Science
6th Grade Instructional Focus
Revised July 2015
6th Grade Middle School Science
Module
Pre Module
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Module Title
Science As Inquiry
Matter and Its Properties
Elements, Compounds, and Reactions
Forces and Motions
Work, Power, and Efficiency
Properties of Energy
Waves, Light, and Sound
Science and the Environment
Dates
August 10- August 21
August 24- September 16
September 17- October 8
October 13- November 6
November 9- December 11
January 5- Feb 2
February 3- March 10
March 14– May 20
EBR Science Teacher Cadre
Lontarris Williams – Instructional Specialist
Avis Sampson- Coordinator
Earmer Jackson- Instructional Specialist
Rae Self- Sherwood MS
Ella Grant- North Banks MS
Cheryl Rami-Scotlandville MS Akia Davis- Southeast MS
SheKeitra Matthews- North Banks MS
Rebecca Holloway- Park Forest MS
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REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
Practice Test
August 6- August 7
Pre Module
August 10 – August 21
Science as Inquiry
VOCABULARY: science, observation, inference, controlled experiment, model, independent variable, dependent variable, scientific theory,
scientific law, technology, scientific method, hypothesis, data, description, explanation, accuracy, mean, median, mode, range
GUIDING QUESTIONS
1. Can students accurately use measurement tools to collect quantitative data?
2. Are students able to describe and classify common objects by their attributes?
3. Does the student’s science learning log reflect their attention to the details of science, a consistent and legible recording of their observations and
investigations, and does it adhere to the guidelines established by the teacher for format?
4. Does the student create concise, legible notes when using a written resource or text?
5. Do students practice safe science, and are they able to identify safety concerns?
Key Concepts
Key Facts, Ideas, Points, Focus Areas, etc.
Derived from the GLE’s
SI= Scientific Inquiry
 Identify testable questions, questions that
guide investigations/experiments, and
SI 1. Generate testable questions about objects,
questions to consider during an investigation
organisms, and events that can be
 Identify problems in an investigation
answered through scientific investigation (SI-M-A1)
2. Identify problems, factors, and questions that must be
 Identify the components of an investigation
considered in a scientific
 Use multiple sources to answer questions
investigation (SI-M-A1)
 Select appropriate experimental design or
4. Design, predict outcomes and conduct experiments to
setup
answer guiding questions (SI-M-A2)
5. Identify independent variables, dependent variables,
 Predict outcomes of an investigation
and variables that should
 Identify correct procedure in an investigation
be controlled in designing an experiment (SI-M-A2)
Resources
TEXTBOOK: Louisiana Science A
Closer Look
*Inquiry Launch Labs (pgs. 5, 9,
31)
*Inquiry MiniLabs (pgs. 7, 23, 35)
*Focus on Skills (pgs. 16, 28, 40)
* Sciencespot.com
*Connected.mcgraw-hill.com
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REVISED JULY 2015
6. Select and use appropriate equipment, technology,
tools, and metric system units of measurement to make
observations (SI-M-A3)
7. Record observations using methods that complement
investigations (e.g.,journals, tables, charts) (SI-M-A3)
8. Use consistency and precision in data collection,
analysis, and reporting (SIM-A3)
10. Identify the difference between description and
explanation(SI-M-A4)
11. Construct, use, and interpret appropriate graphical
representations to collect,
record, and report data (e.g., tables, charts, circle graphs,
bar and line graphs, diagrams, scatter plots, symbols) (SIM-A4)
12. Use data and information gathered to develop an
explanation of experimental results (SI-M-A4)
19. Communicate ideas in a variety of ways (e.g., symbols,
illustrations, graphs, charts, spreadsheets, concept maps,
oral and written reports, equations) (SI-MA7)
22. Use evidence and observations to explain and
communicate the results of investigations (SI-M-A7)
23. Use relevant safety procedures and equipment to
conduct scientific investigations (SI-M-A8)
25. Compare and critique scientific investigations (SI-M-B1)
31. Recognize that there is an acceptable range of
variation in collected data (SI-M-B3)
32. Explain the use of statistical methods to confirm the
significance of data (e.g.,mean, median, range) (SI-M-B3)
33. Evaluate models, identify problems in design, and
make recommendations for improvement (SI-M-B4)
34. Recognize the importance of communication among
scientists about investigations in progress and the work of
others (SI-M-B5)
36. Explain why an experiment must be verified through
multiple investigations and yield consistent information
before the findings are accepted (SI-M-B6)
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Identify independent variable, dependent
variable, and variables that should be
controlled/constant
Select appropriate tools, equipment, and
technology to use in an investigation
Measure using appropriate or accurate units
of the metric system
Identify appropriate safety tools and
procedures
Identify correct setup between varying
investigations
Identify ways to improve the investigation
Identify mistakes in procedures
Identify alternate methods for investigation
using the same tools
Understand and be able to identify the
difference between a description and an
explanation
Understand and be able to identify the
difference between an observation and an
inference
Use data tables, charts, circle graphs, line
graphs, bar graphs, diagrams, scatter plots,
and symbols to collect, record, and report
data
Develop an explanation of experimental
results
Identify patterns in data
Use models to explain natural phenomena or
conclusions from investigations
Predict trends supported by data
*Cposcience.com (Scientific Method
Simulation)
*Studyjams.com (The Scientific
Method)
*youtube (Mr.Lee)
*youtube (Mr. Parr)
*Brainpop
Lab Safety Presentations:
http://science.pppst.com/labwork.html
Brain Pop: Scientific Methods
Scientific Method:
http://science.pppst.com/scientificmeth
od.html
Identifying Variables:
http://science.pppst.com/variables.html
Metric Pyramid:
http://www.nist.gov/public_affairs/kids/me
tricpyramidfinal1.pdf
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REVISED JULY 2015

Use multiple ways to interpret data that may
result in alternate explanations
 Identify statements not supported by
data/faulty reasoning
 Communicate results of investigations
 Identify statements that explain data
 Recognize that scientists use logical
processes to solve problems
 Review other scientists’ work before
beginning an investigation
 Recognize that technology expands the
human senses
 Recognize that present technology limits
answering all questions
 Understand that there is an acceptable range
of variation in collected data
 Identify mean, median, mode, and range
from a given set of data
 Identify problems in models, experimental
design
 Understand how scientists communicate
about investigations in progress and findings
 Describe how/why scientific theories change
 Verify experiments through multiple
investigation/trials
 Solve problems and form new ideas as a
result of scientific investigations
 Identify ways technology has changed human
life
SI 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40
37. Critique and analyze their own inquiries and the
inquiries of others (SI-M-B5)
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REVISED JULY 2015
Module 1
August 24 – September 16
Matter and Its Properties
Key Dates
 Non Instructional Day(s): September 4th Students & 9,10, & 11 month employee
 Labor Day: September 7th
 Early Dismissal: September 16 (11:30am)
VOCABULARY: matter, atom, physical property, mass, weight, volume, density, Archimedes principle, buoyancy, solid, liquid, gas,
temperature, melting point, freezing point, boiling point, evaporation, condensation, chemical property, physical change, chemical change,
precipitate, chemical reaction, chemical equation, reactant, product, law of conservation of mass
