6th Grade Science 0708russellscience.weebly.com/uploads/4/5/6/6/4566838/... · Science Curriculum...
Transcript of 6th Grade Science 0708russellscience.weebly.com/uploads/4/5/6/6/4566838/... · Science Curriculum...
Deer Valley Unified School District
Science Curriculum
Sixth Grade
2007/2008 School Year
Science Curriculum Team Members
Alessandra Hayes, Sunset Ridge Amanda Grunden, Boulder Creek High School
Amanda Walker, Sandra Day O'Connor High School Brian Bingham, Deer Valley High School
Calle Krasniqi, Sunset Ridge Christina Nichols, Stetson Hills Corbin Kent, Village Meadows
Dana Russell, Stetson Hills Danielle Ware, Sunset Ridge
Denis Parcells, Village Meadows Diane Hubbard, Barry Goldwater High School
Diane Scott, Barry Goldwater High School Donna Blakeney, Deer Valley High School
Elizabeth Mauzy, Terramar Eric Bennet, Mountain Ridge High School
Heather Miller, Stetson Hills James Walliser, Sandra Day O'Connor High School
Janet Henderson, Deer Valley Middle School Jean Naasz, Sunset Ridge
Jeanine Swan, Village Meadows Jessica Rushforth, Deer Valley High School
Joanne Waltz, Village Meadows Jody Evans, Sandra Day O'Conner High School
Jon Devenney, Mountain Ridge High School Julie Jones, Barry Goldwater High School
Kathy Hughes, Diamond Canyon Kathy Loxley, Boulder Creek High School
Keith Blackman, Sandra Day O'Connor High School Kurt Behrens, Boulder Creek High School
Lindsey Stubrud, Village Meadows Lynn Kuvokos, Village Meadows
Marc Mur, Sandra Day O'Connor High School Mary Jenkins, District Office
Melissa Childs, Village Meadows
Melissa Mara, Sandra Day O'Connor High School Nancy Spurlock, Village Meadows
Patti Wann, Mirage Patty Williamson, Stetson Hills
Rex McElhaney, Desert Sky Middle School Rob Will, Mountain Shadows
Robin Mastro, Village Meadows Sean Denney, Barry Goldwater High School Sean Romero, Mountain Ridge High School
Scott Lannen, Sandra Day O'Connor High School Susan Johnson, Deer Valley High School
Susan Penrod, Village Meadows Susie Ming, Stetson Hills
Shannon Harshman, Gavilan Peak Sonya Pruet, Desert Winds
Virginia Wenzel, Sandra Day O'Connor High School
Curriculum Definition Page
Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry.
Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”.
Standard and Related Concept: Identifies the standard and concept from the state standards organized into the topic.
Performance Objective: Observable and measurable objectives at each grade level from the state standards.
E: The most essential and critical learning. I: Important learning. N: Content that is nice to know but less critical to conceptual understanding and developmental learning.
Collaboration and Integration: Other content areas or topics within the content that lend themselves to integration with this topic or concepts.
Resources: Materials that would benefit students as they develop a deep understanding of the topic. May include supplemental or adopted materials.
Assessments: Suggested assessments that will allow a teacher to collect data on student success.
TOPIC:
Enduring Understanding:
Standard & Related Concept
Performance Objectives
EIN
Quarter Taught
Assessments Resources Collaboration &
Integration
Concept Map Definition Page
TOPIC:
Enduring Understanding:
Student Learning Goals:
Key Concepts Key Vocabulary Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry.
Student Learning Goals: The goals that help students form a conceptual understanding of the concept or concepts. They point toward key ideas and issues and suggest meaningful and provocative inquiry into content.
Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”.
Key Vocabulary: The vocabulary that is important for students to know in order to demonstrate an understanding of a topic.
Key Concepts: The ideas that connect the PO’s to the overarching topic.
Topic: Inquiry Process (Part 1)
Enduring Understanding: The scientific method can be applied to problem solving. Standard and
Related Concept
Performance Objectives EIN
Essential Questions
Assessments Resources
Collaboration and Integration
PO 1. Differentiate among a question, hypothesis, and prediction.
E
PO 2. Formulate questions based on observations that lead to the development of a hypothesis. (See M06-S2C1-01)
E
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses
PO 3. Locate research information, not limited to a single source, for use in the design of a controlled investigation. (See W06-S3C6-01, R06-S3C1-06, and R06-S3C2-03)
E
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
E
PO 2. Design an investigation to test individual variables using scientific processes.
