Unit Title: Community & Communication
Science
Lesson Plan
Teacher:
6th Grade Science
Grade:
6th Grade Science
Lesson Title:
How do scientists communicate?
STRANDS
Embedded Inquiry
Embedded Technology and Engineering
Interdependence
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will work to determine how scientists effectively communicate with one another. Students will learn that they are a part of the scientific community of
Innovation Academy. As a member of this and any other community students must be able to communicate with others. Students will learn about the language of
science, scientific tools, and measurement.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
The hook for this week will be focused on how different communities communicate. Students will provide examples of communication.
DAY
Objectives
(I can….)
1
I can describe the
purpose of the
scientific method.
I can describe the
steps of the
scientific method,
in order.
I can explain how I
would use inquiry
in my life (now and
in the future)?
I can explain how
an experiment
differs from a
demonstration.
Materials &
Resources
Experiment
Baking soda,
scoops, vinegar,
graduated
cylinders, bowls,
paper towels,
thermometers,
bucket, example
of a data sheet
(see resource
folder).
Table (see
resource
folder) drawn
on the board to
illustrate how
this experiment
is different from
a tabletop
volcano
demonstration.
Exit Ticket
Blank half sheet
Instructional Procedures
Essential Question
How can I use the scientific method to study the classic vinegar/baking soda
reaction?
How can I communicate my results to other students?
How can I use inquiry in my life (now and in the future)?
_________________________________________________________________
Bell Work (extended time needed)
Create an experiment which tests one of the following questions (assign
one question per table or per class):
1. How do warm temperatures affect the reaction of vinegar and
baking soda?
2. How do cold temperatures affect the reaction?
3. How does dilution with water affect the reaction?
4. How does concentrated vinegar affect the reaction? (Note:
“concentrated” vinegar is just regular vinegar, all other
mixtures are diluted with water.
Link to Community & Communication
The project link for this lesson lies in communication. Scientists have a
very organized way to communicate experiments.
Open
Safety review and classroom procedures review.
Demonstrate reaction.
Demonstrate how to time the reaction and how to record data.
Group Work
Assign each table one question. Students write their questions in their
journals and groups design an experiment based on their Bell Work.
Make sure data tables are neatly drawn and organized.
Perform safety check and then perform experiment. Groups
Differentiated
Instruction
Remediation
- Review scientific
method
Enrichment
- Critical thinking
with more
extensive data
collection
Assessment
Formative
Assessment:
Informal
questioning
throughout the lab.
Exit Ticket.
responsible for recording temperature or dilution and reaction time.
Wrap Up
Make sure workstations are clean.
Compare data with others in your group – make sure you have all data.
Close – Exit Ticket
How did this experiment differ from the classic volcano demonstration?
Was it alike in any way? Show the differences and similarities by
drawing a Venn Diagram on your iPad. Save the drawing as PDF file and
submit it on Gaggle.
2
I can explain
how scientists
communicate
with one
another.
I can
communicate
my experiment
to others
I can organize
and graph data
Bell Work
- graph paper and
ordered pairs
written on the
board
Essential Questions
Lab equipment
for experiment:
Baking soda,
scoops, vinegar,
graduated
cylinders, bowls,
paper towels,
thermometers,
bucket,
example of a
data sheet
Bell Work
Extra Credit Work (Part of science communication is graphing):
Graph the data shown on the board (provide 6 ordered pairs for a
linear graph of temperature vs. density along with proper units in a T
chart)
How do we communicate scientific results?
_________________________________________________________________
Open
Safety Review – attitude is most important
Table Group Assignment
Finish collecting data for the same question you worked on yesterday. You
should have at least four data points (each data point is the average of three
measured values).
1. How do warm temperatures affect the reaction of vinegar and baking
soda?
2. How do cold temperatures affect the reaction?
3. How does dilution with water affect the reaction?
4. How does concentrated vinegar affect the reaction? (Note:
“concentrated” vinegar is just regular vinegar, all other mixtures are
diluted with water.
Data Review and Questions
Make sure all groups have collected enough data.
Provide data to groups that need it (communicated from other groups).
Discussion
How do scientists communicate their results? (writing, graphs)
Do they communicate more than their results? (questions, process,
observations).
Communication Assignment - Individual
Make a copy of your group’s data and communicate the experiment by
 Graphing the data
 Writing an interpretation of the graph
 Writing a conclusion
 Outlining the process
Conclude
Communication is an ongoing process throughout an experiment. But the end
communication, the summary of the lab, is different in that it is structured and
organized.