GUIDING QUESTIONS
1. Can students explain the difference between mass and weight?
2. Can students determine the volume of regular-shaped and irregular-shaped objects?
3. Can students explain the difference between mass and density?
4. Can students determine the density of a liquid and a solid?
5. Can students differentiate a physical property from a chemical property?
6. Can students identify the chemical or physical changes associated with the reactions they observed in their investigations?
Key Concepts
Key Facts, Ideas, Points, Focus Areas, etc.
Resources
Derived from the GLE’s
PS= Physical Science
Jefferson Lab.com
 Identify volume/ mass
Measure and record the volume
 Identify metric system units/Measuring Tools
and mass of substances in
Cposcience.com (Unit 5: Matter)
metric system units
(GLE 1,PS-M-A1)
Sciencespot.net
(NGSS Practices 3,4,5)
Studyjams.com
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REVISED JULY 2015
Metric Pyramid:
http://www.nist.gov/public_affairs/kids
/metricpyramidfinal1.pdf
Calculate the density of large
and small quantities of a variety
of substances (e.g., aluminum
foil, water, copper, clay,
rock)(GLE 2, PS-M-A1)
● Density the measurement of how much mass fits within
a certain volume.
● Measured in (g/cm3)
● Buoyancy● Calculate density from a given set of data
Density = Mass/Volume
● Density Column Lab
Textbook pages 60-67
Material found in science kit for Launch
Lab pg. 61
Differentiate between the
physical and chemical
properties of selected
substances (GLE 4, PS-M-A3)
(NGSS Practices 4,6)
● Identify physical properties and chemical properties of
substances
Physical and Chemical Properties
Video/Quiz
http://study.com/academy/lesson/matter
-physical-and-chemical-properties.html
Physical and Chemical Properties:
Notes/video/Lab Activity
http://www.gpb.org/chemistryphysics/chemistry/201
Compare physical and chemical
changes (GLE 5, PS-M-A3)
(NGSS Practices 4,6)
● Determine physical and chemical changes
Labeling Physical and Chemical Changes
http://www.chemteam.info/Matter/WSPhysical&Chem-Changes.html
Classify Worksheet
https://view.officeapps.live.com/op/view.aspx?src
=http%3A%2F%2Fteachersites.schoolworld.com%2
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REVISED JULY 2015
Fwebpages%2FGgianfelice%2Ffiles%2Fchemical%2
520and%2520physical%2520change%2520worksh
eet-answers.doc
United Steaming Clip: Matter and Its
Properties: Changes in Matter
Video Sheet that corresponds to United
Streaming Clip:
http://sciencespot.net/Media/UnitedStreaming/Phys
ChemChg_moviewkst.pdf
Draw or model the movement
of atoms in solid, liquid, and
gaseous states (GLE 6, PSMA4) (NGSS 2)
Simulate how atoms and
molecules have kinetic energy
exhibited by constant
motion (GLE 7,PS-M-A4)
(NGSS Practices 2)
Determine the temperatures at
which water changes physical
phases (e.g., freezing point,
melting point, boiling point)
(GLE 8,PS-M-A5)
(NGSS Practices 3,8)
● Describe the movement of atoms in solid, liquid, and
gaseous states
Movement of atoms lesson activities
https://susmek12.wordpress.com/2011/05/18/sta
tes-of-matter/

The students will use dance and movement to
illustrate kinetic energy.
Temperature Changes Everything
http://www.sciencenetlinks.com/lessons.
php?BenchmarkID=4&DocID=167

Make comparisons about the temperature at which
water changes phases (freezing point, melting point,
and boiling point) on a temperature graph as well as
using a freeze pop.
States of Matter and Phases Changes:
http://www.stevespanglerscience.com/e
xperiments/031
Brain Pop: Matter Changing State
Freezing, Melting, Boiling Point Worksheet
http://www.google.com/url?sa=t&rct=j&q=&esrc=
s&source=web&cd=6&ved=0CC8QFjAFahUKEwj
gpZagy4XGAhUEmogKHV_SAIc&url=http%3A
%2F%2Fhamzasch.wikispaces.com%2Ffile%2Fvie
w%2Fworksheet%2B16.pdf&ei=WWt4VaCVG4S
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REVISED JULY 2015
0ogTfpIO4CA&usg=AFQjCNGU0xjd1lGwMq_tM
P0KmrNoFWezkA&bvm=bv.95277229,d.cGU
Describe the properties of
reactants and products of
chemical reactions observed in
the lab (GLE 9, PS-M-A6)
(NGSS Practices 6)
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Describe the products of chemical reactions
Describe the properties of reactants
Addressed in LCC Activity 8
Extra Practice:
http://www.sciencespot.net/Media/atomicmath.pdf
SI GLEs: 1, 2,3,4,5,6,7,8,9,10,11,12, 13,14, 15,16,17, 19, 20,21,22,23,25,26, 27,28,29,31,33,34,35,36,38,39,40
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REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
Module 2
September 17- October 8
Elements, Compounds, and Reactions
Key Dates
 1st Six Weeks Grading Period: September 17
 Professional Development (Students Do Not Attend): October 9th
 1st Nine Weeks Grading Periods: October 9th
 Fall Break: October 12th Students & 9,10, & 11 month employee
VOCABULARY: electron, nucleus, proton, neutron, electron cloud, element, atomic number, atomic mass, periodic table, compound,
exothermic reaction, endothermic reaction, rate of reaction
GUIDING QUESTIONS
1. Can students model atomic structure in chemical reactions?
2. Can students recognize and identify the factors that determine the rate of a chemical reaction?
3. Can students explain how an element’s mass is determined from the periodic table?
4. Can the student explain the difference between covalent and ionic bonding?
5. Can students describe how the mass of the products in a chemical reaction compares with the mass of the reactants in that reaction?
