SCSD
6
th
GRADE SCIENCE CURRICULUM
About this document
Identified within each unit is the Declarative and Procedural Knowledge to be mastered by students as a result of classroom instruction. In
support of these, instructional strategies and activities have been included.
The Declarative Knowledge identifies a basic learning progression that students may follow in developing an understanding of the concepts
that help them to answer the essential question of the unit. In this learning progression the writing team referenced the Project 2061 Atlas of
Science Literacy. In comparing the NYSED Science Core Curriculum to this document gaps were identified that possibly could limit student’s
ability to make connections between sub-learning’s. These additional learning’s are in italics under the Declarative Knowledge column. While
they are not required by NYSED it is suggested that these be taught to students. At the bottom of each page are the links to the NYSED
Intermediate Level Science Core Curriculum and the Project 2061 Atlas of Science Literacy. Once in these documents you can directly
reference the specific major understandings.
Table of Contents
Unit 1: Connecting Math and Science
Unit 2: Scientific Inquiry
Unit 3: Stars and Our Sun
Unit 4: Planets
Unit 5: Earth
Unit 6: Atmosphere
Unit 7: Hydrosphere
Unit 8: Weather
Unit 9: Climate
Unit 10: Weathering and Erosion
Unit 11: Rocks
Unit 12: Crustal Movement
Unit 11: Pollution
2-3
4-6
7-8
9-10
11-12
13
14
15-16
17-18
19
20-21
22-23
24-27
Atlas 2061: http://strandmaps.nsdl.org/
1
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Appendix
i.
Metric Conversion Chart
ii.
KLEW Chart
iii. The Bear Necessities
iv. Bloom’s Taxonomy
v.
Costa’s Levels of Questioning
28
29
30
31
32
33
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 1: Connecting Math and Science
Essential Question: Why is important to have an understanding of mathematics as it relates to science?
Benchmark
M1.1
M2.1
M3.1
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
Instructional Strategies
Assessment/Laboratory
Investigation/Activities
 Abstraction and symbolic
representation are used to
communicate mathematically.
o independent/dependent variables
o direct, indirect, cyclic, constant
 Deductive and inductive reasoning
are used to reach mathematical
conclusions.
o interpolate, extrapolate
o patterns, trends
 Critical thinking skills are used in
the solution of mathematical
problems.
 System International (SI)
o metric system
 KHDMDCM (conversions)
 Meter – standard unit of
measurement for length (ruler,
meter stick)
 Area of a solid cm2
o A=LW
 Volume of a solid cm3
o V=LWH
 Liter – standard unit of
measurement for volume
(graduated cylinder and
 Extend mathematical
notation and symbolism to
include variables and
algebraic expressions in
order to describe and
compare quantities and
express mathematical
relationships.
 Identify independent and
dependent variables
 Identify relationships among
variables including: direct,
indirect, cyclic, constant;
identify non-related material
 Apply mathematical
equations to describe
relationships among
variables in the natural
world.
 Use inductive reasoning to
construct, evaluate, and
validate conjectures and
arguments, recognizing that
patterns and relationships
can assist in explaining and
extending mathematical
 Collaborate with
Mathematics
teacher to reinforce
and support learning
goals.
Activity: Determine what days
are the busiest in the Maternity
Ward. Collect class data on
birthdays and enter into data
table. Make a bar graph to
represent what day of the week
had the most births. Then make
a line graph to represent what
numerical day of the month had
the most births. Could also be
done by combining data from
several classes.
Atlas: http://strandmaps.nsdl.org/
2
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
 Data Tables
Graphing
 Conversion charts
 Use of
manipulatives for
the metric system
conversions
 Mnemonic devices
o (Kangaroos
hopping down
mountains
drinking chocolate
milk)
 No Naked Numbers
(do numbers have
units?)
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
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displacement of water)
Volume of an irregularly-shaped
object (displacement)
1 ml = 1 cm3
Gram – standard unit of
measurement for mass
Density – Mass divided by volume
(mass per unit volume)
Newtons – standard unit of weight
Vocabulary
Constant
Cyclic
Deductive reasoning
Density
Dependent
Direct
Extrapolate
Gram Independent
Indirect
Inductive reasoning
Interpolate
Liter
Meter
Metric system
Newton
Patterns
System International
Trends
Variable
Volume
phenomena.
 Interpolate and extrapolate
from data.
 Quantify patterns and
trends.
 Apply mathematical
knowledge to solve realworld problems and
problems that arise from the
investigation of
mathematical ideas, using
representations such as
pictures, charts, and tables.
 Convert from one metric unit
to another (example: cm to
m, mm to m, km to mm,
etc.).
 Use appropriate scientific
tools to solve problems
about the natural world:
o zero a balance
o determine the volume of
objects using rulers and
graduated cylinders
o read the meniscus on a
graduated cylinder
o use a spring scale to
measure newtons (weight)
Atlas: http://strandmaps.nsdl.org/
3
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 2: Scientific Inquiry
Essential Question: How do scientists answer questions and solve problems?
Benchmark
S1.1
S1.2
S2.1
S2.2
S3.1 S3.2
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
 The central purpose of scientific
inquiry is to develop explanations of
natural phenomena.
 Observations lead to questions,
which may lead to more questions
in the search for explanations.
 Models help to explain phenomena.
o observation/observe
o hypothesis/hypothesize
o inference/infer
o prediction/predict
o explanation/explain
 Scientific inquiry involves the testing
of proposed explanations by using
conventional techniques,
procedures, and ingenuity.
 Scientific investigations can be
conducted to test proposed
explanations (or hypotheses).
 Controlled investigations include a
control group (constant) and an
experimental group containing a
dependent and an independent
variable.
 Dependent variables (responding
variables)
 Using appropriate
references, formulate
questions independently
that will be useful in guiding
the search for explanations
of everyday observations.
 Formulate questions about
natural phenomena and
identify appropriate
references to investigate a
question.
 Refine and clarify questions
so that they are subject to
scientific investigation.
 Construct explanations
independently for natural
phenomena, especially by
proposing preliminary visual
models of phenomena.
 Independently formulate a
hypothesis.
 Differentiate among
observations, inferences,
predictions, and
explanations.
 Design charts, tables,
Atlas: http://strandmaps.nsdl.org/
4
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
Assessment /Laboratory
Investigation/Activities
Observing
Questioning
Hypothesizing
Inferring
Predicting
Constructing
Models
 Writing
explanations
 Journal Response
 Activity: Use conventional
techniques and those of their
own design to make further
observations and refine their
explanations, guided by a need
for more information (so any
inquiry-based lab). Then
represent, present, and defend
proposed explanations of
everyday observations so that
they can be understood and
assessed by others.
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 Extension Activity: Seek to
clarify, to assess critically, and
to reconcile with their own
thinking the ideas presented by
others, including peers,
teachers, authors, and
scientists.
 Activity: Students will design a
simple controlled experiment in
which they identify independent
variables (manipulated),
dependent variables