Remediation –
- review of lab
equipment
- Guided lab notes
Enrichment
- Peer Tutoring
- Lead lab groups
- Design a lab to
take current
inquiry one step
further
Formative
Assessment:
Bell Work
3
I can describe
how scientists
communicate.
Keynote
- Bell Work
directions
I can apply my
knowledge of
scientific tools
and functions in
a laboratory
setting.
Laboratory
Lesson
- Station
directions
- Station
Materials
- Scientific
Notation and
Measurement
Differentiated
Instruction
Materials
Essential Question
How do scientists communicate?
How can I communicate scientific findings?
_________________________________________________________________
Bell Work – Scientific Tools
- Write five ways you keep yourself safe during laboratory experiments.
Direct Instruction
 Review the scientific method via questioning
 Emphasize the structure of the scientific method and how each step has
a specific purpose
 Discuss the elements of a good graph
 Discuss the elements of a good interpretation of graphical data (the
graph expresses a cause-and-effect statement)
 Discuss the elements of a good conclusion:
o Summarize results
o Repeat cause-and-effect statement
o Explain possible alternate interpretations of the results
o Compare your results to other known results
o Explain experimental error
Remediation
- Differentiated
Review Station
with Teacher
- Peer Tutoring
Formative
Assessment:
Table Work
Enrichment
- Peer Tutoring
- Heterogeneous
Grouping
Table Assignment
Write the first-draft conclusion to your scientific investigation. After it is
written, trade with a table partner for reading. Discuss. Before
proceeding, take your conclusion to the teacher for reading. Rewrite your
conclusion based on peer feedback and teacher feedback.
Class Conclusion
Restate the elements of a good conclusion. Restate the purpose of a
conclusion – to communicate to others your scientific findings.
4
I can explain how
tools are essential
to
communication in
science.
Bell Work
- 3,2,1 Pyramid
(half-sheet)
I can describe the
relationship
between
Ecology and
Interdependence
Test 2
Essential Question
How are tools related to communication in science?
What is the relationship between the structure of a scientific report and
communication between scientists?
_________________________________________________________________
Bell Work –
3, 2, 1 Pyramid
Remediation
- Test 2: IEP
Accommodations
- Vocabulary
Activity:
Heterozygous
grouping
Formative
Assessment:
- Report Writing
Activity
scientific notation
and
communication
between
scientists.
I can define
ecosystem.
I can describe the
relationship
between a
community and
an ecosystem.
Pre-Test (10 MC
questions)
Vocabulary
Activity
- Pictures
- Thinking map
templates
- Glue
- Scissors
- Construction
Paper
I can provide the
components of an
ecosystem.
I can explain how
the components
of an ecosystem
are dependent
upon one
another.
-
3 Questions you have about writing a lab report
2 Vocabulary terms that you can define that will be included in your report
1 Piece of Advice you would give a neighbor about writing a report
Review and Discussion
- Discuss any questions and misconceptions
- Scientific Tools (examples from lab)
- Scientific Measurement
o Experimental error (random)
o Experimental error (systematic)
o Trials (average out error)
o Valid experiment (validity)
Report Writing Activity
- Write to explain and provide enough detail so that others can understand
how to do your experiment and understand your results.
- Assemble all parts of the write up into the document
- Include a closing paragraph at the end of the conclusion that discusses
trials, errors and validity (must tell where you think most of your error
came from)
- Have the document reviewed by a peer.
Presentation
- Prepare to present report as a table group
- All members must present at least two sections
Close – What types of communication must scientists be able to use?
Project Day – Refer to the Unit Plan
5
6
I can define
ecosystem.
I can describe the
relationship
between a
community and an
ecosystem.
Make preparations
to leave the
classroom.
Students must
carry paper and
pencil.
Essential Questions
What are biotic and abiotic components of an ecosystem?
What are differences between producers, consumers and decomposers?
What is an ecosystem?
What is the relationship between a community and an ecosystem?
What are the components of an ecosystem?
Remediation
- Differentiated
review of
vocabulary
Enrichment
Formative
Assessment:
Bell Work, Small
Group Work and
Exit Ticket
I can provide the
components of an
ecosystem.
I can compare and
contrast biotic and
abiotic
components of an
ecosystem.
I can explain how
the components of
an ecosystem are
dependent upon
one another.
How do you compare and contrast abiotic and biotic components of an
ecosystem?
How are the components of an ecosystem dependent upon one another?