Key Concepts
Derived from the GLE’s
Construct models that replicate atomic
structure for selected common elements
from the periodic table (GLE 3, PS-M-A2)
(NGSS Practices 2)
Key Facts, Ideas, Points, Focus Areas, etc.
Resources
● Bohr Atomic Model: Construct Bohr models
for elements 1- 20 on the periodic table.
Have students draw the number of protons,
electrons, and neutrons for each atom. Have
students correctly label how many electrons
are in each valence level.
BrainPop - Atomic Model and Atomic
Model Timeline
Atomic Math
What is an atom?
http://www.youtube.com/watch?v=R1RMV5q
hwyE
Study Jams - Atoms - Protons, Neutrons, and
Electrons http://studyjams.scholastic.com/studyjams/ja
ms/science/matter/atoms.htm
● Calculate the number of protons, neutrons,
and electrons
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REVISED JULY 2015
● APE MAN = Atomic Number = Protons =
Electrons;
Mass Number minus atomic # = neutrons
Differentiate between the physical and
chemical properties of selected substance
(GLE 4, PS-M-A2) (NGSS Practices 2)
● Physical Properties (conductors,
insulators, malleability, etc.). Explain what a
physical property is using the examples.
● Chemical Properties (flammability,
reactivity, rusting, etc.) Explain what a
chemical property is using the examples.
● Elements in the same family share the
similar chemical and physical properties.
The Physical Properties and Chemical
Properties of Matter - Chemistry https://www.youtube.com/watch?v=C4pQQQ
Nwy30
● Recognizing physical and chemical
properties of the elements of the Periodic
Table
● Exothermic Reactions- a chemical reaction
 Describe the properties of
that releases energy. (Electrical , Light,
reactants and products of chemical
Sound, and Thermal Energy)
reactions observed in the lab (GLE
● Chemical Bonds/Chemical Energy: Explain
9, PS-M-A6)
how chemical bonds hold chemical energy.
Explain that these bonds are formed in
endothermic reactions, and broken in
exothermic reactions.
Endothermic Reaction: Epson Salt, Tap water,
thermometer, balance, weigh boats, beaker
Exothermic reaction: 20 oz. bottle or 2 L
bottle, yeast packet, small beaker, and
hydrogen peroxide
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REVISED JULY 2015
● Ionic bond – bond formed between metal
and nonmetal
● Covalent bond – bond formed between nonmetal and nonmetal
● How to teach bonding? Use the valence
electrons to determine which element would
lose or gain electrons and which element it
would most likely bond with. (i.e., Na has 1
valence electron, and Cl has 7 valence
electrons. Na would give its electron to
Chlorine, which creates an IONIC bond
forming table salt.)
● Endothermic Reactions- a chemical reaction
that absorbs energy. (Constant Energy)
-Reactants + Energy = Products
Sick Science! - This site has a collection of
videos you can share with students to
understand concepts for those experiments
that you might not have the resources.
Bonding - Gum drop lab - Using Dots Candy,
students will illustrate the difference of
between ionic and covalent bonding as well as
the law of conservation of mass.
Extra Practice
misterguch.brinkster.net/jan2002.doc
Experiments demonstrating chemical
reactions and the law of conservation of mass
(example: Bubble Bomb)
-Absorbing energy process.
Rate of Reaction
● Law of Conservation of Mass - matter cannot
be created nor destroyed.
● Law of Conservation of Mass: Have
students explain that atoms are not created
or destroyed in a chemical reaction. Because
atoms have mass, we can say that mass is
11
REVISED JULY 2015
does not go up or down in a chemical
reaction.
● Chemical Equations & Chemical Reactions:
Students should be able to explain that mass
of products does not differ from mass of
reactants.
- Chemical Formulas & Symbols (subscripts,
coefficients): Explain that the subscript shows
how many of each atom you have, but the
coefficient shows how many of each
molecule you have. You multiply the number
of molecules by the number of atoms to
show how many atoms you have.
- Indicators of Chemical Reactions
(temperature change, gas formation,
precipitate, color change, odor production,
sound/light production)
-Reactants & Products: What is the difference
between a reactant and a product? The
product is what you want, the reactants are
what react. Relate to shopping.
-Particle size (surface area) and catalyst: If
you try to dissolve a sugar cube it takes
longer than a sugar packet. Easy demo to
show to students to help them understand.
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REVISED JULY 2015
Identify atomic mass of a given element
(GLE 10, PS-M-A7) (NGSS Practices 8)
● Elements- pure substance that cannot be
broken down into any simpler substance.
(Isotope/ Protons/ Neutrons/Electrons)
● Isotopes & Average Atomic Mass: Some
elements have different isotopes. Have
students copy the periodic table. Eventually
they will ask why some atomic masses are in
parenthesis. Use that time to explain
isotopes.
● The Periodic Table: Atomic number is the
number of protons or electrons. The atomic
mass is the mass of an atom.
Atomic Math
What is an atom?
http://www.youtube.com/watch?v=R1RMV5q
hwyE
Parts of an Atom - by Mr. Parr
https://www.youtube.com/watch?v=O5iaw5
WNuB0&index=36&list=PLDFAAB53FAC40EF9
D
Atomic Basics:
http://www.sciencespot.net/Media/AtomicBasics.pdf
Periodic Table Basic Review:
http://www.sciencespot.net/Media/ptablebasics1.pdf
http://www.sciencespot.net/Media/ptablebasicscards1.pd
f
Identify the mass of reactants and products
in a given chemical reactions (GLE 11, PSM-A7)(NGSS Practices 7)
Identify how particle size of the
same reactant affects the rate of
● Reactants & Products – Identify the location
in a chemical equation. Reactants are the
beginning substance of a chemical reaction.
