North Cumberland Middle School
6th Grade Science
2012-2013
Teacher
Jane Paquet, Judy Redihan, and
Rachel Emery
Phone
Room
113, 111, 117
E-mail
333- 6306
jane.paquet@cumberlandschools.org
judith.redihan@cumberlandschools.org
rachel.emery@cumberlandschools.org
Text:
Prentice Hall-Science Explorer. Astronomy
Prentice Hall–Science Explorer. Inside Earth
Prentice Hall–Science Explorer. Weather and Climate
Course Description:
The foundation of this course is based on the Rhode Island K-12 Grade Span Expectations (GSEs) in science.
Students will use the scientific process and inquiry to increase awareness and make connections to the world
around them. The curriculum emphasizes Earth/Space science. In this area, students will explore the systems and
events that cause the continuous changing of the Earth. Students will explore and investigate the solar system.
Main Goals:
1.
Students will use geological evidence provided to understand the idea that the Earth’s crust/lithosphere is composed
of plates that move.
2.
Students understand the processes that cause the cycling of water into and out of the atmosphere and their
connections to our planet’s weather patterns.
3.
Students understand how Earth events can bring about changes in Earth’s surface: landforms, ocean floor, rock
features, and climate.
4.
Students understand the role of differential heating and convection in ocean currents, winds, weather, and weather
patterns, atmosphere and climate.
5.
Students understand how to use data about a rock’s physical characteristics to make and support an inference about
the rock’s history and connection to the rock cycle.
6.
Students compare and contrast planets based on data provided about size, composition, location, orbital movement,
atmosphere, and surface features (including moons).
7.
Students understand how technological advances have allowed scientists to re-evaluate and extend existing ideas
about the solar system.
8.
Students understand the temporal and positional relationships between and among the Earth, sun and moon and how
gravitational forces affect objects in the solar system.
9.
Students understand how to use a scientist notebook, develop claims and evidence, and write a supporting
conclusion using claims and evidence.
Grade Span Expectations/Common Core Standards:
1a – How have geologists learned about Earth’s inner structure?
What are the characteristics of the Earth’s crust, mantle and core?
1b – Plot the locations of volcanoes and earthquakes. Explain the relationship between these locations and faults.
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What was Alfred Wegener’s hypothesis and evidence to support his Theory of Continental Drift?
What is the Theory of Sea-Floor Spreading? What three pieces of evidence support this theory?
What is the Theory of Plate Tectonics and what are the three types of boundaries?
How does stress beneath the crust change the surface of the Earth?
What results from the forces of plate movement?
Where are most earthquake occurrences and volcanoes found?
How do we plot the location of earthquakes and volcanoes? What does this show us?
5a – How can you represent the process of the rock cycle in words, diagrams or models?
5b – Develop a logical argument to explain the formation of a rock, given its characteristics and location.
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What are the characteristics of a mineral?
What are the characteristics used to identify a mineral?
What is a rock?
How are igneous, sedimentary, and metamorphic rocks made and what characteristics are used to
classify them?
What is the rock cycle? Describe how it works.
What role does plate tectonics play in the rock cycle?
2a – Diagram, label and explain the process of the water cycle including, evaporation, precipitation, run-off,
condensation, transpiration and groundwater.
2b – Explain how condensation of water vapor forms clouds, which affects climate and weather.
2c – Develop models to explain how humidity, temperature and altitude affect air pressure and how this affects
local weather.
2d – Identify the composition and layers of the atmosphere.
3a – Describe events and the effect they may have on climate.
4a - Explain how differential heating and convection affect Earth’s weather patterns.
4b – Describe how differential heating of the oceans affects ocean currents which in turn influence weather and
climate.
4c – Explain the relationship between differential heating/convection and the production of winds.
4d – Analyze global patterns of atmospheric movements to explain effects on weather.
4e – With the passing of various fronts, predict the changes in temperature and precipitation.
6a - Identify and compare the size, location, distances and movement of the objects in our solar system.
6b – Compare the composition, atmosphere and surface features of objects in our solar system.
8a - Use a model to describe the relative motion/position of the Earth, sun and moon.
8b – Explain night/day, seasons, year and tides as a result of the regular and predictable motion of the Earth,
sun and moon.
8c – Using a model of the Earth, sun and moon, recreate the phases of the moon.