_________________________________________________________________
Bell WorkStudents will answer the lesson’s essential questions in their science
notebooks.
We will discuss the answers and review the key points of the lesson.
Direct Instruction
Abiotic and Biotic Components of an Ecosystem
Field Study
- Students will work in pairs to investigate the area around Innovation
Academy.
- Student groups will record all items (using a chart) that they see around
our school as biotic or abiotic.
- Students will also provide characteristics of this area. These characteristics
will be used to determine what type of biome our school is located.
- Student groups will have ten minutes to complete their field study.
- Student groups will share their charts with other small groups so that they
can compare and contrast their items.
Direct Instruction
Categorizing the items found in the Ecosystem
(Producers, Consumers, Decomposers)
Small Group
- Students will return to their partner groups to categorize their list, as
producers, consumers, or decomposers) compiled in the field study.
Exit Ticket – Quick Write/ Quick Draw
Compare and Contrast an abiotic factor and a biotic factor.
Provide one example of each using Quick Write/Quick Draw Template.
-
Independent
Reading
selected by
student and
approved by
teacher.
7
I can define the
term Food Web.
I can describe an
energy pyramid
in relation to an
ecosystem.
I can define
trophic level.
I can describe
the different
trophic levels of
an ecosystem.
I can accurately
represent the
different trophic
levels of an
ecosystem using
an energy
pyramid.
Bell Work
- Venn Diagram
template on the
board
Discussion
- Food Webs
- Energy Pyramids
- Trophic Levels
- Ecosystems
Energy Pipeline
- Large bucket of
peas-sized gravel
- A large empty
bucket that is
labeled “Used –up
Calories)
- Box of reusable
plastic sandwich
bags
- copies of the
metabolism cards
(laminated (from
Project Wild)) for
each student pair
- 52 plastic bowls
or cups (one for
each metabolism
card)
- 6 small paper
cups
- 3” x 5” cards
- transparency
marking pens
- a whistle
- colored gravel
Exit Ticket
- Circle Map
template on the
board
Essential Question
What is a Food Web?
What is an energy pyramid (in relation to ecosystems)?
What are trophic levels?
Why does energy dissipate at each trophic level?
How do you contrast the transfer of energy and the recycling of organic
material within an ecosystem?
How do the roles of each trophic level relate to ecosystem dynamics?
________________________________________________________________
Bell WorkStudents will draw a Venn diagram comparing a food web and an energy
pyramid. Students will include a diagram of each in their Venn diagram, along
with words and written explanation.
Direct Instruction
- Food Webs, Energy Pyramids, and Trophic Levels in an Ecosystem
- Students will take notes and do a reflection in their Science Notebooks
Hands on Small Group Activity: “Energy Pipeline” (Project Wild)
- Students will work simulate organic production and energy loss for major
trophic levels in an ecosystem. The class acts as a “growth” assembly line
that becomes increasingly complex with each round of play.
- Student groups will consist of two students. These pairs will be grouped
into four “trophic level” categories – autotrophs, herbivores, carnivores,
and the sun.
Exit Ticket – Vocabulary Activity
Students will create a circle map using the vocabulary discussed during today’s
lesson. The circle map topic will be Food Webs of an Ecosystem.
Remediation
- Guided Notes
- Heterozygous
Grouping
Enrichment
- Leadership role
during group
activity
Formative
Assessment
- Bell Work
(Energy pyramids
vs. Food Webs)
- Exit Ticket
Circle Map –
Ecosystems, Food
Webs, and
Vocabulary
Project Day – Refer to the Unit Plan
8
9
I can define the
term Food Web.
I can describe an
energy pyramid
in relation to an
ecosystem.
I can define
trophic level.
I can describe
the different
trophic levels of
an ecosystem.
I can accurately
represent the
different trophic
levels of an
ecosystem using
an energy
pyramid.
Bell Work
- Venn Diagram
template on the
board
Keynote
- Food Webs
- Energy Pyramids
- Trophic Levels
- Ecosystems
- Science
Notebooks
Energy Pipeline
- Large bucket of
peas-sized gravel
- A large empty
bucket that is
labeled “Used –up
Calories)
- Box of reusable
plastic sandwich
bags
- copies of the
metabolism cards
(laminated (from
Project Wild)) for
each student pair
- 52 plastic bowls
or cups (one for
each metabolism
card)
- 6 small paper
cups
- 3” x 5” cards
- transparency
marking pens
- a whistle
- colored gravel
Essential Question
What is a Food Web?