Products are what is produced in a chemical
reaction.
● Law of Conservation of Mass - matter cannot
be created nor destroyed.
● Chemical Equations – shorthand method of
demonstrating a chemical reaction.
● Rate of Reaction: Rate of reaction is the
speed of the reaction. Use this skill to
reinforce your students’ ability to read a
graph.
*Students create a storybook explaining the
parts of a chemical reaction
Particle Size/Surface area : Alka-Seltzer Lab
Enzymes - Sugar and Yeast Lab
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REVISED JULY 2015
chemical reactions (GLE 12, PS-MA8) (NGSS Practices 6,8)
Identify elements and compounds from a
variety of sources (GLE 13, PS-MA-A9)
(NGSS Practices 6,8)
● Factors that affect the Reaction Rates(less/more surface area, lower/higher
temperatures, low/high concentration;
enzyme, inhibitors; catalyst)
● Periodic Table (Groups- Columns 1-18,
Periods- Rows 1-7)
-metal, metalloid, nonmetal, recently
Discovered: Have students color the Periodic
Table according to these different types of
elements when they copy the Periodic Table.
Show them examples of the elements
through pictures and brought elements so
that they can see the physical properties.
-Gas, Liquids, Solids, and Synthetic
Periodic Table Arrangement - Atomic number
and Atomic Mass
● Elements (Symbols, Atomic Number,
Isotopes, Average Atomic Mass)
● Compounds (found in everyday life): A
compound is a combination of two different
elements.
Liver and peroxide (exothermic reaction)
Study Jams - The Periodic Table http://studyjams.scholastic.com/studyjams/ja
ms/science/matter/periodic-table.htm
Playing cards - Students are given a deck of
playing cards and sort them to create an
arrangement.
My Missing Cousin Al - This is a great graphic
organizer that can be used for low and high
level students to understand periodic trends
and how the Periodic Table is arranged.
The Alien Periodic Table - Excellent for high
level students in which clues are provided to
figure the arrangement of elements
discovered in space.
http://school.discoveryeducation.com/lessonplans/progr
ams/ec_compoundsreactions/
Atoms and Molecules:
http://www.youtube.com/watch?v=vlSOESXQ
I7o
The University Nottingham – Periodic Videos
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REVISED JULY 2015
Classifying Matter by Mr. Parr https://www.youtube.com/watch?v=U50qw3HTvc4&in
dex=10&list=PLDFAAB53FAC40EF9D
Chemistry Rap - Mr. Lee https://www.youtube.com/watch?v=O5iaw5WNuB0&i
ndex=36&list=PLDFAAB53FAC40EF9D
Explain how the resistance of materials ● Material resistance/ Electrical Flow
affects the rate of electrical flow (GLE
18 PS-M-B2)
Identify exothermic and endothermic
reactions (GLE 40, PS-M-C7)
● Exothermic - Reactants-> Products + Thermal
Energy
● Endothermic- Chemical reactions that absorb
energy.
Reactants + Energy → Products
● Curves for activation energy: Have students
read exothermic reaction graphs and
endothermic reaction graphs.
Youtube Video
https://www.youtube.com/watch?v=L-G7pLufXAo
Lab Activity
http://www.middleschoolchemistry.com/lessonplans/c
hapter6/lesson7
http://www.beaconlearningcenter.com/Lessons/1923.ht
m
Hot Hands
TEACHER DEMONSTRATION! Elephant Toothpaste (6%
Peroxide required – can be purchased at Sally’s Beauty
Supply)
Video for chemical reaction:
http://www.youtube.com/watch?v=ZbUO
PAgJIOQ
Baking Soda + Vinegar
Cold Packs
Alka-Seltzer Experiments
http://www.alkaseltzer.com/as/student_experi
ment.html
SI GLEs: 1, 2 ,3 ,4, 5, 6, 7, 8, 9, 10 ,11 , 12, 14, 15, 16, 18, 19, 21, 22, 23, 25, 28,29,30,31,33,34,35,36,37
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REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
Module 3
October 13- November 6
Forces and Motions
Key Dates
 2nd Six Weeks Grading Period: November 2nd
VOCABULARY: distance, position, motion, speed, velocity, acceleration, force, net force, balanced forces, unbalanced forces, gravity, friction,
Newton’s 3 Laws of Motion, action force, reaction force
GUIDING QUESTIONS
1. Can students state and explain Newton’s three fundamental Laws of Motion?
2. Can students identify the forces that act upon objects and the effect those forces have on the object?
3. Can students relate their understanding of Newton’s laws to real life situations?
Key Concepts
Key Facts, Ideas, Points, Focus Areas, etc.
Resources
Derived from the GLE’s
PowerPoints:
Construct and analyze graphs
Motion
that represent one-dimensional
motion (i.e., motion in a
straight line) and predict the
future positions and speed of a
moving object(GLE 14, PS-M-
B1).
(NGSS Practices 4,5)
Explain why velocity is
expressed in both speed and
direction (PS-M-B1). (GLE15, PS-
M-B1)(NGSS Practices 4,5)

http://science.pppst.com/motion.html
Distance (Distance vs. Time Graph)
● Position
● Speed
(speed =distance/time)
● Velocity- speed in a given direction
● Acceleration
● Have students plot the graphs for each of the previous
vocabulary words. Have students create note cards and
practice each of the vocabulary words.
 Speed: distance over time
 Average Speed: teach students how to find the mean speed
 Velocity : speed in a given direction
Literacy & Graphing
Kinesthetic Lab (run, hop, skip,
walk backwards, etc.)
Distance vs. Time Graphs
Speed vs. Time Graphs
Velocity – Hurricane Charts
Literacy – Tortoise and the Hare
Kinesthetic Labs
Addressed in LCC Activity 2, 6
16
REVISED JULY 2015
Compare line graphs of
acceleration, constant speed, and
deceleration (GLE 16, PS-M-B1)
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

Acceleration: increase in speed/decrease in speed)
Deceleration: negative acceleration.