E
PO 3. Conduct a controlled investigation using scientific processes.
E
Concept 2: Scientific Testing (Investigating and Modeling)
PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).
E
What do you notice? What do you already know? What do you want to learn? What do you think may happen? How can you be safe when doing a science investigation? What are some items you use in an investigation? How can you record what is happening?
Observation Journal Scientific Method pre- and post-test Lab reports
Making hypotheses http://www.accessexcellence.org/LC/TL/filson/formathypo.html and http://www.accessexcellence.org/LC/TL/filson/writhypo.html Tutorial on using a triple beam balance http://www.ohaus.com/products/education/weblab/TBBentry.html
Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6 PO 1. Write a summary of information from sources (e.g. encyclopedias, websites, experts) that includes: a. paraphrasing to convey ideas and details from the source b. main idea(s) and relevant details Reading: Concept 1 PO 6. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website) for a specific purpose. Concept 2 PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).
Page 1 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
TOPIC: Inquiry Process (Part 1)
Enduring Understanding:
The scientific method can be applied to problem solving.
Student Learning Goals:
• The students will differentiate between a question, hypothesis, and prediction.
• The students will ask questions based on observations.
• The students will locate research information from various sources to use in the design of an investigation.
• The students will be safe and follow certain procedures.
• The students will design and conduct an investigation.
• The students will perform measurements with the appropriate scientific tools.
• The students will keep records of observations, questions, and ideas.
Determine the difference between a question, hypothesis, and prediction
Ask questions based on observations
Be safe and use appropriate procedures
Locate research information from different sources to use in the design of an investigation
Design and conduct investigations
Perform measurements using appropriate scientific tools
Keep records of observations, notes, sketches, questions and ideas
balances
control
dependent variable
experiment
hypothesis
independent variable
inquiry
investigation
magnifier
observation
predict
procedure
purpose
research
senses
thermometer
variable
Page 2 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Topic: Inquiry Process (Part 2)
Enduring Understanding: The scientific method can be applied to problem solving. Standard and Related Concept
Performance Objectives EIN
Essential Questions
Assessments Resources
Collaboration and Integration
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03)
E
PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).
E
PO 3. Evaluate the observations and data reported by others.
E
PO 4. Interpret simple tables and graphs produced by others.
E
PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
E
Strand 1: Inquiry Process Concept 3: Analysis and Conclusions
PO 6. Formulate new questions based on the results of a completed investigation.
E
PO 1. Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram. (See M07-S2C1-03)
E
PO 2. Display data collected from a controlled investigation. (See M07-S2C1-03)
E
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W07-S3C2-01)
E
PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01)
E
Concept 4: Communication
PO 5. Communicate the results and conclusion of the investigation. (See W07-S3C6-02)
E
What do you conclude from the investigation? How are your results similar or different from your prediction? How will you share the information gathered from the investigation results?
Observation Journal Scientific Method pre- and post-test. Lab reports
Graphing practice http://www.thesciencedesk.com/pdffiles/GraphingPractice.pdf Graphing Directions http://www.thesciencedesk.com/pdffiles/GraphingDirections04.pdf Writing procedures http://www.lessonplanspage.com/LAArtScienceOTinkerToyWritingPreciseDirectionsExercises612.htm
Math Strand 2: Concept 1 PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6 PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.
Page 3 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
TOPIC: Inquiry Process (Part 2)
Enduring Understanding:
The scientific method can be applied to problem solving.
Student Learning Goals:
• The students will identify trends in an investigation.
• The students will form a logical argument about correlations between data or events.
• The students will evaluate observations and data reported by others.
• The students will interpret simple tables and graphs produced by others.
• The students will develop new questions based on the results of completed investigations.
• The students will communicate the results of an investigation using the appropriate quantitative and qualitative information.
• The students will write a list of instructions for others to follow without using personal pronouns.
Identify trends in data
Form a logical argument about correlations between variables or events
Interpret simple tables and graphs produced by others
Evaluate observations and data reported by others
Formulate new questions based on the results of completed investigations
Communicate results and conclusions with others
analysis
communicate
conclusion
data
formulate
graphic representation
investigation
procedure
qualitative
quantitative
reliability
results
trends
validity
Create a list of instructions for others to follow without using personal pronouns
Display investigational data
Page 4 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Topic: History and Nature of Science
Enduring Understanding: Scientific knowledge changes over time. Standard and
Related Concept
Performance Objectives
EIN Essential Questions
Assessments Resources
Collaboration and Integration
PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau [inventor, marine explorer], supports Strand 4; William Beebe [scientist], supports Strand 4; Thor Heyerdahl [anthropologist], supports Strand 6).