What is an energy pyramid (in relation to ecosystems)?
What are trophic levels?
Why does energy dissipate at each trophic level?
How do you contrast the transfer of energy and the recycling of organic
material within an ecosystem?
How do the roles of each trophic level relate to ecosystem dynamics?
________________________________________________________________
Bell WorkStudents will answer the essential questions in their Science Notebooks
Hands on Small Group Activity: “Energy Pipeline” (Project Wild)
- Students will work simulate organic production and energy loss for major
trophic levels in an ecosystem. The class acts as a “growth” assembly line
that becomes increasingly complex with each round of play.
- Student groups will consist of two students. These pairs will be grouped
into four “trophic level” categories – autotrophs, herbivores, carnivores,
and the sun.
Direct Instruction
- Energy Pyramids and Type of Energy transferred between Trophic Levels in
an
Ecosystem
- Students will take notes and do a reflection in their Science Notebooks
Exit Ticket – Energy Relationship to Ecosystems
Students will create an illustration (model) of the relationship between
ecosystems, potential energy, energy transformation, and energy pyramids
- Design a model that demonstrates a specific energy transformation.
- Explain why a variety of energy transformations illustrate the Law of Conservation of
Energy.
Give Students the Study Guide for next week’s test.
Remediation
- Guided Notes
- Heterozygous
Grouping
Enrichment
- Peer Tutoring
- Leadership role
during group
activity
Formative
Assessment
- Bell Work
Essential
Questions
- Exit Ticket
Exit Ticket
- Circle Map
template on the
board
- Study Guide
10
I can describe
an ecosystem.
I can describe a
community
that makes up
an ecosystem,
what are the
members and
their roles.
Bell Work
- Directions on
Board
- Whiteboards (1
per student pair)
- Expo Markers (1
per student pair)
I can define the
term biome.
Keynote
- Review style
presentation
- Study Guide
- Review of Study
Guide
I can list
biomes with
examples of
where to find
these biomes
in the world
(actual
geographic
locations).
Biomes
- Video
Introduction
- Colored Paper
for foldable
- Markers for
foldable
- Stapler
- Scissors
- Glue
Exit Ticket
- Half Sheet of
paper with
Egyptian themes
and comic strip
style layout for
student
responses
Essential Question
- What is an ecosystem?
- How would you describe a community that makes up an ecosystem,
what are the members and their roles?
- What is a Biome?
- How many Biomes can your list with examples of where to find these
biomes in the world (actual geographic locations)?
___________________________________________________________________
Bell Work – Table Group Activity
Students will answer the following questions and them pair with a neighbor to
discuss their responses, and then the pair of students will share their answers with
the class using whiteboards.
- What is an ecosystem?
- How would you describe a community that makes up an ecosystem, what
are the members and their roles?
- What is a Biome?
- How many Biomes can your list with examples of where to find these
biomes in the world (actual geographic locations)?
Direct Instruction (Keynote Presentation)
- Ecosystem and Community Members review
- Food Web and Energy Pyramids review
- Trophic Levels and Transfer of Energy review
- Abiotic and Biotic Factors review
Study Guide Review
- Address any questions that students have.
- Review the entire study guide with students in a whole group setting
Biomes
- Video introduction of Biomes of the World
- Foldable
- Construct and label a foldable for the biomes of the world.
- Students will use this foldable through the week to take notes while
participating in Jig-Saw style small group work and research
Exit Ticket
- Describe the following about Egypt:
Remediation:
- Guided Notes
- Study Guide
Answer Key for
review
- Assistance for
foldable
construction
Enrichment:
- Peer tutoring for
foldable
construction
- Compare and
contrast Egyptian
biome exit ticket
information with
one other biome.
Formative
Assessment:
- Bell Work
Ecosystems, Food
Webs, Energy
Pyramids, and
Biomes
- Exit Ticket
Ecosystems, Food
Webs, Energy
Pyramids, and
Biomes
Type of Biome, an example Food Web, and example Energy Pyramid
11
I can define the
term biome.
I can
distinguish
between
biomes citing
characteristics
and evidence
of each biome.
I can list
biomes with
examples of
where to find
these biomes
in the world
(actual
geographic
locations).
Bell Work
- Directions on
Board
- Writing across
the curriculum
document
Keynote
- Study Guide
- Review of Study
Guide
- Jig-Saw group
work groups and
directions
Biomes
- Home Group
Materials
- Expert Group
Materials
- Markers for
foldable
- Stapler
- Scissors
- Glue
Exit Ticket
- Half Sheet of
paper with
modified Venn
diagram or
Bubble Map
templates
Essential Question
- What is a Biome?
