6th Grade Science
UNIT 2: Change (8 weeks)
This unit will help the students to have a deeper understanding about how forces change
the motion of objects, investigate energy transformations, how forces transform energy, and
model how machines reduce the effort force needed to do work. This 8 week unit will allow
students to use mathematical analysis, scientific inquiry, and engineering design, and invent
a simple/compound machine.
Essential Question:
What change is essential?
Big Ideas/Enduring Understandings
 Energy exists in many forms, and
these forms change and conserved in
everyday life
 Energy can be considered to be
either kinetic energy, which is energy
in motion, or potential energy, which
depends on relative position.
 Different forms of energy include
heat, electrical, mechanical, sound,
nuclear, and chemical, energy is
transformed in many ways.
 Energy and matter interact through
forces that result in changes in
motion.
 The motion of an object can be
described by its position, direction of
motion, and speed.
 Machines can change the direction
or amount of force, or the distance
or speed of force required to do work.
Guiding Questions:
1. What is energy?
2. What are the similarities and differences
between kinetic and potential energy?
3. What are the different forms and
resources of energy?
4. Why is energy transformation important?
5. How do the various sources of energy
impact the environment?
6. How does energy cause change?
7. How are energy and work related?
8. What is work and how is it calculated?
9. How are force and motion related?
10. How are work and power related?
11. How do simple machines work for us?
12. How do we determine the mechanical
advantage and efficiency of a simple
machine?
13. What are your strengths and struggles in
learning scientific skills and processes?
14. What goals can you set to improve your
learning in the next unit?
 Simple machines include a lever,
screw, wheel and axle, inclined
plane, and a pulley. A complex
machine uses a combination of
interacting simple machines.
1
NYS Standards and Indicators Assessed:
STANDARD 1 – Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seeks answers and develop solutions
Engineering Design: Key Idea 1: Engineering design is an alternative process involving
modeling and optimization (finding the best solution with given constraints); this process is
used to develop technological solutions to problem within given constraints.
S4.1 – describe the sources and identify the transformations of energy observed in everyday
life
(major understandings: S4.1a, S4.1b, S4.1c, S4.1d, S4.1e)
S4.4 - observe and describe the properties of sound, light, magnetism and electricity
S4.5 Describe situations that support the principle of conservation of energy.
(major understandings: 4.5a, 4.5b)
S5.1 – describe different patterns of motion of objects.
(major understandings: S5.1a, S5.1b, S5.1c, S5.1d)
S5.2 Observe, describe and compare effects of forces on the motion of objects.
(major understandings: S5.2c, S5.2d, S5.2e, S5.2f, S5.2g)
NYC Standards Assessed:
S1 b - demonstrates understanding of position and motion and forces
S4a - demonstrate understanding of unifying concepts
S4c - demonstrates understanding of impact of technology on society
S4d - demonstrates understanding of impact of science on technology
S4e - demonstrates understanding of impact of science
S5a - frames questions to distinguish cause and effect; and identifies or controls variables
S6a - use technology and tools to observe and measure objects, organisms, and phenomena
directly, indirectly, and remotely
S6b - records and stores data using a variety of formats
S6c - collects and analyzes data using concepts and techniques in mathematics standard 4
S6d - acquires information from a variety of sources
S7a - represents data and results in multiple ways
S8c - demonstrates scientific confidence by completing a design
NYS Common Core Standards Assessed:
Reading Standards for Informational Text (Grade 6)
Standard 7, 10
Writing Standards (Grade 6)
Standard 1a,b,c,d,e, 2
Speaking and Listening Standards (grade 6)
Standard 1
See alignment of standards and indicators to authentic task.
Teacher Designed Standards Assessed:
1. Students will reflect upon their work as scientists/students by:
2
a)
b)
c)
d)
e)
Identifying strengths.
Identifying struggles.
Setting goals to improve their work.
revising their work to make it better
Asking questions to improve their understanding.
ASSESSMENT EVIDENCE
Authentic Performance Task(s):
Alignment to NYS Common Core
Standards:
Students will work individually and in
groups to design an investigation that will
solve a problem using a compound
machine (They will be working as both
engineers and scientists.)
a) brainstorm possible problems
(whole class)
b) choose a problem to solve (whole
class)
c) identify criteria and constraints for
building the compound machine
(whole class)
d) draft and build a compound
machine that can solve the
problem (group)
e) formulate hypothesis (group)
f) create a blueprint (group)
g) conduct the experiment (group)
h) record results (individual and
group)
i) revise/rebuild the compound
machine (group)
j) test the revision of the compound
machine (group)
k) record results and compare to
original results(individual)
l) finalize compound machine (group)
m) write a report that describe the
machine, how to build it, what it
can do, and how it solves the
problem (group)
n) self-assess using criteria for a
quality report
o) present their project to the class by
creating an oral presentation,
poster or PowerPoint (group)
p) Write a reflection on learning that
also addresses the question, “What
changes to your design are
essential? (individual)
Reading Standards for Informational Text
Grade 6
7. Integrate information presented in different media
or formats (visually, quantitatively) as well as in
words to develop coherent understanding of a topic or
issue.
Determine
10. Read and comprehend nonfiction with scaffolding
as needed.
Writing Standards
Grade 6
1. Write arguments to support claims with clear
reasons and relevant evidence.
a) Introduce claims and organize the reasons
and evidence clearly.
b) Support claims with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic
or text.
c) Use words phrases and clauses to clarify the
relationships among claims and reasons.
d) Establish and maintain a formal style.
e) Provide a concluding statement that follows
from the argument presented.
2. Write informative/explanatory texts to convey
ideas, concepts, and information.
a. introduce a topic and develop it with relevant
facts, definitions, details
d. use precise language and domain specific
vocabulary to inform or explain about a topic
f. provide a concluding statement to follow
explanation
Speaking and Listening Standards
1. Engage effectively in a range of collaborative
discussions with diverse partners on grade 6
topics, tests and issues, building on others’
ideas and expressing their own clearly.
a) Come to discussion prepared and having
3
read; explicitly draw on that preparation
by referencing evidence on the topic, text
or issue to probe and reflect on ideas
under discussion.
c) Pose and respond to different questions
with elaboration and detail by making
comments that contribute to discussion.
Diagnostic Assessments:
1. Students will respond to the essential question at the start of the unit and at
the end of the unit. (pre/post)
Formative Assessments:
1.
2.
3.
4.
5.
6.
7.
8.
drafts of design
drafts of hypothesis
blueprint
practice quizzes (ungraded)
interim assessments
science notebook or reports
drafts of written report
rehearsals of presentations
Summative Assessments:
1.
2.
3.
4.
5.
6.
authentic task
portfolio
quizzes (graded)
science notebook or reports
unit test
response to essential question
TEACHING AND LEARNING PLAN
Teaching and Learning Activities:
1. Use the essential question as a pre assessment. (Individual journal entry and/or group
discussion.)
2. Introduce unit vocabulary.
3. Have students create concept maps.
4. Use guiding questions to present lessons on energy, work, and simple machines.
5. Do mini investigation to explore simple machines and write scientific explanations.
6. Read informational texts together.
7. Work as a whole class and in groups to do the authentic task.
8. Use the essential question as a post assessment.
9. Select portfolio pieces.
10. Administer Unit test.
Resources Needed:
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Electronic Resources
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www.Pro.Con.org
www.learningcenter.nsta.org
www.Thinkfinity.org
http://teachersdomain.org
www.nationalgeographic.org
www.unbanadvantagenyc.org
www.Thinkfinity.org
Magazines/Journals
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The Week
Kid Biz/ Achieve 3000
Newsweek
Junior Scholastic
Scientific American
Science Scope
Science Daily
Books
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6th Grade Glencoe Science
If You Build It, They will Learn by Bruce Yeany
Glencoe Grade Physical Science
Glencoe Earth Science
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UNIT 2: Change
Essential Question: Why change is essential?
WEEKLY CALENDAR (Nov. 26- 30, 2012)
Week
Guiding Questions
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1)
What
is
energy?
1. Individual response to
energy, kinetic