E
PO 2. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).
E
PO 3. Analyze the impact of a major scientific development occurring within the past decade.
E
Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor
PO 4. Analyze the use of technology in science-related careers.
E
PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries.
E
PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
E
Concept 2: Nature of Scientific Knowledge
PO 3. Apply the following scientific processes to other problem solving or decision making situations:
• observing • questioning • communicating • comparing • measuring • classifying
• predicting • organizing data • inferring • generating hypotheses • identifying variables
E
How is science used daily? How have people contributed to science? How has scientific knowledge changed over time? How does scientific knowledge continue to change? How does the scientific method apply to problem solving? Decision making? How is technology used in science related fields?
Observation Journals
Jacques Cousteau http://www.cousteau.org/en/ William Beebe http://www.pbs.org/wgbh/amex/ice/sfeature/beebe.html Thor Heyerdahl http://www.ferco.org/thor_heyerdahl.html
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Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
TOPIC: People and Science
Enduring Understanding:
Scientific knowledge changes over time.
Student Learning Goals:
• The students will identify how people have made and continue to make contributions to science.
• The students will describe how a major milestone in science or technology has revolutionized the thinking of the time.
• The students will describe how scientific knowledge is an ongoing process.
• The students will describe the use of technology in science-related careers.
• The students will analyze the impact of major scientific developments that have occurred in the last decade.
• The students will apply scientific processes to other problem solving or decision making situations.
Many people have contributed and continue to contribute to scientific knowledge
Technology has revolutionized scientific thinking
classifying
communicating
comparing
contributions
diverse
generating hypotheses
identifying variables
inferring
Jacques Cousteau
measuring
milestone
observing
organizing data
predicting
questioning
revolutionize
science-related careers
scientific knowledge
scientific process
Thor Heyerdahl
William Beebe
Technology is used in science related careers
Scientific knowledge is subject to change
The scientific process can be used to problem solve and make decisions
Scientific development has changed over the past decade
Science is an ongoing process that changes in response to new information and discoveries
Page 6 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Topic: Science in Personal and Social Perspectives Enduring Understanding: Natural hazards and natural disasters affect the earth's systems.
Standard and Related Concept
Performance Objectives EIN
Essential Questions
Assessments Resources
Collaboration and Integration
PO 1. Evaluate the effects of the following natural hazards: • sandstorm • hurricane • tornado • ultraviolet light • lightning-caused fire
E
Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments
PO 2. Describe how people plan for, and respond to, the following natural disasters: • drought • flooding • tornadoes
E
PO 1. Propose viable methods of responding to an identified need or problem.
E
PO 2. Compare possible solutions to best address an identified need or problem.
E
PO 3. Design and construct a solution to an identified need or problem using simple classroom materials.
E
Concept 2: Science and Technology in Society
PO 4. Describe a scientific discovery that influences technology.
E
How do humans affect the earth's biological systems? Geological systems? How do scientific discoveries influence technology? How do natural hazards/disasters affect humans and/or the environment?
Observation Journals
Page 7 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
TOPIC: Science in Personal and Social Perspectives
Enduring Understanding:
Natural hazards and natural disasters affect the earth's systems.
Student Learning Goals:
• The students will evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, and lightning-caused fires.
• The students will describe how people plan for, and respond to, the following natural disasters: drought, flooding,
• The students will propose viable methods of responding to an identified need or problem.
• The students will compare possible solutions to best address an identified need or problem.
• The students will design and construct a solution to an identified need or problem using simple classroom materials.
• The students will describe a technological discovery that influences science.
Humans impact the environment
Scientific theories influence technology
biological systems
environmental benefit
environmental risk
geological systems
scientific theory
technology
viable Natural hazards and natural disasters affect the environment
People plan and respond to natural disasters
Scientific theories influence technology
Page 8 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Investigation 1: What is Life? Enduring Understanding: All living organisms have common characteristics.
Quarter this will be taught: 1 or 3_
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry.
E
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 3. Evaluate the observations and data reported by others.