Constant Speed: indicated by a straight line on motion
graphs and represents equal intervals of distance traveled
over time

Friction: the force that causes all objects to come to a stop
due to the atoms in our environment.
(NGSS Practices 4,5)
Describe and demonstrate that
friction is a force that acts
whenever two surfaces or
objects move past one another
(GLE 17, PS-M-B2) (NGSS
Practices 6,8)
-Type of Friction (Static Friction/Sliding Friction/Rolling
Friction/Fluid Friction)
Gravity (mass and distance)
 Identify forces acting on
objects, balanced and
unbalanced forces, net
force (GLE19 , PS-M-B3)
Forces
● Balance & Non-Balanced Force: Teach students what
happens when one force acting on an object is larger than
all other forces. (The object will move in the direction of the
larger force.)
Motion Graphs Practice:
http://www.mysciencesite.com/motion_graphs.
pdf
Literacy – Tortoise and the Hare
Roller Coasters
PhET Simulations
Graphs
Everyday examples of friction
Friction Lab
http://mypages.iit.edu/~smile/ph9311.
html
Weight on other planets:
http://www.exploratorium.edu/ronh/
weight/
Friction Song by Mr. Parr https://www.youtube.com/watch?v=U
5f7SyvHUac&list=PLDFAAB53FAC40EF9
D&index=19
Schoolhouse Rock - Victim of Gravity https://www.youtube.com/watch?v=y
HFtk6Si0Fk&list=PLE9375DFB7D908C0
D&index=9
Force diagrams
Force and Motion - Study Jams
http://studyjams.scholastic.com/studyj
ams/jams/science/forcesandmotion/force-and-motion.htm
17
REVISED JULY 2015
Draw and label a diagram to
represent forces acting on an
object(GLE 20, (PS-M-B4)
Determine the magnitude
and direction of unbalanced
(i.e., net) forces acting on an
object (GLE 21, PS-M-B4)
●
●
●
●
Net Force-Combination of all the forces acting on an object.
Gravity
Friction
Air Resistance: Atoms in the air cause the force of friction
on an object.
● Interpretation of force diagrams
● Effects of friction and gravity on an object
(NGSS Practices 5,6,8)
FMA Live https://fmalive.honeywell.com/
http://www.physicsclassroom.com/cla
ss/newtlaws/Lesson-1/Balanced-andUnbalanced-Forces
Lab Activity
http://pdesas.org/module/content/res
ources/6107/view.ashx
Addressed in LCC Activity 7
Demonstrate that an object
will remain at rest or move
at a constant speed and in a
straight line if it is not
subjected to an unbalanced
force (GLE 22PS-M-B5) (PSM-B3)
● Action/Reaction Force
● Newton’s Laws
st
1 Law of Motion- Inertia
2nd Law of Motion- Momentum, Acceleration
3rd Law of Motion- Action and Reaction
Egg Drop
Rockets
Catapults
Car Safety – Crash Dummies
Balloon rocket
Newton’s 3 Laws of Motion
http://www.youtube.com/watch?v=m
n34mnnDnKU
Newton’s Law of Motion by Mr. Parr https://www.youtube.com/watch?v=PkAO8FTmw&index=3&list=PLqTEqBBPoqwVTbS_6i2lsAm
WTaW9312Fl
Predict the direction of a
force applied to an object
and how it will change
the speed and direction
of the object (GLE 23,PSM-B5)
18
REVISED JULY 2015
Epic Rap Battle Sir Isaac Newton vs. Bill Nye https://www.youtube.com/watch?v=8yis7GzlX
NM
FMA Live -https://fmalive.honeywell.com/
Study Jams - Force and Motion; Newton’s
Laws of Motion; Gravity and Inertia -
SI GLEs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 21, 22, 23, 25, 28, 31, 32,33,36,37,39,
19
REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
Module 4
November 9 – December 11
Work Power and Efficiency
Key Dates
 Early Dismissal /Professional Development- November 20th
 Thanksgiving Holiday: November 23rd-27th

Midyear Testing: December 14th- December 18th
 2nd Nine Weeks Grading Period/ 3rd Six Weeks Grading Period: December 18th

Winter Break: December 21st- January 4th
VOCABULARY: work, power, efficiency, simple machine, mechanical advantage, lever, fulcrum, wheel and axle, pulley, inclined plane, screw,
wedge
GUIDING QUESTIONS
1. Can students identify forces such as push, pull, lift, twist, and press?
2. Can students explain the relationship between kinetic energy and potential energy?
3. Can students describe the relationship between work input and work output in a simple machine?
4. Can students explain the relationship between work, power, and efficiency??
Key Concepts
Derived from the GLE’s
Explain the relationship
between work input and work
output by using simple
machines (GLE 27, PS-M-C2)
Key Facts, Ideas, Points, Focus Areas, etc.
● Give an example of all of the simple machines:
Lever, Pulley, Wedge, and Inclined Plane.
● Give a lab using all simple machines.
Resources
Science Stations -identifying and using the six simple machines.
Power Lab -calculate and compare power and work
Simple Machines Presentations:
http://science.pppst.com/simplemachines.html
Simple Machines
http://www.mos.org/sln/Leonardo/InventorsToolbox.html
(NGSS Practices 6,8)
http://sln.fi.edu/qa97/spotlight3/spotlight3.html
Honda Commercial:
http://autorepair.about.com/library/multimedia/hhonda-ad300k.swf
20
REVISED JULY 2015
Simple Machines by Mr. Parr https://www.youtube.com/watch?v=jiLI6q5wsw0&list=PLqTEqB
BPoqwVTbS_6i2lsAmWTaW9312Fl&index=5
Cposcience 19.2
Power and Work by Mr. Parr https://www.youtube.com/watch?v=qa9asXZ_gE&list=PLA686464F296A15D6&index=33
Study Jams: Simple Machines http://studyjams.scholastic.com/studyjams/jams/science/forces
-and-motion/simple-machines.htm
Compare and/or investigate
the relationships among work,
power, and efficiency (GLE 29,
PS-M-C2)
● Determine relationships among work, power,
and efficiency
Proving a screw is an inclined plane:
http://sln.fi.edu/qa97/spotlight3/screwdemo.html
Youtube Video
SI GLEs: 1, 2 ,3 ,4, 5, 6, 7, 8, 9, 10 ,11 , 12, 16, 18, 19, 21, 22, 23, 26, 28, 29, 32,37, 39,
21
REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
Module 5
January 5- February 2
Properties of Energy
Key Dates
 Martin Luther King Holiday: January 18th
VOCABULARY: energy, kinetic energy, potential energy, law of conservation of energy, wave, wavelength, amplitude, frequency, sound wave,
transparent, translucent, opaque, refraction, electromagnetic spectrum, heat, conduction, convection, radiation, electricity