definitions
of
1
2) What are the
essential question (pre)
energy, potential
energy
similarities and
2.
Practice
Quiz
(formative,
energy
 differences
differences
ungraded)
between kinetic
between kinetic
3. Science notebook or report
and potential
and potential
energy
energy?
Standards NYS
NYC
Common Core Standards
Assessed: S1.1
S4a, S4e, S5a, S6a
Writing Standard, Grade 6: 2 a, d, & f
6
Unit 2 Change
Week
Guiding Questions
2
3) What are the
different forms
and resources of
energy?
4) Why is energy
transformation of
energy important?
Standards NYS
Assessed:
S4.1, 4.4
Dates (Dec. 3-7, 2012)
Topics/Lessons
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Drafts of written report
Chemical, thermal,
 forms of energy
(formative)
radiant, electrical,
 resources of
2.
Quiz
(graded)
nuclear,
energy
3. Practice Quizzes
transformation,
 energy
(ungraded)
conservation,
transformations
resources,
 law of
generator, turbine
conservation of
energy
NYC
Common Core Standards
S4a, c, d, e
Writing Standard, Grade 6: 2 a, d, & f
S6d
7
Unit 2: Change
Week
Guiding Questions
3
5) How do various
source of energy
impact the
environment?
6) How does energy
cause change?
Topics/Lessons