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
 Independent variables
(manipulated)
 DRY MIX
o (Dependent Rests on the Y-axis,
Manipulated or Independent
rests on the X-axis)
 Constants
 The observations made while testing
proposed explanations, when
analyzed using conventional and
invented methods, provide new
insights into phenomena.
Vocabulary
Constant
Cyclic
Deductive reasoning
Density
Dependent
Direct
Extrapolate
Gram Independent
Indirect
Inductive reasoning
Interpolate
Liter
Meter
Metric system
Newton
Patterns
System International
Trends
Variable
Volume
graphs, and other
representations of
observations in conventional
and creative ways to help
them address their research
question or hypothesis.
 *Demonstrate appropriate
safety techniques.
 *Conduct an experiment
designed by others.
 Design and conduct an
experiment to test a
hypothesis.
 Use appropriate tools and
conventional techniques to
solve problems, including:
o measuring
o observing
o describing
o classifying
o sequencing
 Develop, present, and
defend formal research
proposals for testing their
own explanations of
common phenomena,
including ways of obtaining
needed observations and
ways of conducting simple
controlled experiments.
 Organize results, using
appropriate graphs,
diagrams, data tables, and
other models to show
Atlas: http://strandmaps.nsdl.org/
5
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
(responding), and constants.
They must choose an
appropriate sample size and
number of trials. They will
safely conduct their
investigation while recording
observations and collecting
qualitative and quantitative
data. A report of findings will be
expected. The report will
include the following: an
accurate description of the
procedures used and the data
gathered; identification of
sources of error and the
limitations of data collected;
and an evaluation of the
original hypothesis in light of
the data. Suggestions for
improvements and
recommendations for further
study should also be included
within the report.
 Drops of Water on Penny Lab
(With/Without Soap)
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
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relationships.
Generate and use scales,
create legends, and
appropriately label axes.
Use and interpret graphs
and data tables.
Interpret the organized data
to answer the research
question or hypothesis and
to gain insight into the
problem.
Formulate and defend
explanations and
conclusions as they relate to
scientific phenomena.
Develop and defend a
logical argument about
cause-and-effect
relationships in an
investigation.
Make predictions based on
experimental data.
Atlas: http://strandmaps.nsdl.org/
6
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 3: Stars and Our Sun
Essential Question: What are stars and what star is the center of our universe?
Benchmark
PS 1.1
*4A/P2
4A/E1
4A/E2
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Declarative Knowledge:
To Know
The stars differ from each other in
temperature, age, and size. Earths’ sun is
an average-sized star, which is more than
a million times greater in volume than the
earth. The sun is believed to be a dense
burning ball of gases.
The sun, earth, and other planets are
approximately spherical in shape.
The sun is a star that can be seen only in
the daytime, but the moon can be seen
sometimes at night and sometimes during
the day. The sun, moon, and stars all
appear to move slowly across the
sky.4A/P2
Something can be “seen” when light
waves reflected or emitted enter the eye.
4F/M2
Stars are like the sun, some being smaller
and some larger, but so far away that they
look like points of light. The distance
between stars are vast compared to the
distance within our solar system. PS 1.1b
The patterns of stars in the sky stay the
same, although they appear to move
across the sky nightly, and different stars
can be seen in different seasons. 4A/E1
Telescopes magnify the appearance of
some distant objects in the sky. The
number of stars that can be seen through
telescopes is dramatically greater than
can be seen by the unaided eye. 4A/E2
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Procedural Knowledge:
To Do
Determine why the sun is only
seen during the day.
Hypothesis why life exists on
earth, and not on planets closer
and further from the sun.
Compare and contrast the
constellations that are seen in
our sky in spring, summer,
winter, and fall.
Explain why we can see more
celestial objects through a
telescope than we can with the
naked eye.
Identify Polaris as the current
North Star, the Big Dipper, and
the Little Dipper, using a star
chart.
Graph sunspot data and identify
sunspot maximums and
minimums.
Atlas: http://strandmaps.nsdl.org/
7
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional Strategies
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Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and Study
of textbook
Presentation
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Assessment/Laboratory
Investigation/Activities
Activity: Develop an investigation
to study light energy given off by
the sun using a lamp, bulbs with
various wattages, and radiometer,
based on distance, time, and
direct and indirect light.
Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
 The sun is a medium-sized star located
near the edge of a disk-shaped galaxy of
stars, part of which can be seen as a
glowing band of light that spans the sky on
a very clear night. 4A/M1
 The sun is many thousands of times
closer to the earth than any other star.
Light from the sun takes a few minutes to
reach the earth. 4A/M2ab
 Light from the next nearest star takes a
few years to arrive. The trip to that star
would take the fastest rocket thousands of
years. 4A/M2bc
 Some distant galaxies are so far away that
their light takes several billion years to
reach the earth. People on earth,
therefore, see them as they way they were
that long ago in the past. 4A/M2de
Vocabulary
Constellation
Galaxy
Gas
Light
Naked eye
Spherical
Star
Sun
Sunspot
Telescope
Temperature
Universe
Atlas: http://strandmaps.nsdl.org/
8
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 4: Planets
Essential Question: What affect does gravity have on Earth and all celestial bodies?
Benchmark
1.1
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Declarative Knowledge:
To Know
Gravity from the sun's pull holds the
earth and other planets in their orbits,
just as the planets' gravitational pull
keeps their moons in orbit around them
without touching. 4G/M2
Gravitational force pulls everything on
or anywhere near the earth toward the
earth’s center. 4B/M3
Every object exerts gravitational force
on every other object. The force
depends on how much mass the
objects have and on how far apart they
are. The force is hard to detect unless
at least one of the objects has a lot of
mass. 4G/M1
Weight is the pull of gravity on the
mass of an object.
Eight planets of very different size,
composition, and surface features
move around the sun in nearly circular
orbits. 4A/M3
The Sun and the planets that revolve
around it in an almost circular orbit are
the major bodies in the solar system.
Other members include comets,
moons, and asteroids. PS 1.1c
The moon exerts a gravitational pull on
the large bodies of water on earth,
known as a tidal force, which changes
in accordance to the position of the
moon around the earth.
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Procedural Knowledge:
To Do
Construct a scaled model of our solar
system, using paper tape, to show the
approximate distances between the
sun and the eight planets.
Using the model, compare and
contrast the planets orbits in terms of
their cycle for a year, and a day.
After viewing Apollo 13, compare and
contrast the gravitational force here
on earth to those on the moon and in