GUIDING QUESTIONS
1. Can students identify examples of common uses for the various forms of energy?
2. Can students trace various forms of energy as they are transformed from one form to another?
3. Can students identify renewable, nonrenewable, and inexhaustible resources?
4. Can students describe how light is reflected and refracted?
5. Can students identify ways in which people can reuse, reduce and recycle resources?
Key Concepts
Derived from the GLE’s
Compare forms of energy (e.g.
light, heat, sound, electrical,
nuclear and mechanical).
(GLE 25, PS-M-C1)
(NGSS Practice 7)
Key Facts, Ideas, Points, Focus Areas, etc.

The teacher should have students trace the transformation
of energy from each of these sources of energy to electric
energy. Show how each source of energy
Resources
Energy PowerPoint:
http://science.pppst.com/energy.html
Study Jams: Energy, Light, and Sound
(Heat, Light, Sound, Light Absorption,
Reflection & Refraction) –
Trace energy transformations in
a simple system (e.g.,
flashlight) (GLE30,PS-M-C2)

Energy Transformation/Simple Systems
Video: Exploring Energy/Video Quiz (united
streaming)
Describe how electricity can be
produced from other types of
energy (e.g., magnetism, solar,
●
(Nuclear, Coal, Gasoline, Natural Gas, Hydroelectric and
Geothermal) becomes each other form of energy (light,
heat, sound, electrical, nuclear and mechanical).
http://studyjams.scholastic.com/studyja
ms/jams/science/index.htm
22
REVISED JULY 2015
mechanical). (GLE 39, PS-M-C6)
(NGSS Practices 6,8)
● The teacher should have students compare and contrast all
forms of energy and sources.
● The teacher should have students classify all forms of
energy as ‘Kinetic’ or ‘Potential.’


The teacher should have students trace energy
transformations in a simple electric system.
The teacher should ensure that students can classify all
forms of energy and sources as renewable,
nonrenewable, and inexhaustible forms of energy.
Thinking maps comparing forms of
energy.
Create a 3-D model of the forms of
energy.
Flashlight Lab: trace energy through a
flashlight then draw the transformation
Energy Transformation Hunt - Students
search for energy transformations about
their home identifying the energy
conversions that take place.
Sound Energy - Paper Telephone Students explore the transfer of sound
energy and how “party lines” are
created.
Describe and give examples of
how all forms of energy may be
classified as potential or kinetic
energy.
(GLE 24, PS-M-C1)
(NGSS Practices 7)
● The teacher should explain how the transformation of
potential energy to kinetic energy powers hydroelectric
sources of electricity.
● The teacher should explain geothermal energy plants and
how heat energy is turned into kinetic energy which is then
stored as potential energy.
● Explain the difference between potential (stored energy)
and kinetic (movement) energy.
○ Explain that kinetic energy can apply to molecules
in a reaction.
● Compare kinetic and potential energy to a frictionless roller
coaster. The roller coaster uses its kinetic energy to go up
the hill, then stores that energy as potential energy, and
Rubber band Man
Potential Kinetic Dance
LAB: Roller Coaster
MR CENTS Chart
Light and Sound: Transmission,
Reflection and Absorption (Everyday
Phenomena)
23
REVISED JULY 2015
then transforms that potential energy to kinetic energy to
go back down the hill.
Explain the law of conservation
of energy(GLE 28, PS-M-C2)
(NGSS Practices 6,8)
Compare how heat is transferred
by conduction, convection, and
radiation (GLE 37, PS-M-C5)
(NGSS Practices 7,8)
● The teacher should demonstrate how energy from our
energy sources can be transformed into different forms of
energy. We want a clean transfer from our sources to a
useable form of energy, but for each transfer of energy
some energy is given off as heat.
●
●
●
●
●
The teacher should teach students how to construct parallel and series
circuits using circuitry or a virtual lab.
The teacher should have students discover that closed circuits allow
the conduction of energy and that open circuits halt the conduction of
energy (both heat and electric).
The teacher should relate the conduction of electricity to the
conduction of heat, emphasizing the vocabulary conduction.
The teacher should teach the vocabulary words convection and
radiation having students compare and contrast the two. (Radiation is
when energy is given off of an energy source in waves. Convection
occurs when matter is heated and rises until it cools off and sinks.)
The teacher should demonstrate uses of all three vocabulary terms
relating them to cooking.
Energy Skate Park - PhET Simulations http://phet.colorado.edu/en/resimulatio
n/energy-skate-park
Pendulum Swing (In the nose)
http://www.eia.doe.gov/kids/energy.cfm?page=ab
out_laws_of_energy-basics
http://www.school-forchampions.com/science/newtons_cradle.htm
The Law of Conservation of Energy by
Mr. Parr https://www.youtube.com/watch?v=k60
jGJfV8oU&list=PLDFAAB53FAC40EF9D&i
ndex=11
Heat Transfer Rhyme
Heat Transfer Song by Mr. Parr:
https://www.youtube.com/watch?v=wr
8Z4SCETPs&list=PLDFAAB53FAC40EF9D
&index=20
Radiation , Convection, and Conduction
by Mr. Parr https://www.youtube.com/watch?v=yU
EPGMnRqGs&list=PLA686464F296A15D6
&index=36
24
REVISED JULY 2015
Identify conditions under which
thermal energy tends to flow
from a system of higher energy to
system of lower energy
●
●
The teacher should explain that energy flows from areas of high energy
to areas of low energy. (Heat flows to cold areas).