I
Lab Notebook Quick Write - Definition of living things Teacher Observation - Sets up an investigation Mid-Summative Exam 1
FOSS Diversity of Life
Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 9 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 1: What is Life?
Approximate Timeline: 10 sessions
Enduring Understanding:
All living organisms have common characteristics.
Student Learning Goals: • The students will sort pictures of objects and organisms into
living and nonliving groups. • The students will defend picture-sorting decisions with an
operational definition of "living". • The students will develop an operational definition of life. • The students will learn the characteristics that are common to
all living organisms. • The students will observe five materials for evidence of life
when they are placed in suitable environments. • The students will differentiate the concepts of living, nonliving,
and dormant.
Resources:
Any free-living thing (plant, animal, other) is an organism
Living organisms grow, consume nutrients, exchange gases, respond to stimuli, reproduce, need water, and eliminate waste
http://www.windows.ucar.edu/tour/link=/earth/Life/life1.html
cells consume nutrients different dormant eliminate evidence gases grow living minipond nonliving operational definition organism reproduce similar stimuli vial
Page 10 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Diversity of Life Investigation 2: Introduction to the Microscope Enduring Understanding: A microscope is a tool used by scientists to study organisms in detail.
Quarter this will be taught: 1 or 3_
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02)
E
Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor
PO 2. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).
I
Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries.
I
Lab Notebook Student Sheet - Microscope Images Student Sheet - Focal Plane Teacher Observation - Uses microscope to estimate the size of brine shrimp Mid-Summative Exam 2
FOSS Diversity of Life
Math: Strand 4: Concept 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy.
Page 11 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 2: Introduction to the Microscope
Approximate Timeline: 4 sessions
Enduring Understanding:
A microscope is a tool used by scientists to study organisms in detail.
Student Learning Goals: • The students will measure the field of view for each objective
lens on the microscope. • The students will demonstrate proper use of the microscope. • The students will draw scale representations of the images I see
in a microscope to estimate size accurately. • The students will explain how the focal plane affects the image
seen through a microscope.
Resources:
Optical power is the product of the magnification of the eyepiece and the objective lens
A microscope image is reversed (flipped left to right) and inverted (flipped top to bottom)
An optical microscope is composed of a two-lens system (eyepiece and objective lens), a stage on which to mount the material being observed, a light source (radiant or reflective), and a mechanical system for adjusting the position of the focal plane
The focal plane is a thin plane at a fixed distance from the lens where the image is in focus
http://shs.westport.k12.ct.us/mjvl/biology/microscope/microscope.htm
brine shrimp diameter diaphragm dry mount eyepiece field of view focal plane gas exchange inverted magnification magnify objective lens optical power power response reversed slide stage total magnification yeast
Page 12 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Diversity of Life Investigation 3: Microscopic Life Enduring Understanding: Cells are the basic unit of life.
Quarter this will be taught: 1 or 3
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry
E
PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02)
E
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
I
PO 2. Describe the basic structure of a cell, including: • cell wall • cell membrane • nucleus
E
Strand 4: Life Science Concept 1: Structure and Function in Living Systems
PO 3. Describe the function of each of the following cell parts: • cell wall • cell membrane • nucleus
E
Lab Notebook Informal Notes Student Sheet - Response Sheet-Microscopic Life Self-Assessment - How cells fit in the definition of life. Mid-Summative Exam 3
FOSS Diversity of Life
Math: Strand 4: Concept 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 13 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 3: Microscopic Life Approximate Timeline: 6 sessions
Enduring Understanding:
Cells are the basic unit of life.
Student Learning Goals: • The students will discover cells by examining Elodea leaves
with a microscope. • The students will observe structures and behaviors of single-
celled microorganisms with a microscope. • The students will compare paramecium to Elodea cells. • The students will modify the working definition of life to
include the cell as the basic unit of life. • The students will describe the difference between living cells
that are organisms and living cells that are not organisms.
Resources:
The cell is the basic unit of life
Cells have the same needs and perform the same functions as complex organisms
Single-celled paramecia are organisms
Paramecia have shape, a membrane, cilia, an oral groove, and organelles, including vacuoles
http://science.exeter.edu/jekstrom/WEB/CELLS/Elodea/Elodea.html
Writing Prompt Idea: You are a research scientist who has a brand new intern. Write a detailed set of directions explaining how to prepare a wet mount or dry mount slide and how to view it using a light microscope. Science: S1 C4 PO4 Writing: S3 C3 PO1
cell cilia congo red cytoplasm cytoplasmic streaming Elodea Kingdom membrane microorganism multicellular organisms oral groove organelles paramecia Protista single-celled organisms vacuoles
Page 14 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Diversity of Life Investigation 4: The Cell Enduring Understanding: The diversity of cells contributes to the diversity of life on Earth.