a space shuttle.
Explain why Pluto is no longer
considered a planet.
Predict what happens to your mass
as you go further and further away
from sea level, compared to your
weight.
Explain why satellites stay in orbit
around the earth.
Compare and contrast meteoroids,
comets, and asteroids both in writing
and with a visual.
Atlas: http://strandmaps.nsdl.org/
9
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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Instructional
Strategies
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of textbook
Presentation
Assessment/Laboratory
Investigation/Activities
 Activity: Use the newspaper to
track, illustrate, and predict the
phases of the moon for 1 month.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
 Some planets have a variety of moons
and even flat rings of rock and ice
particles orbiting around them. Some
of these planets and moons show
evidence of geologic activity. One
moon, many artificial satellites, and
debris orbit the earth. 4A/M3
 Many chunks of rock orbit the sun.
Those that meet the earth glow and
disintegrate from friction as they
plunge through the atmosphere - and
sometimes impact the ground. Other
chunks of rock mixed with ice have
long, off-center orbits that carry them
close to the sun, where the sun's
radiation (of light and particles) boils
off frozen materials from their surfaces
and pushes it into a long illuminated
tail. 4A/M4
Vocabulary
Asteroid
Comet
Earth
Gravity
Mass
Meteor
Meteorite
Moon
Orbit
Planet
Revolution
Satellite
Solar System
Tides
Weight
Atlas: http://strandmaps.nsdl.org/
10
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 5: Earth
Essential Question: How does Earth’s movement affect our environment?
Benchmark
PS 1.1
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Declarative Knowledge:
To Know
The apparent motions of the Sun,
Moon, planets, and stars across the
sky can be explained by Earth’s
rotation and revolution. Earth’s rotation
causes the length of one day to be
approximately 24 hours. PS 1.1h
The rotation of the earth on its axis
produces the night-and-day cycle. To
people on earth, this turning of the
planet makes it seem as though the
sun, moon, planets, and stars are
orbiting the earth once a day. 4B/E2bc
This rotation also causes the Sun and
Moon to appear to rise along the
eastern horizon and to set along the
western horizon. PS 1.1h
The tilt of Earth’s axis of rotation and
the revolution of Earth around the Sun
cause seasons on Earth. The length of
daylight varies depending on latitude
and season. PS 1.1i
The latitude/longitude coordinate
system and our system of time are
based on celestial observations. PS
1.1f
Earth’s revolution around the Sun
defines the length of the year as 365
1/4 days. PS1.1h
The moon's orbit around the earth
once in about 28 days changes what
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Procedural Knowledge:
To Do
Compare and contrast rotation
and revolution.
Explain how the diameter of a
planet determines the length of
time for one full rotation.
Demonstrate with a model the
relationship between the sun,
earth, and moon in relation to their
movements.
Construct a series of drawings to
demonstrate the change of the
seasons including the tilt of the
earth and its orbit around the sun.
Diagram the phases of the moon
in relation to the earth and the
sun, using light as the explanation.
Create a solar and lunar eclipse
using a flashlight to represent the
sun and clay balls for the moon
and earth. Then draw, label,
compare, and contrast the
shadows that were observed.
Create models, drawings, or
demonstrations describing the
arrangement, interaction, and
movement of the Earth, Moon,
and Sun.
Plan and conduct an investigation
of the night sky to describe the
arrangement, interaction, and
Atlas: http://strandmaps.nsdl.org/
11
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional Strategies
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Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and Study
of textbook
Presentation
Assessment/
Laboratory Investigation/Activities
 Activity: Create a travel brochure
explaining a planet’s features
while comparing it to Earth.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
part of the moon is lighted by the sun
and how much of that part can be seen
from the earth--the phases of the
moon. 4B/M5
 Most objects in the solar system have
a regular and predictable motion.
These motions explain such
phenomena as a day, a year, phases
of the Moon, eclipses, and tides. PS
1.1e
movement of celestial bodies.
Vocabulary
Axis
Day
Earth
Eclipse
Horizon
Lunar
Moon
Orbit
Phases
Planet
Reflection
Revolution
Rotation
Season
Solar
Tides
Year
Atlas: http://strandmaps.nsdl.org/
12
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 6: Atmosphere
Essential Question: How is our atmosphere organized?
Benchmark
PS 2.1
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Declarative Knowledge:
To Know
A relatively thin layer of air surrounds
the entire planet as a thin shell. PS
2.1a
The atmosphere is a mixture of
nitrogen, oxygen, and trace amounts of
water vapor, carbon dioxide, and other
gases. PS 2.1a
The atmosphere is stratified into
layers, each having distinct properties.
PS 2.1a
As altitude increases, air pressure
decreases. PS 2.1b
Nearly all weather occurs in the lowest
layer of the atmosphere. PS 2.1a
Altitude
Atmosphere
Exosphere
Gas
Jet stream
Mesosphere
Ozone layer
Stratified
Stratosphere
Thermosphere
Troposphere
Procedural Knowledge:
To Do
 Draw and label a scaled model of
the layers of the atmosphere and
include what can be found in each
layer.
 List the composition of the layer of
atmosphere that we exist in.
 Explain why your ears “pop” when
you change altitude quickly.
Instructional Strategies
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Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and Study
of textbook
Presentation
Assessment/Laboratory
Investigation/Activities
 Activity: Construct a graph
showing the relationship between
altitude and air pressure.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Vocabulary
Atlas: http://strandmaps.nsdl.org/
13
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 7: Hydrosphere
Essential Question: How does water cycle through our environment?
Benchmark
Declarative Knowledge:
To Know
PS 2.1
 A thin layer of water called the hydrosphere covers threefourths of the Earth.
 The majority of the lithosphere is covered by a relatively
thin layer of water called the hydrosphere. PS 2.1d
 Water circulates through the atmosphere, lithosphere, and
hydrosphere in what is known as the water cycle. PS2.1j
 When liquid water disappears, it turns into a gas (vapor) in
the air and can reappear as a liquid when cooled, or as a
solid if cooled below the freezing point of water. Clouds
and fog are made of tiny droplets or frozen crystals of
water. 4B/E3
 Water evaporates from the surface of the earth, rises and
cools, condenses into rain or snow, and falls again to the
surface. The water falling on land collects in rivers and
lakes, soil, and porous layers of rock, and much of it flows
back into the oceans. The cycling of water in and out of
the atmosphere is a significant aspect of the weather
patterns on Earth. 4B/M7
Vocabulary
Hydrosphere
Clouds
Condensation
Cycle
Evaporation
Fog
Freezing point
Gas
Liquid
Precipitation
Procedural Knowledge:
To Do
 Model and explain how
water travels through the
water cycle.
 List examples of bodies of
water that make up the
hydrosphere.
 Explain how a cloud forms
and what it is composed of.
Atlas: http://strandmaps.nsdl.org/
14
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional Strategies
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
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and Study of
textbook
Presentation