The teacher should relate how energy flows to how convection occurs.
Hot Red water vs Cold Blue Water:
Which will sink and/or float?
Use real world examples (apartments, 2
story houses)
(GLE 38, PS-M-C5)
(NGSS Practices 7,8)
SI GLEs: 1, 2 ,3 ,4, 5, 6, 7, 8, 9,11 , 12, 13, 14, 15, 16,17, 19, 21, 22, 23, 25, 26,33,
25
REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
Module 6
February 3 – March 10
Waves, Light, and Sound
Key Dates
 Mardi Gras Break: February 8th -9th
 4th Six Weeks Grading Period: February 18th
 Early Dismissal (11:30)- February 17
 ***POSSIBLE PHASE 1 ELA/MATH CBT WINDOW-February 29th-March 24th***
 Professional Development (Students Do Not Attend): March 11th
VOCABULARY: wave, crest, trough, wavelength, amplitude, frequency, sound wave, transparent, translucent, opaque, refraction,
electromagnetic spectrum, reflection,
GUIDING QUESTIONS
1. What causes sound?
2. How does light travel?
3. How does the law of reflection and the law of refraction apply in common objects?
4. What types of waves are on the electromagnetic spectrum?
5. How do humans see color based on the wavelength of light transmitted to the viewer’s eye?
Key Concepts
Key Facts, Ideas, Points, Focus Areas, etc.
Resources
Derived from the GLE’s
Describe and summarize
Youtube
 The students should be able to identify the terms:
Brainpop
Transmission/Reflection/ Absorption of sound, light, and
observations of the transmission,
Heat Energy
reflection, and absorption of
sound, light, and heat energy
(GLE 26 PS-M-C1)

Identify and illustrate key
characteristics of waves (e.g.,
wavelength, frequency,
● The students should be able to identify the following parts
of a wave: crest, trough, amplitude and wavelength.
LAB: Waves of Yarn: use yarn to create
waves of different heights and
26
REVISED JULY 2015
amplitude) (GLE 32, PS-M-C4)
(NGSS Practices 2,3)
● The students should understand that wavelength goes
from crest to crest and that amplitude goes from crest to
trough.
amplitudes and glue them on paper.
Students will also label the parts.
Parts of a Wave
http://zonalandeducation.com/mstm/physics/wave
s/partsOfAWave/waveParts.htm#wavelength
http://paws.kettering.edu/~drussell/Demos/waves/
wavemotion.html
Chart Waves
http://www.classzone.com/books/ml_science_sha
re/vis_sim/wslm05_pg18_graph/wslm05_pg18_g
raph.html
Predict the direction in which
light will refract when it passes
from one transparent material to
another (e.g., from air to water,
from prism to air) (GLE 33, PS-MC4) (NGSS Practices 2,3)
● Students should be able to understand that light bends
when it refracts and this can cause the different
wavelengths of color to separate from shortest wavelength
to longest wavelength.
Refraction Lab: Pencil in water.
Reflection of Light With Two Plane
Mirrors Lab Activity
Reflection of Light With a Plane (Flat)
Mirror—
Trace a Star Lab Activity
Apply the law of reflection and
law of refraction to demonstrate
everyday phenomena (e.g., how
light is reflected from tinted
● Students should be able to understand that light is being
reflected and refracted on everyday real world objects and
should recognize this with items in the classroom to
demonstrate understanding.
NASA website(Optics, Light, and Color)
http://www.nasa.gov/audience/foreduc
ators/topnav/materials/listbytype/Optic
s.Guide.htmlB
Use diffraction glasses to see how light is
reflected and refracted.
27
REVISED JULY 2015
windows, how light is refracted
by cameras, telescopes,
eyeglasses) (GLE 34, PS-M-C4)
(NGSS Practices 2,3)
Use real world examples to demonstrate
the laws of reflection and refraction.
Focus Notes
http://www.edquest.ca/component/content/article/
186
Determine through
experimentation whether light is
reflected, transmitted, and/or
absorbed by a given object or
material (GLE 35, PS-M-C4)
(NGSS Practices 2,3)
● Students should be able to understand that light is being
reflected and refracted on everyday real world objects and
should recognize this with items in the classroom to
demonstrate understanding.
● The teacher will allow students to watch a YouTube video
and answer critical thinking questions.
●
Mirrors and Light Song by Mr. Parr https://www.youtube.com/watch?v=Cb
kaLvgiKI&list=PLA686464F296A15D6&index
=31
Teacher will use everyday materials to
examine the laws of light.
Light PowerPoint:
http://science.pppst.com/lightoptics.html
Properties of Light (united streaming)
Explain the relationship between
an object’s color and the
wavelength of light reflected or
transmitted to the viewer’s eyes
(GLE 36, PS-M-C4)
(NGSS Practices 2,3)
● The teacher should have the students understand that the
colors we see are wavelengths of light that are reflected off
of an object that then travel to the receptors in our eyes.
● The students should understand that all wavelengths of
color that we do not see are absorbed by the matter they
hit and are converted into heat energy. (Example: When
someone wears a green shirt, the green wavelength of light
is reflected off their shirt into our eyes, but red, orange,
yellow, blue, indigo and violet are absorbed by the material
and converted into heat).
Teacher will use the acronym ROYGBIV
the relationship between color and
wavelength.
Benham Disk - Students will create a
disk that demonstrates what happens
when the colors black and white mix
with one another.
Power point
http://science.pppst.com/humanbody/sight.html
28
REVISED JULY 2015
● White reflects all wavelengths of light and black absorbs all
wavelengths of light.
Compare types of
electromagnetic waves

Cut, label, and paste ES picture in notebook.