Standards NYS
Assessed: S4.1, 4.5
Unit 2: Change
Week
Guiding Questions
4
7) How are energy
and work related?
8) What is work and
how is it
calculated?
9) How are force and
motion related?
Standards NYS
Assessed: S5.1 & 5.2
environmental
impact of energy
sources
renewable and
nonrenewable
energy resources
alternative energy
resources
NYC
S4a, c, d, e,
S6d
Topics/Lessons




scientific
definition of work
calculating work
definition force
definition of
motion
NYC
S1b, S4a, S5a,
S6a,b,c
S7a
Dates: (Dec. 10-14, 2012)
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Interim Assessment:
geothermal, fossil
Energy forms and
fuels, renewable,
transformations and environmental nonrenewable,
impact.
alternative,
hydroelectric, wind
energy,
photovoltaic, solar
panels, reservoir,
tidal
Common Core Standards
Reading Standards, Grade 6: 7
Dates: (Dec. 17- 21, 2012)
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. science notebook or
work, force,
reports (formative and
distance, motion,
summative)
equation
2. practice quizzes
(ungraded)
3. quizzes (graded)
Common Core Standards
8
Unit 2: Change
Week
Guiding Questions
5
10) How are work
and power related?
11) How do simple
machines work for
us?
Topics/Lessons



Standards NYS
Assessed: S1.1
S5.1, 5.2
definition and
calculation of
power
input and output
force
types of simple
machines
NYC
S1b, S5a
Dates: (Jan. 2-4, 2012)
Assessments
(diagnostic, formative,
summative, interim)
1. Science notebook
(formative)
2. Authentic Task
begins. Students will
work individually and in
groups to design an
investigation that will
solve a problem using a
compound machine:
 brainstorm
possible problems
(whole class)
 choose a problem
to solve (whole
class)
 identify criteria
and constraints
for building the
compound
machine (whole
class)
Key Vocabulary
power, work, simple
machines, lever, pulley, wheel
and axle, screw, wedge,
inclined plane, input force,
output force
Common Core Standards
Writing Standards, Grade 6: a & d
Speaking and Listening Standards, Grade 6:
a&c
9
Unit 2: Change
Week
Guiding Questions
6
11) How do simple
machines work for us?
12) How do we
determine the
mechanical advantage of
simple machines?
Topics/Lessons



Standards NYS
Assessed: S5.2
types of simple
machines
definition and
equation of
mechanical
advantage
comparison
between work
input and work
output
NYC
S1b, S5a
S6a, b, c, d
S7 a
Dates: (Jan. 7- 11, 2012)
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. science notebook (formative) Lever, pulley,
2. Authentic task continues.
screw, wedge,
Students will work individually inclined planed,
and in groups to design an
wheel and axle,
investigation that will solve a
screw, wedge,
problem using a compound machine: compound
machine,
 draft and build a
compound machine that mechanical
advantage, work
can solve a problem
input, work
(group)
output
 formulate hypothesis
(group)
 create a blueprint
(group)
 conduct the experiment
(group)
 record results
(individual and groups)
Common Core Standards
Speaking and Listening, Grade 6: 1a & c
10
Unit 2: Change
Week
Guiding Questions
7
11) How do simple
machines work for us?
12) How do we
determine the
mechanical advantage of
simple machines?
Topics/Lessons



Standards NYS
Assessed:
types of simple
machines
definition and
equation of
mechanical
advantage
efficiency
NYC
S6b & c
S7a
Dates: (Jan. 14- 18, 2012)
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Science notebook or report
mechanical
2. Quizzes (graded)
advantage,
3. Authentic task continues.
efficiency,
Students will work individually mechanical
and in groups to design an
advantage, work
investigation that will solve a
input, work
problem using a compound machine: output
 revise/rebuild the
compound machine
(group)
 test the revision of the
compound machine
(group)
 record results and
compare to original
results (individual)
 finalize compound
machine (group)
 write a report that
describe a machine, how
to build it, what it can
do, and how it solves
the problem (group)
 self-assess using criteria
for a quality report
Common Core Standards
Reading Standards, Grade 6: 7 & 10
Writing Standards, Grade 6: 1a,b,c,d,&e
11
Unit 2: Change
Week
Guiding Questions
8
13) What are your
strengths and struggles
in learning science skills
and processes?
Topics/Lessons



reflection
setting goals
strengths and
weaknesses
14) What goals can you
set to improve your
earning in the next
unit?
Standards NYS
Assessed: S4.1, 4.4, 4.5
S5.1, & 5.2
NYC
S1b
S4a,c,d, & e
S8c
Dates: (Jan. 22-25, 2012)
Assessments
Key Vocabulary
(diagnostic, formative,
summative, interim)
1. Authentic task continues.
reflection, goals
Students will work
individually and in groups to
design an investigation that
will solve a problem using a
compound machine:
 present their project to
their class by creating
an oral presentation,
poster, or PowerPoint
(group)
 Write a reflection on
learning that also
addresses the question,
“What changes to your
design are essential?”
(individual)
2. Post Assessment
3. Portfolio
4. Unit test
Common Core Standards
Speaking and Listening, Grade 6: 1a & c
12