.6-8.1: Cite specific textual evidence to support 6.SI.1.1: Analyze resources in terms of their
analysis of science and technical texts.
reliability (which can be determined by
RST6-8.2: Determine the central ideas or
currency, credibility, or authority, depending on
conclusions of a text; provide an accurate
the topic or purpose)
summary of the text distinct from prior
6.SI.1.3: Analyze resources for point of view, bias,
knowledge or opinions.
values, or intent of information.
RST.6-8.6: 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.
Writing Standards:
WHST.6-8.4: Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
Essential Questions
Suggested EQ: How does the relative motion
and relative position of the sun, Earth and
moon affect tides, phases of the moon and
eclipses?
How do the predictable motions of celestial
bodies effect the earth?
Knowledge/Skills
Students know:
● The components and cycles of the solar
system including:
-Sun, planet, and moons
-Asteroids, meteors, and comets
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What causes seasons, tides, eclipses, and phases of
the moon?
How does the relative motion and relative position
of the sun Earth and moon cause day, night and
seasons?
What are the predictable patterns caused by Earth’s
movement in the solar system?
How do the relative locations of the sun, moon, and
Earth affect the tides?
-Phases and eclipses
● The influence of the Sun and Moon’s orbit
to the gravitational effects produced on
Earth
-Solar storms
-Tides
Learning Progressions
What causes seasons, tides, eclipses, and phases of the moon?
● Prove how the changing angles of sunlight produce seasons
● Analyze/Explain why the Moon has phases
● Summarize what causes eclipses
● Summarize why Earth’s oceans have tides
Student Will Know:
Student Will Be Able To:
The components and cycles of the solar system
The influence of Earth’s orbit around the sun
The influence of the sun and moon’s gravity on
Earth
Prove that the seasons and tides are a result of the
interactions of the Earth, moon, and sun
Summarize the causes of the phases of the moon
and eclipses
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessment
Teacher made quizzes
Labs
Summative Assessment
Teacher made assessments
Formative Assessment Probes
Darkness at Night Vol. 2 (pg 171)
Emmy’s Moon and Stars Vol. 2 (pg 177)
Objects in the Sky Vol. 2 (pg 185)
Summer Talks Vol. 3 (pg 177)
Where do Stars go? Vol. 3 (pg 191)
Moonlight Vol. 4 (pg 181)
Lunar Eclipse Vol. 4 (pg 187)
Solar Eclipse Vol. 4 (pg 193)
Vocabulary
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●
●
●
●
●
Axis of Rotation
Revolution
Rotation
Season
Equinox
●
●
●
●
●
Solstice
Eclipse (solar/lunar)
Tides
Spring/Neap Tides
Phases of the Moon
Resources
Simulations/Activities:
https://phet.colorado.edu/sims/html/gravity-and-orbits/latest/gravity-and-orbits_en.html - PhET
Simulation - “Gravity and Orbits”
Documents:
https://drive.google.com/open?id=0B5K47xxYSZx_aUJRNmt2TGRCNlU
Vertical Alignment
3.P.1 - Understand motion and factors that affect motion
3.E.1 - Recognize the major components and patterns observed in the earth/moon/sun system
4.E.1 - Explain the causes of day and night and phases of the moon
EEn.1
6.E.1.1
The number of hours of daylight and the intensity of the sunlight both vary in a predictable pattern that
depends on how far north or south of the equator the place is. This variation explains why temperatures vary
over the course of the year and at different locations. The Earth’s moon revolves around the Earth as both go
through space and revolve around the Sun. From Earth, our moon appears in a series of phases that repeat in a
regular cycle. Since the rotational period of the moon is the same as its period of revolution around the Earth,
the same side of the moon is always viewed from Earth.
The moon and the Sun each exert a gravitational pull on the Earth. These gravitational forces can be aligned or
in opposition to one another. These forces as well as the Earth rotation have a major impact on the Earth’s
ocean tides. Ocean tides follow a predictable pattern. The alignment of the Sun, Earth and Moon can produce
shadows on the Earth or Moon resulting in Lunar or Solar Eclipses. Eclipses are also predictable. The Earth’s
north-south axis is tilted at an angle, as compared with the plane of its revolution around the Sun. The rotation
of the Earth causes all parts of the Earth to experience periods of daylight and darkness. The revolution of the
Earth around the Sun on its tilted axis along with its daily rotation causes varying lengths of daylight on the
Earth’s surface as well as changes in the directness and intensity of sunlight. This results in a yearly cycle of
seasons for much of the Earth’s surface. The tilt of the Earth’s axis also results in the seasons being ‘reversed’
in the Northern and Southern hemispheres. (e.g.: winter in North America corresponds to summer in South
America.)