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

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
Assessment/
Laboratory
Investigation/Activities
Activity: Analyze a local
weather report for the week
and discuss where the water
is traveling throughout the
week.
Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 8: Weather
Essential Question: What happens when air of different temperatures and humidity levels meet?
Benchmark
PS 2.2

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

Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
Weather describes the conditions of
 Generate and interpret field maps
the atmosphere at a given location for
including topographic and weather
a short period of time. PS 2.2i
maps to predict weather patterns.
The uneven heating of Earth’s surface  Use the characteristics of
is the cause of weather. PS 2.2k
tornadoes and hurricanes to
compare and contrast the two
Air masses form when air remains
nearly stationary over a large section Explain the conditions necessary for
of Earth’s surface and takes on the
different forms of precipitation to
conditions of temperature and humidity
occur. (rain, sleet, hail, and snow)
from that location. Weather conditions Create a classroom weather station
at a location are determined primarily
to measure weather variables
by temperature, humidity, and
such as wind speed and direction,
pressure of air masses over that
relative humidity, barometric
location. PS 2.2l
pressure, etc. (PSS)
Movement of air masses causes most
local weather condition changes. PS
2.2m
The movement of air masses is
determined by prevailing winds
and upper air currents. PS 2.2n
Fronts are boundaries between air
masses. Precipitation is likely to occur
at these boundaries. PS 2.2o
High-pressure systems generally bring
fair weather. Low-pressure systems
usually bring cloudy, unstable
conditions. The general movement of
highs and lows is from west to east
across the United States. PS 2.2p
Hazardous weather conditions include
thunderstorms, tornadoes, hurricanes,
Atlas: http://strandmaps.nsdl.org/
15
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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Instructional
Strategies
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of textbook
Presentation





Assessment/
Laboratory Investigation/Activities
Analyze a recent Nor’easter and
report on the conditions that lead up
to the storm, the conditions during
the storm, and the affects the storm
had on the area after it left.
Make a simple aneroid barometer to
measure, graph and analyze the air
pressure for five days. Use a clean
jar, a rubber band, rubber of a
balloon, a paper straw and a scale
showing high to low
Use www.nws.noaa.gov to track
weather systems, practice reading
weather maps, and to research the
history of weather for the city
Syracuse on a specific date from
past to present. Example: March 15.
Use edheads:
http://www.edheads.org/activities/we
ather/index.htm to determine how
weather observations and
measurements are combined to
produce weather maps and that data
for a specific location are one point
in time can be displayed in a station
model. In addition to reading a
weather map to interpret local,
regional and national weather.
Analyze US weather maps to predict
the characteristics of an air mass
based on the origin of the air mass
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
ice storms, and blizzards. Humans can
prepare for and respond to these
conditions if given sufficient warning.
PS 2.2q
Vocabulary
Air mass
Air Pressure
Barometer
Blizzard
Condensation
Continental polar air mass
Continental tropical air mass
Evaporation
Fronts
High-pressure systems
Humidity
Hurricanes
Ice storms
Low-pressure systems
Maritime polar air mass
Maritime tropical air mass
Polar air mass
Precipitation
Prevailing winds
Thunderstorms
Tornadoes
Weather
Atlas: http://strandmaps.nsdl.org/
16
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
 Obtain a copy of the Atlantic Basin
Hurricane Chart for 2005 to track the
intensity and track of Hurricane
Katrina
http://www.nhc.noaa.gov/pastall.sht
ml#hurdat
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 9: Climate
Essential Question: Why do different locations have certain types of climates?
Benchmark
PS 2.2
Declarative Knowledge:
To Know
 Climate is the characteristic weather
that prevails from season to season
and year to year. PS 2.2j
 The earth has a variety of climates,
defined by average temperature,
precipitation, humidity, air pressure,
and wind, over time in a particular
place. 4B/M14
 The temperature of a place on the
earth's surface tends to rise and fall in
a somewhat predictable pattern every
day and over the course of a year. The
pattern of temperature changes
observed in a place tends to vary
depending on how far north or south of
the equator the place is, how near to
oceans it is, and how high above sea
level it is. 4B/M12
 The number of hours of daylight and
the intensity of the sunlight both vary in
a predictable pattern that depends on
how far north or south of the equator
the place is. This variation explains
why temperatures vary over the course
of the year and at different locations.
4B/M13
 Thermal energy carried by ocean
currents has a strong influence on
climates around the world. Areas near
oceans tend to have more moderate
temperatures than they would if they