Quarter this will be taught: 1 or 3
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses
PO 1. Differentiate among a question, hypothesis, and prediction.
E
PO 2. Describe the basic structure of a cell, including: • cell wall • cell membrane • nucleus
E
PO 3. Describe the function of each of the following cell parts: • cell wall • cell membrane • nucleus
E
PO 4. Differentiate between plant and animal cells.
E
Strand 4: Life Science Concept 1: Structure and Function in Living Systems
PO 5. Explain the hierarchy of cells, tissues, organs, and systems.
E
Lab Notebook Teacher Observation - Independently makes a wet mount Student Sheet - Ribbon of Life Self-Assessment - Quick write Mid-summative Exam 4
FOSS Diversity of Life
Page 15 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 4: The Cell
Approximate Timeline: 3 sessions
Enduring Understanding:
The diversity of cells contributes to the diversity of life on Earth.
Student Learning Goals: • The students will prepare a wet mount to observe cheek
scrapings and see evidence that humans, too, are made of cells. • The students will compare the structure and function of cells
from different organisms. • The students will learn the defining structures of cells. • The students will relate the structure and function of cells,
tissues, organs, systems, and organisms.
Extra Resources:
Humans and all other complex life-forms are made of cells
Cells have defining structures such as membranes, cell walls, nuclei, chloroplasts, ribosome, mitochondria, and cytoplasm
Bacteria have prokaryotic cells; all other life-forms have eukaryotic cells
A major subdivision in cells is whether they have a nucleus (eukaryote) or not (prokaryote)
http://darwin.nmsu.edu/~molbio/cell/Page1.html
atoms
bacteria
cell membrane
cell wall
chloroplast
chloroplasts
cytoplasm
endoplasmic reticulum
mitochondria
mitochondrion
molecules
nucleus
nucleus
organ systems
organelles
organs
ribosome
tissues
vacuole
Page 16 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Diversity of Life Investigation 5: Seeds of Life Enduring Understanding: Seeds are living organisms in a dormant state.
Quarter this will be taught: 1 or 3
Standard and Related Concept
Performance Objectives
EIN
Assessments Resources
Collaboration and Integration
PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02)
E
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
E
Concept 4: Communication
PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)
E
Strand 4: Life Science Concept 1: Structure and Function in Living Systems
PO 6. Relate the following structures of living organisms (plants) to their functions: • transpiration – stomata, roots, xylem, phloem • absorption – roots, xylem, phloem • response to stimulus (phototropism, hydrotropism, geotropism) – roots, xylem, phloem)
E
Lab Notebook Student Sheet - Seed Dissection Teacher Observation - Follows good lab procedures Student Sheet - Roots and Shoots Response Sheet - Structure and function of living things Self-assessment - Understands order or development during germination Mid-Summative Exam 5
FOSS Diversity of Life
Math: Strand 4: CONCEPT 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6 PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used
Page 17 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 5: Seeds of Life
Approximate Timeline: 8 sessions
Enduring Understanding:
Seeds are living organisms in a dormant state.
Student Learning Goals: • The students will dissect seeds to discover their structures. • The students will observe germinating seeds to determine the
sequence of developments and record the sequences. • The students will use good lab procedures and data recording to
investigate the early development of two groups of complex plants, monocots and dicocts.
• The students will investigate the effect of light on germinated seeds.
• The students will explain the role of cotyledons in early plant growth.
Resources:
Seeds contain the dormant, living embryo of a plant
Germination is the beginning (onset) of growth and differentiation in plant seeds
Growing roots typically have a root tip where cell division takes place, a zone of elongation, and a zone of maturation where root hairs develop
The cotyledon is the primary source of energy for seed germination
Xylem is the system of tube-like connected cells that transports water from root to all structures of the plant
http://www.urbanext.uiuc.edu/gpe/case3/c3facts2.html Stomata are openings on leaves
that are controlled by guard cells
Water in the form of water vapor, a gas, continually leaves a plant through stomata
chlorophyll cotyledon dicot endosperm embryo germination leaves mini sprouter monocot root root cap root hairs root tip seed coat seeds shoots zone of elongation zone of maturation
Page 18 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Investigation 6: Transpiration Enduring Understandings: A vascular system transports water throughout a plant.