- What are characteristics that distinguish each biome from one another?
- How many Biomes can your list with examples of where to find these
biomes in the world (actual geographic locations)?
____________________________________________________________________
Bell Work – Biomes (Writing Across the Curriculum template)
- What biome do we live in?
- What characteristics or evidence of our home led you to your answer?
- How is climate related to biomes, explain your answer by including
examples about our climate and our biome?
Study Guide Review
- Address any questions that students have.
Biomes
- Jig-Saw Style Group Work Activity
- Students will work in home groups of four and expert groups of four (one
from each home group).
- Four different biomes will be studied today.
- Foldable
- Students will work on completing the foldable as a finished product of the
small group Jigsaw activity.
- Students will work in small groups to research, discuss, and create their
own biomes keynote presentation.
Exit Ticket
- Using a modified Venn diagram or Bubble Map - Compare and Contrast the
four biomes discussed today.
Remediation:
- Study Guide
Answer Key for
review
- Assistance for
foldable
construction
-Heterogeneous
Grouping
Enrichment:
- Peer tutoring for
foldable
construction
- Leadership role
in Heterogeneous
Grouping
Formative
Assessment:
- Bell Work
Biomes (our
Biome and
characteristics of
our Biome)
- Exit Ticket
Biomes
(Comparing and
Contrasting
characteristics of
different biomes)
12
I can define the
term biome.
I can
distinguish
between
biomes citing
characteristics
and evidence
of each biome.
I can list
biomes with
examples of
where to find
these biomes
in the world
(actual
geographic
locations).
Bell Work
- Directions on
Board
- Writing across
the curriculum
document
Keynote
- Study Guide
- Review of Study
Guide
- Jig-Saw group
work groups and
directions
Biomes
- Home Group
Materials
- Expert Group
Materials
- Markers for
foldable
- Stapler
- Scissors
- Glue
Exit Ticket
- Half Sheet of
paper with
modified Venn
diagram or
Bubble Map
templates
Essential Question
- What is a Biome?
- What are characteristics that distinguish each biome from one another?
- How many Biomes can your list with examples of where to find these
biomes in the world (actual geographic locations)?
____________________________________________________________________
Bell Work – Biomes (Writing Across the Curriculum template)
- Compare and Contrast our Biome with Egypt’s Biome and one other Biome.
Study Guide Review
- Address any questions that students have.
- Test will be on Tuesday.
Biomes
- Jig-Saw Style Group Work Activity
- Students will work in home groups of four and expert groups of four (one
from each home group).
- Four different biomes will be studied today.
- Foldable
- Students will work on completing the foldable as a finished product of the
small group Jigsaw activity.
- Students will work in small groups to research, discuss, and create their
own biomes keynote presentation.
Exit Ticket
- Using a modified Venn diagram or Bubble Map - Compare and Contrast the
four biomes discussed today.
Remediation:
- Study Guide
Answer Key for
review
- Assistance for
foldable
construction
-Heterogeneous
Grouping
Enrichment:
- Peer tutoring for
foldable
construction
- Leadership role
in Heterogeneous
Grouping
Formative
Assessment:
- Bell Work
Biomes (our
Biome and
characteristics of
our Biome, Egypt’s
Biome, and one
other Biome)
- Exit Ticket
Biomes
(Comparing and
Contrasting
characteristics of
different biomes)
Project Day – Refer to the Unit Plan
13
14
I can define the
term
population.
I can
distinguish
between
populations
and explain
how they are
interdependent
15
STANDARDS
Embedded Inquiry
Bell Work
- Directions on
Apple Screen
- Science Writing
example
Populations
Materials
- Population Kit
Exit Ticket
- Lined paper
Essential Question
- What is a Population?
- What is the relationship between individual organisms and a
population?
- How are populations measured?
____________________________________________________________________
Bell Work – Population (Science Writing)
- Short Writing: What populations exist in East Tennessee? What evidence
do you have to support this?
Whole-Class Discussion
- What is a population?
- How would you count flies? Deer?
Populations
- Table groups set up for population activity.
- Goal: Learn one method populations can be counted
o Capture, Mark, Release and Capture
- Review math – give students one equation (Cross-Curricular connection to
math – sampling and statistics)
- Perform the activity.
- Review results.
Exit Ticket
- Explain how capture, marking, releasing and recapture can be used to
estimate the size of a population in an ecosystem.