Wavestown.com
Lesson
(GLE 31, PS-M-C3)
http://school.discoveryeducation.com/lessonplans
/activities/electromagneticspectrum/
(NGSS Practices 6,7)
SI GLEs: 1, 2 ,3 ,4, 5, 6, 7, 8, 9, 10 ,11 , 12, 13, 14, 15, 16, 18, 19, 21, 22, 23, 25,26, 27, 28,29, 30, 34,36
29
REVISED JULY 2015
2015-2016 Grade 6 – Physical Science Instructional Focus
MODULE 7
March 14 – May 20
Science and the Environment
Key Dates
 ***POSSIBLE ELA/MATH PHASE 1 PBT WINDOW-March 14th-March 18th***
 3rd Nine Weeks Grading Period- March 15
 Overview of Material- March 21- 24th
 Easter Holiday/Spring Break- March 25th- March 31st
 ***ILEAP TESTING-April 4th***
 ***POSSIBLE ELA/MATH PHASE 2 PBT WINDOW-April 25th- April 29th-March 18th***
 ***POSSIBLE ELA/MATH CBT WINDOW-April 25th-May 13th***
VOCABULARY: renewable resources, nonrenewable resources, inexhaustible resources, fossil fuels, alternative energy source, nuclear energy,
geothermal energy, hydroelectricity, pollution, smog, acid rain, thermal pollution, conservation, biomass, hydrogen fuel, reduce, reuse,
recycle
GUIDING QUESTIONS
1. Can students identify the sources of energy used in our society that allow it to function in its present state?
2. Can students tell how these sources of energy are used in our society?
3. Can students classify renewable and nonrenewable energy sources?
4. Can students determine who is affected by overuse of selected energy sources?
5. Can students explain potential environmental effects involved in the overuse of selected sources of energy?
6. Can students identify examples of common uses for the various forms of energy?
7. Can students trace various forms of energy as they are transformed from one form to another?
8. Can students identify renewable, nonrenewable, and inexhaustible resources?
9. Can students identify ways in which people can reuse, reduce and recycle resources?
Explain how an inexhaustible
MiddleSchoolscience.com
●
The
students
should
know
that
wind,
water,
geothermal
and
resource can be harnessed for
solar are inexhaustible and are used for energy production.
Copscience.com
energy production(GLE 44, SEM-A6) (NGSS Practices 6)
30
REVISED JULY 2015
PowerPoint:
http://science.pppst.com/alternativefuels.htm
l
Identify energy types from
their source to their use and
determine if the energy types
are renewable, nonrenewable, or inexhaustible
(GLE 42, SE-M-A6) (NGSS
Practices 6)
● The teacher should have students brainstorm where we get the
materials for creation of energy.
● The teacher should have students identify the difference
between renewable (we can get the energy source back burning wood) non-renewable (once used up, the energy source
disappears - petroleum and coal) and inexhaustible (energy
source will never be used up - sunlight, hydroelectric, and
geothermal).
● The teacher should have students identify drawbacks of all
sources of energy. (Use of coal creates large amounts of
Identify risks associated with
pollution and CO2 gas. Petroleum burning creates large
the production and use of coal,
amounts of pollution. Hydroelectricity can displace animals in
petroleum, hydroelectricity,
the environment the dam is being built in. Nuclear energy use
nuclear energy, and other
can cause nuclear fallout if the plant malfunctions.
The teacher should have students relate pollution to the law of
energy forms
conservation of mass, and heat generated from the changes in energy
(GLE 41, PS-M-C8)
sources.
Energykids.com
Recycle City Webquest:
www.epa.gov/recyclecity/
Renewed Energy Song by Mr. Parr https://www.youtube.com/watch?v
=UZol5vMDhe4&list=PLDFAAB53FAC
40EF9D&index=43
Energy Game - This is a card sort in
which students match an example of
energy with the type of energy it is.
(NGSS Practices1,6)
Explain how the use of
different energy resources
affects the environment and
Study Jams: Energy, Light, and
Sound (Fossil Fuels, Renewable
Fuels, and Natural Resources) http://studyjams.scholastic.com/stu
dyjams/jams/science/index.htm
EPA.com

The teacher should have students brainstorm and research
which energy sources are the most expensive to maintain and
produce. Students should reach the conclusions that nonrenewable resources are expensive while inexhaustible
resources are the cheapest to maintain.
Game: Agree/Disagree (students will
participate in rotating centers and
defend their position on drawbacks
of energy)
31
REVISED JULY 2015
the economy (GLE 43, SE-MA6) (NGSS Practices 6)
Schoolhouse Rock - Energy Blues
Music Video -
Describe methods for
sustaining renewable
resources
(GLE 45, SE-M-A6)
(NGSS Practices 6)
● The teacher should have students identify how they can sustain
all sources of energy (nuclear, coal, gasoline, natural gas,
hydroelectric and geothermal) using a variety of methods (
using more inexhaustible forms of energy, scientific research to
create new forms of fuels, better mechanisms for harnessing
energy.)
https://www.youtube.com/watch?v
=wX2wrXwe8ZM
Identify ways people can
reuse, recycle, and reduce the
use of resources to improve
and protect the quality of life
(GLE 46, SE-M-A6)
● The teacher should have students identify how they can recycle
(reuse products) and reuse resources to help the environment
and improve life for the citizens in their community.
Debate a newspaper or magazine article and
reach a conclusion on the environment and
the economy.
Schoolhouse Rock - Save the Ocean https://www.youtube.com/watch?v
=GWLlunokwCs
Debate a newspaper or magazine article and
reach a conclusion on the environment and
the economy.
(NGSS Practices 6)
Describe how electricity can be
produced from other types of
energy (GLE 39, PS-M-C6)
(NGSS Practices 6,8)
● The students should identify how electricity can be produced
from other types of energy (nuclear, fossil fuels)
Project: When I Grow Up? Students take a recyclable material
and come up with a new and
inventive way in which the material
can be reused.
32
REVISED JULY 2015
Illustrate how various
technologies influence
resource use in an ecosystem
(e.g.,forestry management,
soil conservation, fishery
improvement) (GLE 47, SE-MA8) (NGSS 6,8)
● The students should research technologies that are used to help
maintain and influence the environment through the usage of
power and electric plants. How do we preserve the ecosystem
while we work within it? (Use EPA websites and Earth Day
activities.)
SI GLEs: 1, 2 ,3 ,4, 5, 6, 7, 8, 9, 10 ,11 , 12, 13, 14, 15, 16, 18, 19, 21, 22, 23, 25, 28,29,30,37,38,39,40
33
REVISED JULY 2015