5.2.6.C.3 6th grade
Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science. (5.2)
Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the
understanding that, for the most part, the natural world can be explained and is predictable. (C)
Unit/
Time
Essential
Enduring
Labs, Investigation, and Student Experiences
Chapter
Frame
Question
Understanding
How do
Energy takes
we know
many forms.
that things These forms can
have
be grouped into
energy?
types of energy
that are associated
with the motion of
mass (kinetic
Instructional Guidance
energy), and types To assist in meeting this CPI, students may:
of energy
associated with the  Design a structure that prevents heat movement and protects the Genesis Spacecraft. This
position of mass
activity focuses on the relationship between basic physical science concepts about heat and
and with energy
the challenges faced by the engineers designing the Genesis spacecraft. Controlling the
fields (potential
movement of heat to prevent unwanted changes in materials requires basic understandings
energy).
about thermodynamics. GENESIS SEARCH FOR ORIGINS can be found at:
http://genesismission.jpl.nasa.gov/educate/scimodule/heat/index.html
Content
Cumulative
Statements
Progress
 Interact with online simulations such as Gizmo’s Heat Transfer and Conduction. Examine the
Indicators
transfer of heat energy through a material and explore how the temperature difference affects
The transfer of
Relate the transfer
the rate of heat transfer.
thermal energy by
of heat from
http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=388
conduction,
oceans and land
convection, and
masses to the
Collect real-time observations and data to relate conduction, convection and radiation
radiation can
evolution of a
phenomena to the evolution of a hurricane. Share and discuss with the rest of class.
produce large-scale hurricane.
events such as
(5.2.6.C.3)
those seen in
weather.
5.2.6.C.3 6th grade
Desired Results/Assessments
Sample Assessments
To show evidence of meeting this CPI,
students may complete the following
performance assessments and answer
the following questions:
1. Design and carry out unique realworld demonstrations that model
and the principles of conduction,
convection and radiation. Create a
multimedia presentation, based on
the demonstrations that can be
shared virtually with other students.
2. Explain, through modeling, how the
oceans play a major role in
regulating the weather and climate
of the planet in a short digital
presentation. Access authentic data
obtained through the use of
sensitive instruments to get a better
view of the functioning of the
oceans and the atmosphere.
3. Jim put four thermometers into four
glasses of water and left the glasses
of water outside in different
locations. After an hour, which
glass of water will MOST LIKELY
have the highest temperature?
A. The glass in the highest
location
B. The glass in the wettest
Resources
 National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Energy



Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP-2071
The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Energy Transformation p. 213
Weather and Climate p. 191
5.2.6.C.3 6th grade
location
C. The glass in the location with
the most wind
D. The glass in the location with
the most sunlight
4. The source of energy for the Earth’s
water cycle is the
A.
B.
C.
D.
wind
Sun’s radiation
Earth’s radiation
Sun’s gravity