Quarter this will be taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN Assessments Resources
Collaboration and Integration
PO 1. Differentiate among a question, hypothesis, and prediction. E
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Design an investigation to test individual variables using scientific processes. PO 3. Conduct a controlled investigation using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation. PO 6. Formulate new questions based on the results of a completed investigation.
E
Concept 4: Communication
PO 1. Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram (See M06-S2C1-02) PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01) PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)
E
Strand 4: Life Science Concept 1: Structure and Function in Living Systems
PO 1. Explain the importance of water to organisms. PO 5. Explain the hierarchy of cells, tissues, organs, and systems. PO 6. Relate the following structures of living organisms to their
functions: Plants: transpiration – stomata, roots, xylem, phloem; absorption – roots,
xylem, phloem; response to stimulus (phototropism, hydrotropism, geotropism) – roots, xylem, phloem
E
Lab Notebook Student Sheets - Celery-Investigation Plan; Celery-Investigation Results Student Sheet - Leaf and Stem Observation Student Writing - Write a metaphorical story Mid-Summative Exam 6
FOSS Diversity of Life
Math: Strand 4: Concept 4: PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Strand 2: Concept 1: PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. Writing: Strand 3:Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Concept 6: PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, a list of sources used
Page 19 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 6: Transpiration
Approximate Timeline: 9 sessions
Enduring Understanding:
A vascular system transports water throughout a plant.
Student Learning Goals: • The students will design an experiment to determine what
happens to water in a celery stalk. • The students will prepare and study a leaf peel to discover
stomata. • The students will cover the foliage of a plant with a plastic bag
to observe condensation - evidence of transpiration. • The students will describe how water enters a plant's roots and
flows through the plant during transpiration. • The students will explain how stomata open and close to
regulate the rate of transpiration. • The students will describe transpiration as a component of the
water cycle.
Resources:
Xylem is the system of tube-like connected cells that transport water from the roots to all structures of the plant
Stomata are opening on leaves that are controlled by guard cells
Water in the form of water vapor, a gas, continually leaves a plant through stomata
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/X/Xylem.html ScienceSaurus Handbook
Writing Prompt Idea: You are living in a desert which is experiencing an extreme drought. Water has been rationed, allowing for drinking and bathing only. Write a letter to a friend who lives in the rain soaked Midwest. Describe the effects of the drought on the plants and animals in the desert environment. Science: S4 C1 PO1: Writing: S3 C3 PO3
channels conclusion condensation control controlled experiment experimental procedures gas guard cells hypothesis stomate transpiration variable water vapor xylem
Transpiration is a component of the water cycle
Stomata open and close to regulate the rate of transpiration
Water enters a plant's roots and flows through the plant during transpiration
Page 20 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Investigation 7: Plant Reproduction Enduring Understanding: Flowers depend on seed production and dispersal for their reproduction.
Quarter this will be taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.
(See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends.
(See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 5. Analyze the results from previous and/or
similar investigations to verify the results of the current investigation.
E
Lab Notebook Response Sheet - Understand sexual reproduction in plants Self-Assessment - Explains plant reproduction Mid-Summative Exam 7
FOSS Diversity of Life
Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Math: Strand 2 Concept 1 PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs.
Page 21 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 7: Plant Reproduction
Approximate Timeline: 4 sessions
Enduring Understandings:
Flowers depend on seed production and dispersal for their reproduction.
Student Learning Goals: • The students will dissect and mount the structures of simple
flowers. • The students will examine a variety of seed to discover their
dispersal mechanisms. • The students will explain the function of flowers and
pollination. • The students will explain how seed-dispersal mechanisms
contribute to a plant’s survival. • The students will describe the production of seeds in terms of
sexual reproduction.