8d- Explain how Earth’s gravity is a force that pulls any object on or near the Earth toward its center without
touching it.
9a – Describe the motion/position of objects in the sky. (e.g. constellations, planets)
9b – Identify the sun as medium-sized star located near the edge of a disk-shaped galaxy of stars.
Requirements:
Quarter 1:
Earth Layer Model – This topic may be taught by using the following power point presentation.
http://science.pppst.com/layers.html Students will create a model illustrating the relative size, thickness,
composition and characteristics of each layer of the Earth. http://www.universetoday.com/42205/earths-layersfor-kids/
Pangaea Model – Students will design a model of Pangaea in order to explain the Theory of Continental Drift, the
man who proposed it, the pieces of evidence that support it and how the Earth will look 250 million years from
now. http://www.williamsclass.com/SixthScienceWork/PangeaProject.htm
Quarter 2:
A Model of Sea-Floor Spreading - Students will make a paper model illustrating the concept of sea-floor spreading
and the development of symmetrical magnetic "stripes" on either side of a mid- ocean spreading center.
http://www.ucmp.berkeley.edu/fosrec/Metzger3.html"Graham Slam" Plate Movement: Evidence of Plate
Tectonics - This activity will help students visualize how the crustal plates move in relation to one another. It will also
show how mountain ranges form and how seafloor spreading occurs.
http://staff.argyll.epsb.ca/jreed/symposium2003/build/04_graham_slam.htm
Plotting Earthquakes and Volcanoes - The data given to students will represent worldwide earthquake and
volcano locations given by their latitude and longitude. The goal of this investigation is to map the locations of
these tectonic events to see what relationships can be deduced.
http://www.msc.ucla.edu/oceanglobe/pdf/earth_volcano.pdf
Quarter 3:
Lab Zone Discover Activity – How Long Will the Candle Burn? – In this lab, students will discover that oxygen is
needed for the candle to burn. The candle under the large jar will burn longer because the jar contains more
oxygen. This lab is located on page 6 of the Prentice Hall–Science Explorer. Weather and Climate textbook.
How Temperature Affects Air Pressure – This experiment will show students how temperature effects air pressure.
http://www.sciencekidsathome.com/science_experiments/hot_air_bottle_collapse.html
A Model of Earth's Atmosphere - The purpose of this activity is to draw a model of the four layers of Earth’s
atmosphere.
http://mset.rst2.edu/portfolios/c/cochran_e/electives/met624/A%20Model%20of%20Earth's%20Atosphere.pdf
The Water Cycle – In this lab, students will observe how evaporation and condensation take place.
http://www.weatherwizkids.com/experiments-water-cycle.htm
Water Cycle Diagram: Label Me! – In this activity students will label and explain the water cycle.
http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml
Quarter 4:
Explaining Air Masses and Fronts – Teachers may us this website to teach this topic.
http://www.kidsgeo.com/geography-for-kids/0122-air-masses.php
Reading A Weather Map – Students will examine how a weather map communicates data. This lab may be
found on page 99 of the Prentice-Hall-Science Explorer. Weather and Climate textbook.
Differential Heating/Conduction and the Production of Winds – Teachers may use this website as a guideline to
explain this topic. http://www.weatherwizkids.com/weather-wind.htm
A “Month” of Phases – Students will make a model of the Earth-moon-sun system to explore the phases of the
moon. This lab activity may be found on pages 28 and 29 of the Prentice-Hall-Explorer.Astronomy textbook.
Evaluation:
Tests = 2 quiz grades
Quizzes = 1 quiz grade
Homework = 1 quiz grade (two grades may be submitted during the quarter due to progress reports)
All quiz grades will be averaged with equal weight.
NORTH CUMBERLAND MIDDLE SCHOOL MISSION STATEMENT
NORTH CUMBERLAND MIDDLE SCHOOL CORE BELIEFS
NORTH CUMBERLAND MIDDLE SCHOOL MEMBERS ARE:
Respectful, Responsible and Ready to Learn!
TEAM OR INDIVIDUAL POLICIES/CLASS PROCEDURES:
Students must be ready for class with a pencil, a notebook, folder, a scientist notebook and their agenda on
a daily basis.
Students are required to have their homework, if applicable, out on their desk at the start of class.
Students will have a daily starter at the beginning of each class.