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
Procedural Knowledge:
To Do
Infer why NYC receives less snow
than Syracuse, even though they
are at about the same latitude.
Create a map that includes the
different climates of the United
States and include a key.
Compare and contrast the
climates at coasts of the United
State to the Mid-west.
Create and utilize a dichotomous
key to determine the climate of an
area based on its physical
characterics a
Atlas: http://strandmaps.nsdl.org/
17
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
 Observing
 Predicting
 Inquiry
 Making
Generalizations
 Comparing
 Contrasting
 Analyzing
 Hypothesizing
 Distinguish
 Reading and
Study of textbook
 Presentation
Assessment/
Laboratory Investigation/Activities
 Activity: Research and create a
map showing the different climates
of California, including annual trends
in the climate patterns.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
were farther inland but at the same
latitude because water in the oceans
can hold a large amount of thermal
energy. 4B/M9
 Climates have sometimes changed
abruptly in the past as a result of
volcanic eruptions or impacts of huge
rocks from space. 4B/M6
Vocabulary
Air Pressure
Annually
Climate
Equator
Green house
Humidity
Latitude
Longitude
Ocean Current
Precipitation
Sea level
Thermal energy
Wind
Atlas: http://strandmaps.nsdl.org/
18
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 10: Weathering and Erosion
Essential Question: What happens when air, land, and water meet?
Benchmark
PS 2.1
Declarative Knowledge:
To Know
 The dynamic processes that wear away Earth’s surface include
weathering and erosion. PS 2.1g
 The process of weathering breaks down rocks to form sediment.
Soil consists of sediment, organic material, water, and air. PS
2.1h
 Erosion is the transport of sediment. Gravity is the driving force
behind erosion. PS 2.1i
 Gravity can act directly or through agents such as moving water,
wind, and glaciers.
 Waves, wind, water, and ice shape and reshape the earth's land
surface by eroding rock and soil in some areas and depositing
them in other areas, sometimes in seasonal layers.* 4C/E1
 Rivers and glacial ice carry off soil and breakdown rock,
eventually depositing the material in sediments or carrying it in
solution to the sea.* ID: SMS-BMK-9043
 The earth's surface is shaped in part by the motion of water and
wind over very long times, which act to level mountain ranges,
and to create a variety of different land forms on the earth's
surface (such as coastlines, rivers, mountains, deltas, and
canyons).
Vocabulary
Chemical weathering
Deposition
Erosion
Glacier
Gravity
Organic soil
Physical weathering
Rock
Sediment
Soil
Procedural Knowledge:
To Do
 Distinguish between
chemical and
physical weathering.
 Simulate and
investigate the
affects of wind
(using a straw and
sand) and water
erosion (using
bottles of water and
a container of sand).
 Diagram in a comic
strip how traveling
water can erode the
earth.
 Explain how ancient
monuments seem to
be disappearing.
Atlas: http://strandmaps.nsdl.org/
19
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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Instructional
Strategies
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of
textbook
Presentation

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
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
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
Assessment/
Laboratory Investigation/Activities
Activity: Research and create a
report on how the Finger Lakes have
been formed.
Compare and contrast differing soil
types from the around the US using
an interactive exploration
http://www.classzone.com/books/ear
th_science/terc/content/investigation
s/es1206/es1206page01.cfm
Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 11: Rocks
Essential Question: How can rocks help explain history?
Benchmark
PS 2.2
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Declarative Knowledge:
To Know
Rocks are classified according to their
method of formation. The three classes
of rocks are sedimentary,
metamorphic, and igneous. Most rocks
show characteristics that give clues to
their formation conditions. PS 2.2g
The rock cycle model shows how types
of rock or rock material may be
transformed from one type of rock to
another. PS 2.2h
Rivers and glacial ice carry off soil and
break down rock, eventually depositing
the material in sediments or carrying it
in solution to the sea. ID: SMS-BMK9043
Sediments of sand and smaller
particles (sometimes containing the
remains of organisms) are buried
gradually and cemented together by
dissolved minerals to form solid rock
again. 4C/M3
Thousands of layers of sedimentary
rock confirm the long history of the
changing surface of the earth and the
changing life forms whose remains are
found in successive layers. The
youngest layers are not always found
on top, because of folding, breaking,
and uplift of layers. 4C/M5
Fossils are usually found in
sedimentary rocks. Fossils can be

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
Procedural Knowledge:
To Do
Analyze a diagram of the rock
cycle to determine geological
processes that led to the formation
of a specific type of rock.
(Igneous, metamorphic, and
sedimentary) PSS 3
Construct molds and casts of
seashells using plaster to simulate
that some fossils are impressions
and others are casts.
Sequence the events of
fossilization.
Examine the relative ages of
fossils by having students layer
different sands, soils, and objects
in a clear container.
Identify mineral samples using
tests and an identification
key/flowchart. (Find streak, luster,
hardness, and reactivity to acid)
(pss)
Atlas: http://strandmaps.nsdl.org/
20
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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Instructional
Strategies
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of textbook
Presentation