Public Schools of Robeson County
6TH Grade Science Curriculum
Unit
Strand: Earth Science
Clarifying Objective: 6.E.1.3
Days: 10
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Earth in the Universe
Earth/Moon/Sun System in the
Universe
Essential Standard
6.E.1 Understand the Earth/Moon/Sun system, and the properties, structures, and predictable motions of
celestial bodies in the Universe.
Clarifying Objectives
6.E.1.3 Summarize space exploration and understandings gained from them.
Literacy Standards
Literacy Standards:
RST.6-8.1: Cite specific textual evidence to
support analysis of science and technical texts.
RST.6-8.8: Distinguish among facts, reasoned
judgment based on research findings, and
speculation in a text.
Technology Standards
Technology Standards:
6.SI.1.3: Analyze resources for point of view, bias,
values, or intent of information.
6.SE.1.1: Apply ethical behavior (copyright, not
plagiarizing, proper netiquette) when using
resources.
Writing Standards:
WHST.6-8.1: Write arguments focused on
discipline – specific content.
WHST.6-8.2: Write informative/explanatory texts,
including the narration of historical events,
scientific procedures/experiments, or technical
processes.
Essential Questions
Suggested EQ: How can we summarize space
exploration and the understandings gained
from them?
How are the basic needs of humans going to be
met if they are to live on other planets?
How has space exploration helped our world in
general?
What are the basic needs of humans when they
travel into space?
What is the link between technology and our ability
to explore and travel into space?
Knowledge/Skills
Students know:
● The spin-off benefits generated by space
exploration technology including:
-Medical/Future research
-Materials
-Transportation
-Processes
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Learning Progressions
How has space exploration helped our world?
● Explain how space exploration has helped us to learn more about Earth including experiments
with plants.
● Identify how space technology is used on Earth.
-Modern conveniences such as microwaves/hand held calculators and probes so scientists from
around the world can obtain X-ray images to exotic environments to help understand the structure
and evolution of the universe.
Student Will Know:
Student Will be Able To:
The benefits to Earth of space exploration
The difficulties of space exploration
The technological progress that has made space
exploration possible
Summarize the advantages and disadvantages of
space exploration
Graphic Organizer
https://my.hrw.com/nsmedia/intgos/html/igo.htm
https://drive.google.com/drive/folders/12jr4FU0-1TxvgJe1MN2Qy4rICpTfHpmF
Assessments/Probes
Formative Assessment
Teacher made quizzes
Labs
Summative Assessment
Teacher made assessments
Formative Assessment Probes
Darkness at Night Vol. 2 (pg 171)
Emmy’s Moon and Stars Vol. 2 (pg 177)
Objects in the Sky Vol. 2 (pg 185)
Summer Talks Vol. 3 (pg 177)
Where do Stars go? Vol. 3 (pg 191)
Moonlight Vol. 4 (pg 181)
Lunar Eclipse Vol. 4 (pg 187)
Solar Eclipse Vol. 4 (pg 193)
Vocabulary
● NASA
● Satellite
● Probes
● Telescope
● Spectrum
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● Space Station
● Lander
● Probe
Resources
Simulations/Activites:
http://www.kidsastronomy.com Kids Astronomy
http://www.nasa.gov/ Official NASA website
https://phet.colorado.edu/en/simulation/legacy/lunar-lander - PhET Simulation - “Luanr Lander”
Vertical Alignment
3.E.1 - Recognize the major components and patterns observed in the earth/moon/sun system
EEn.1
6.E.1.3
Space exploration has allowed humans to learn much about the workings of the solar system, the composition
of planets and moons, and the effects of many types of solar radiation on the Earth and its inhabitants. In
preparing for the challenges of space exploration, people have developed tools and products that have become
very important in enriching our lives. Humans have traveled to the moon, landed probes on Mars and Venus,
and sent probes speeding past Jupiter, Saturn and Uranus. An International Space Station, through the joint
effort of many countries, was built to allow space to be studied continually. We also had the Hubble Telescope
built so scientists could learn much more about the uniqueness of Earth and its place in our solar system and
universe. Scientists have also learned that there are millions of galaxies in space, each containing solar
systems. Many of our modern conveniences such as microwaves and hand held calculators are the result of
products developed for use in the space program. The Chandra X-ray Observatory is part of NASA’s fleet of
“Great Observatories” along with the Hubble Space Telescope, the Spitizer Space Telescope and the now deorbited Compton Gamma Ray Observatory. Chandra allows scientists from around the world to obtain X-ray
images of exotic environments to help understand the structure and evolution of the universe. Other
telescopes, such as the Fermi-Gamma-ray Space Telescope has unveiled a previously unseen structure
centered in the Milky Way. The feature spans 50,000 light-years and may be the remnant of an eruption from a
supersized black hole at the center of our galaxy.
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