Project Day – Refer to the Unit Plan
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Remediation:
- Study Guide for
Populations
- Assistance during
the activity
-Heterogeneous
Grouping
Enrichment:
- Peer tutoring for
explaining how
population sizes
can be estimated
- Leadership role
in table groups
during the activity
Formative
Assessment:
- Bell Work
What is a
population?
- Exit Ticket
How are
population sizes
estimated?
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century.
Guiding Question
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Grade Level Expectations:
GLE 0607.Inq.1
GLE 0607.Inq.2
GLE 0607.Inq.3
GLE 0607.Inq.4
GLE 0607.Inq.5
Checks for Understanding
0607.Inq.1
0607.Inq.2
0607.Inq.3
0607.Inq.4
0607.Inq.5
State Performance Indicators
SPI 0607.Inq.1
SPI 0607.Inq.2
SPI 0607.Inq.3
SPI 0607.Inq.4
SPI 0607.Inq.5
Design and conduct open-ended scientific investigations.
Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
Synthesize information to determine cause and effect relationships between evidence and explanations.
Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
Communicate scientific understanding using descriptions, explanations, and models.
Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.
Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.
Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.
Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation.
Design a method to explain the results of an investigation using descriptions, explanations, or models.
Design a simple experimental procedure with an identified control and appropriate variables.
Select tools and procedures needed to conduct a moderately complex experiment.
Interpret and translate data in a table, graph, or diagram.
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
Identify a faulty interpretation of data that is due to bias or experimental error.
Embedded Technology & Engineering
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
Guiding Question
How do science concepts, engineering skills, and applications of technology improve the quality of life?
Grade Level Expectations:
GLE 0607.T/E.1
Explore how technology responds to social, political, and economic needs.
GLE 0607.T/E.2
Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.
GLE 0607.T/E.3
Compare the intended benefits with the unintended consequences of a new technology.
GLE 0607.T/E.4
Describe and explain adaptive and assistive bioengineered products.
Checks for Understanding
0607.T/E.1
Use appropriate tools to test for strength, hardness, and flexibility of materials.
0607.T/E.2
Apply the engineering design process to construct a prototype that meets certain specifications.
0607.T/E.3
Explore how the unintended consequences of new technologies can impact society.
0607.T/E.4
Research bioengineering technologies that advance health and contribute to improvements in our daily lives.
0607.T/E.5
Develop an adaptive design and test its effectiveness.
State Performance Indicators
SPI 0607.T/E.1
Identify the tools and procedures needed to test the design features of a prototype.
SPI 0607.T/E.2
Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0607.T/E.3
Distinguish between the intended benefits and the unintended consequences of a new technology.
SPI 0607.T/E.4
Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Standard 2 - Interdependence
Conceptual Strand 2
All life is interdependent and interacts with the environment.
Guiding Question 2
How do living things interact with one another and with the non-living elements of their environment?
Grade Level Expectations:
GLE 0607.2.1
GLE 0607.2.2
GLE 0607.2.3
GLE 0607.2.4
Examine the roles of consumers, producers, and decomposers in a biological community.
Describe how matter and energy are transferred through an ecosystem.
Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment.
Analyze the environments and the interdependence among organisms found in the world’s major biomes.
Checks for Understanding
0607.2.1
0607.2.2
0607.2.3
0607.2.4
Compare and contrast the different methods used by organisms to obtain nutrition in a biological community.
Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact.
Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome.
Create poster presentations to illustrate differences among the world’s major biomes.
State Performance Indicators
SPI 0607.2.1
SPI 0607.2.2
SPI 0607.2.3
SPI 0607.2.4
Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.
Interpret how materials and energy are transferred through an ecosystem.
Identify the biotic and abiotic elements of the major biomes.
Identify the environmental conditions and interdependencies among organisms found in the major biomes.
Standard 10 – Energy
Conceptual Strand 10
Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
Guiding Question 10
What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?
Grade Level Expectations:
GLE 0607.10.2
GLE 0607.10.3
Analyze various types of energy transformations.
Explain the principles underlying the Law of Conservation of Energy.
Checks for Understanding
0607.10.3
0607.10.4
Design a model that demonstrates a specific energy transformation.
Explain why a variety of energy transformations illustrate the Law of Conservation of Energy.
State Performance Indicators
SPI 0607.10.3
SPI 0607.10.4
Recognize that energy can be transformed from one type to another.
Explain the Law of Conservation of Energy using data from a variety of energy transformations.