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



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
Assessment/
Laboratory Investigation/Activities
Activity: Construct a schematic of a
slice of earth, placing different
fossils in each layer, and create 3
questions based on your drawing for
others to answer.
Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
used to study past climates and
environments. PS 2.1f
 Sedimentary rock buried deep enough
may be reformed by pressure and heat
to form metamorphic rock, melting and
recrystallization of rock form into
different kinds of igneous rock. These
re-formed rock layers may be forced
up again to become land surface and
even mountains. Subsequently, this
new rock too will erode. Rock bears,
evidence of the minerals,
temperatures, and forces that created
it. 4C/M4
 Rocks are composed of minerals.
Only a few rock-forming minerals make
up most of the rocks of Earth. Identify
minerals on the basis of physical
properties such as streak, hardness,
and reaction to acid. PS 2.1e
Vocabulary
Burial
Cementation
Crystallization
Deposit
Force
Fossil
Igneous
Metamorphic
Mineral
Molten
Pressure
Relative Dating
Rock cycle
Sedimentary
Atlas: http://strandmaps.nsdl.org/
21
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 12: Crustal Movement
Essential Question: How do crustal movements affect landforms?
Benchmark
PS 2.2
*ATLAS
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
Declarative Knowledge:
To Know
The earth first formed in a molten state
and then the surface cooled into solid
rock. ASL-p51-M1
The rock at Earth’s surface forms a
nearly continuous shell around Earth
called the lithosphere. PS 2.1c
The interior of the earth is hot. Heat
flow and movement of material within
the earth cause earthquakes and
volcanic eruptions and create
mountains and ocean basins. 4C/M1ab
Analysis of earthquake wave data
(vibrational disturbances) leads to the
conclusion that there are layers within
Earth. These layers are the crust,
mantle, outer core, and inner core,
which have distinct properties. PS 2.2b
Vibrations in materials set up wave-like
disturbances that spread away from
the
source. Sound and Earthquake waves
are an example. Vibrational waves
move at different speeds in different
materials. PS 4.4c
Some changes in the earth's surface
are abrupt (such as earthquakes and
volcanic eruptions) while other
changes happen very slowly (such as
uplift and wearing down of mountains).
4C/M2a
Folded, tilted, faulted, and displaced




Procedural Knowledge:
To Do
Describe how the lithosphere was
formed.
Determine how a tsunami occurs.
Sequence the events of island
formation.
Create a puzzle of crustal plates
and demonstrate the theory of
Plate Tectonics.




 Given the latitude and longitude of an
earthquake or volcano indicate its
position on a map, plot the location
them and identify patterns of
distribution.
Atlas: http://strandmaps.nsdl.org/
22
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
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




Instructional
Strategies
Observing
Predicting
Inquiry
Making
Generalizations
Comparing
Contrasting
Analyzing
Hypothesizing
Distinguish
Reading and
Study of textbook
Presentation












Assessment/Laboratory
Investigation/Activities
Activity: Research Mt. St. Helen
and sequence the events prior to,
during, and after the eruption.
Activity: Study the history of
California’s San Andreas Fault and
recommend to California what they
should do about their bridges and
buildings near the fault, when
planning for the future.
Text/quiz
Lab report
Notebook/journal
Portfolio
Lab Written Report
Concept Map
Place Mats
Physical Modeling
Projects
Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
rock layers suggest past crustal
movement. PS 2.2c
 Continents fitting together like puzzle
parts and fossil correlations provided
initial evidence that continents were
once together. PS 2.2d
 The Theory of Plate Tectonics explains
how the solid lithosphere consists of a
series of plates that float on the
partially molten section of the mantle.
Convection cells within the mantle may
be the driving force for the movement
of the plates. PS 2.2e
 Plates may collide, move apart, or
slide past one another. Most volcanic
activity and mountain building occur at
the boundaries of these plates, often
resulting in earthquakes. PS 2.2f
Vocabulary
Boundary
Continents
Crust
Earthquake
Epicenter
Eruption
Fault
Inner core
Lithosphere
Mantle
Outer core
Plate Tectonics
Tsunami
Vibration
Vibrations
Volcano
Atlas: http://strandmaps.nsdl.org/
23
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Syracuse City School District
Intermediate Science
Grade 6
Unit 13: Pollution
Essential Question: How does use and misuse of resources affect the Earth?
Benchmark
PS 7.1
PS 7.2
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
Declarative Knowledge:
To Know
The world contains a wide diversity of physical
conditions, which creates a wide variety of
environments: freshwater, marine, forest, dessert,
grassland, mountain, and others. In any particular
environment, the growth and survival of organisms
depend on the physical conditions. 5D/M1b
A population consists of all individuals of a species
that are found together at a given place and time.
Populations living in one place form a community.
The community and the physical factors with which
it interacts compose an ecosystem. PS 7.1a
Given adequate resources and no disease or
predators, populations (including humans)
increase. Lack of resources, habitat destruction,
and other factors such as predation and climate
limit the growth of certain populations in the
ecosystem. PS 7.1b
In all environments, organisms interact with one
another in many ways. Relationships among
organisms may be competitive, harmful, or
beneficial. Some species have adapted to be
dependent upon each other with the result that
neither could survive without the other. PS 7.1c
Fresh water, limited in supply, is essential for some
organisms and industrial processes. Water in
rivers, lakes, and underground can be depleted or
polluted, making it unavailable or unsuitable for life.
4B/M8
Human activities, such as reducing the amount of







Procedural Knowledge:
To Do
Identify an area on earth where
there is deforestation currently
occurring and discuss the
impact on the earth and on the
organisms living there.
Determine why lower emissions
vehicles are better for the
environment.
Locate sources of carbon
dioxide, methane, and carbon
monoxide and explain how they
become greenhouse gases and
fuel the greenhouse effect.
Discuss causes of acid rain and
their impact on the environment.
Acquire two sources about
global warming and debate the
views included in the sources.
Break down the affects of ozone
depletion on the earth, for both
living and non-living aspects.
Compile a list of renewable
energy resources and
determine which ones are the
most effective at reducing the
amount of fossil fuels being
used, which ones are most cost
effective, and which ones are
most harmless to the
Atlas: http://strandmaps.nsdl.org/
24
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Instructional
Strategies
 Observing
 Predicting
 Inquiry
 Making
Generalizations
 Comparing
 Contrasting
 Analyzing
 Hypothesizing
 Distinguish
 Reading and
Study of textbook
 Presentation
Assessment/Laboratory
Investigation/Activities
 Activity: Go to
http://www.onlakepartners.org
and read about the history
behind Onondaga Lake. Next
read about the efforts in place
to clean up the lake. Generate
a flyer to educate the
community about their lake and
convince people that pollution
is wrong and we need to take
responsibility to clean it up if it
happens.
 Text/quiz
 Lab report
 Notebook/journal
 Portfolio
 Lab Written Report
 Concept Map
 Place Mats
 Physical Modeling
 Projects
 Oral Reporting
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
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forest cover, increasing the amount and variety of
chemicals released into the atmosphere, and
intensive farming, have changed the earth's land,
oceans, and atmosphere. Some of these changes
have decreased the capacity of the environment to
support some life forms. 4C/M7
The benefit of Earth’s resources-such as
freshwater, air, soil, and trees- can be reduced by
deliberately or inadvertently polluting them. The
atmosphere, the oceans, and the land have a
limited capacity to absorb and recycle waste
materials. In addition, some materials take a long
time to degrade. Therefore, cleaning up polluted
air, water, or soil can be difficult and costly.
4B/M11bc
The environment may contain dangerous levels of
substances (pollutants) that are harmful to
organisms. Therefore, the good health of
environments and individuals requires the
monitoring of soil, air, and water, and taking steps
to keep them safe. PS 7.1e
Substances enter the atmosphere naturally and
from human activity. Some of these substances
include dust from volcanic eruptions and
greenhouse gases such as carbon dioxide,
methane, and water vapor. These substances can
affect weather, climate, and living things. PS 2.2r
Pollution has cumulative ecological effects such as
acid rain, global warming, or ozone depletion. The
survival of living things on our planet depends on
the conservation and protection of Earth’s
resources. PS 7.2d
Some material resources are very rare and some
exist in great quantities. The ability to obtain and
process resources depends on where they are
located and the form they are in. As resources are
depleted, they may become more difficult to obtain.
4B/M10ab
Recycling and reusing materials and the
environment.
Atlas: http://strandmaps.nsdl.org/
25
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010







development of substitutes for raw materials can
reduce the rate of depletion of resources but may
also be costly. 4B/M10c
The wasteful or unnecessary use of natural
resources can limit their availability for other
purposes. Restoring depleted soil, forests, or
fishing grounds can be difficult and costly.
4B/M11a
By burning fuels, people are releasing large
amounts of carbon dioxide into the atmosphere
and transforming chemical energy into thermal
energy which spreads throughout the environment.
8C/M11
Fossil fuels contain stored solar energy and are
considered nonrenewable resources. They are a
major source of energy in the United States. PS
4.1b
Solar energy, wind, moving water, and biomass are
some examples of renewable energy resources.
PS4.1b
Energy from the sun (and the wind and water
energy derived from it) is available indefinitely.
Because the transfer of energy from these
resources is weak and variable, systems are
needed to collect and concentrate the energy.
8C/M5
Some resources are not renewable or renew very
slowly. Fuels already accumulated in the earth, for
instance, will become more difficult to obtain as the
most readily available resources run out. How long
the resources will last, however, is difficult to
predict. The ultimate limit may be the prohibitive
cost of obtaining them. 8C/M10
Since the Industrial Revolution, human activities
have resulted in major pollution of air, water, and
soil. Pollution has cumulative ecological effects
such as acid rain, global warming, or ozone
depletion. The survival of living things on our planet
depends on the conservation and protection of
Atlas: http://strandmaps.nsdl.org/
26
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Earth’s resources. PS 7.2d
 Some people try to reduce the amount of fuels
they use in order to conserve resources,
reduce pollution, or save money. 8C/E4
Vocabulary
Acid rain
Bio-Fuel
Biomass
Carbon dioxide
Climate
Deforestation
Depletion of resources
Fossil fuels
Geothermal energy
Global warming
Greenhouse effect
Greenhouse gases
Hydro-Energy
Nonrenewable resources
Ozone
Ozone depletion
Pollutants
Pollution
Renewable resources
Solar Energy
Atlas: http://strandmaps.nsdl.org/
27
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Appendix
vi. Metric Conversion Chart
vii. KLEW Chart
viii. The “Bear” Necessities
ix. Bloom’s Taxonomy
x. Costa’s Levels of Questioning
Atlas: http://strandmaps.nsdl.org/
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New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Kangaroos
Hopping
Down
Mountains
Drinking
Chocolate
milk
Metric Conversion Chart
Kilo-
Hecto-
Deca-
Meter, liter, gram
Deci-
Centi-
Milli-
1 meter equals .001
kilometers.
1.0 m=.001 km (the
decimal moves 3 places
to the left).
1.0 cm=.00001 km (the
decimal moves 5 places
to the left when starting in
the centimeter column).
If 1 meter, then put
decimal after the 1
like “1.0” Move the
decimal
to the right for
anything on the chart
to the right of here
and to the left for
anything on the left of
here. (You can start
anywhere on the
chart.)
Atlas: http://strandmaps.nsdl.org/
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New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
1 meter equals 100
centimeters.
1 meter equals 1000
millimeters.
1.0 m=100.0 cm (the
decimal moved 2
places to the right).
1.0 m=1000.0 mm (the
decimal moved 3 places
to the right).
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
KLEW Chart
K
(What You Know . . .
Think Prior Knowledge)
L
(What You Have Learned)
Atlas: http://strandmaps.nsdl.org/
30
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
E
(What Is The Evidence?)
W
(What Do You Still Want
To Find Out?)
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
The “Bear” Necessities
Atlas: http://strandmaps.nsdl.org/
31
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
A Three Story Intellect!
BLOOM’S TAXONOMY
The Student will…
Knowledge
(Remembering)
Learn specific facts, ideas,
vocabulary;
remembering/recalling
information or specific facts.
Comprehension
(Understanding)
Ability to grasp the meaning of
material; communicate knowledge;
understanding
information without relating it to other
material.
Introduction of knowledge
Level One—the basement
By doing the following…
collect, copy,
define, describe,
examine,
find,
group,
identify, indicate,
label, list, locate,
match,
name,
omit, observe,
point, provide,
quote,
read, recall, recite,
recognize, repeat,
reproduce,
say, select, sort, spell,
state,
tabulate, tell, touch,
underline,
who, when, where, what
Application
(Applying)
Ability to use learned material in
new and concrete situations;
use learned knowledge and
interpret previous situations.
Analysis
(Analyzing)
Ability to break down material into
its component parts and
perceive interrelationships.
Practice knowledge learned
Level Two— the ground floor
By doing the following…
alter, associate
calculate, categorize,
change, communicate,
convert,
distinguish,
expand, explain,
inform,
name alternatives, outline,
paraphrase,
rearrange, reconstruct,
relate, restate (own words),
summarize,
tell the meaning of,
translate,
understand,
verbalize,
write
acquire, adopt,
apply, assemble, capitalize,
construct, consume,
demonstrate, develop,
discuss,
experiment,
formulate,
manipulate,
organize,
relate, report,
search, show,
solve novel problems,
tell consequences,
try,
use, utilize
Atlas: http://strandmaps.nsdl.org/
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New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Synthesis
(Creating)
Ability to put parts together to
form a new whole; use elements
in new patterns and
relationships.
Evaluation
(Evaluating)
Ability to judge the value of
material (statement, novel,
poem, report, etc.) for a given
purpose; judgment is based
on given criteria.
Demonstrates mastery of knowledge learned
Level Three—the penthouse
By doing the following…
analyze, arrange,
break down,
categorize, classify,
compare, contrast, deduce,
determine, diagram,
differentiate, discuss
causes,
dissect, distinguish,
give reasons,
order,
separate, sequence,
survey,
take apart,
test for,
why
alter, build,
combine, compose,
construct, create, develop,
estimate,
form a new…,
generate,
hypothesize,
imagine, improve,
infer, invent,
modify,
plan, predict,
produce, propose,
reorganize, rewrite, revise,
simplify, synthesize
appraise, argue, assess,
challenge, choose,
conclude, criticize,
critique,
debate, decide, defend,
discriminate, discuss,
document, draw
conclusions,
editorialize, evaluate,
grade,
interpret,
judge, justify,
prioritize,
rank, rate, recommend,
reject,
support,
validate,
weigh
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010
Costa’s Levels of Questioning
Knowledge—Level 1A
(Remembering)
Skills Demonstrated:
• Observation and recall of
information
• Knowledge of dates,
events, places
• Knowledge of major ideas
• Master of subject matter
What is…?
How is…?
Where is…?
When did ____ happen?
How did _______?
Why did…?
How would you describe…?
When did…?
Can you recall…?
How would you show…?
Can you select…?
Who were the main...?
Can you list three…?
Which one…?
Who was…?
Comprehension—Level
1B
(Understanding)
Skills Demonstrated:
• Understanding
information
• Grasp meaning
• Translate knowledge into
new context
• Interpret facts, compare,
contrast
• Order, group, infer causes
• Predict consequences
How would you classify the
type of…?
How would you
compare/contrast…?
Will you state or interpret in
your own words…?
How would you rephrase the
meaning…?
What facts or ideas show…?
What is the main idea of…?
Which statements support…?
Can you explain what is
happening…what is meant…?
What can you say about…?
Which is the best answer…?
How would you summarize…?
Application—Level 2A
Analysis—Level 2B
Synthesis—Level 3A
Evaluation—Level 3B
(Applying)
(Analyzing)
(Creating)
(Evaluating)
Skills Demonstrated:
• Use information
• Use methods, concepts,
theories in new situations
• Solve problems using
required skills or
knowledge
Skills Demonstrated:
• Seeing patterns
• Organization of parts
• Recognition of hidden
meanings
• Identification of
Components
Skills Demonstrated:
• Use old ideas to create
new ones
• Generalize from given
facts
• Relate knowledge from
several areas
• Predict, draw conclusions
Skills Demonstrated:
• Compare and
discriminate between
ideas
• Assess value of
theories, presentations
• Make choices based on
reasoned argument
How would you use…?
What examples can you find
to…?
How would you
solve_____using what you
have learned…?
How would you organize
______to show…?
How would you show your
understanding…?
What approach would you use
to…?
How would you apply what you
learned to develop…?
What other way would you
plan to…?
What would result if…?
Can you make use of the facts
to…?
What elements would you
choose to change…?
What facts would you select to
show…?
What questions would you ask
in an interview with…?
What are the parts of…?
How is_____related to…?
Why do you think…?
What is the theme…?
What motive is there…?
Can you list the parts…?
What inference can you
make…?
What conclusions can you
draw…?
How would you classify…?
How would you categorize…?
Can you identify the different
parts…?
What evidence can you find…?
What is the relationship
between…?
Can you make a distinction
between…?
What is the function of …?
What ideas justify…?
How would you estimate the
results for…?
What facts can you compile…?
Can you construct a model that
would change…?
Can you think of an original
way for the…?
Do you agree with the
actions…? with the
outcomes….?
What is your opinion of…?
How would you prove…?
Disprove…?
Can you assess the value or
importance of…?
Would it be better if …?
Why did they (the character)
choose…?
What would you
recommend…?
How would you rate the …?
What would you cite to defend
the actions…?
How would you evaluate…?
How could you determine…?
What choice would you have?
Do you agree with the
actions…? With the
outcomes…?
What is your opinion of…?
How would you prove…?
Disprove…?
Can you assess the value or
importance of…?
Would it be better if…?
Why did they (the character)
choose…?
What would you
recommend…?
How would you evaluate…?
How could you determine…?
What choice would you have
made…?
What would you select…?
How would you prioritize…?
What judgment would you
make about…?
Based on what you know, how
would you explain…?
What information would you use
to support the view…?
How would you justify…?
What data was used to make the
conclusion…?
Why was it better that…?
How would you prioritize the
facts…?
How would you compare the
ideas…?
Atlas: http://strandmaps.nsdl.org/
33
New York State Core: http://www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Katrina Allen, Kelly Colone, Naomi Ludwig, William Ottman
May 2010