Resources:
Pollen from the anthers on the stamens and eggs in the ovules of the pistil are the male and female cells that combine during sexual reproduction to develop into the embryo (seed) of a new plant
Sepals, petals, stamens, and pistils are the main structures of typical flowers
http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookflowers.html
Writing Prompt idea:
Brainstorm a list of life forms, such as; trees, flowers, bugs, dogs, people, etc. Choose a life form from the brainstormed list to create a poetry book about “life forms”. Write a cinquain poem about that life form to submit to a class poetry book. First line: Noun: Word from brainstormed list Second line: Two describing adjectives Third line: Three verbs or action words Fourth line: A four word short phrase Fifth line: Noun: Life Science: S1 C1 PO2 Writing: S1 C1 PO1; S3 C1 PO2
anthers egg fertilized ovary ovules petal pistils pollen pollen tube pollination seed dispersal mechanisms sepals sexual reproduction sperm stamens
Page 22 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Investigation 8: Snails Enduring Understanding: An organism's habitat is the supportive environment in which it lives.
Quarter this will be taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
PO 3. Conduct a controlled investigation using scientific processes. E
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
PO 3. Conduct a controlled investigation using scientific processes. PO 5. Keep a record of observations, notes, sketches, questions, and ideas using
tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or
sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).
PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
PO 6. Formulate new questions based on the results of a completed investigation.
E
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information.
(See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a
procedure (without the use of personal pronouns). (See W06-S3C3-01)
E
PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables
E
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling) Concept 3: Analysis and Conclusions Concept 4: Communication Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge Strand 4: Life Science Concept 1: Structure and Function in Living Systems
PO 6. Relate the following structures of living organisms (animals) to their functions:
• respiration – gills, lungs • digestion – stomach, intestines • circulation – heart, veins, arteries, capillaries • locomotion – muscles, skeleton
E
Lab Notebook Informal Notes Student Sheets Snail-Investigation Plan Snail-Investigation Results Student Sheet - Venn Diagram Mid-Summative Exam 8
FOSS Diversity of Life
Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Strand 3: Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 23 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 8: Snails
Approximate Timeline: 8 sessions
Enduring Understandings:
An organism's habitat is the supportive environment in which it lives.
Student Learning Goals: • The students will observe structures and behaviors of a
multicellular organism (gastropod). • The students will design and conduct an experiment (safely and
appropriately) to determine environmental preferences of land snails.
• The students will demonstrate respect for living organisms while conducting investigations.
• The students will sort and analyze shells to appreciate the diversity of life expressed by snails.
• The students will use Venn diagrams to compare distantly related organisms.
• The students will describe habitat in terms of the needs and preferences of an organism
• The students will discuss gastropod diversity, including shell design, habitat, and lifestyle.
• The students will explain similarities and differences between snails and other organisms.
Resources:
Snails are gastropods that have a muscular foot, a head with sensory organs, and a shell for protection.
Anthropomorphism is giving human thoughts and feelings to nonhuman organisms.
http://www.geocities.com/sseagraves/snailfacts.htm
An organism's habitat is the supportive environment in which it lives.
anthropomorphism environmental factors experimental design gastropods habitat slime trail surface tentacles Venn diagrams
Page 24 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Investigation 9: Roaches Enduring Understanding: An organism's habitat is the supportive environment in which it lives.
Quarter this will be taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
PO 3. Conduct a controlled investigation using scientific processes. E PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. PO 3. Conduct a controlled investigation using scientific processes. PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation. PO 6. Formulate new questions based on the results of a completed investigation.
E
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01)
E
PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables
E
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling) Concept 3: Analysis and Conclusions Concept 4: Communication Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge Strand 4: Life Science Concept 1: Structure and Function in Living Systems
PO 6. Relate the following structures of living organisms (animals) to their functions: • respiration – gills, lungs • digestion – stomach, intestines • circulation – heart, veins, arteries, capillaries • locomotion – muscles, skeleton
E
Lab Notebook Informal Notes Teacher Observation - Plan, conduct, and report an investigation Student Sheets Cockroach-Investigation Plan Cockroach-Investigation Results Student Sheet Insect Mysteries Mid-Summative Exam 9
FOSS Diversity of Life
Math: Strand 2: Concept 1: PO 1. Formulate questions to collect data in contextual situations. PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Strand 3: Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 25 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 9: Roaches
Approximate Timeline: 7 sessions
Enduring Understanding:
Adaptations are structures or behaviors that give organisms a better chance to survive and reproduce in their habitat.
Student Learning Goals: • The students will observe structures and behaviors of a
multicellular organism (insect). • The students will design and conduct an experiment (safely and
appropriately) to determine environmental preferences of an insect (roach).
• The students will observe hissing cockroaches to identify several behavioral and structural adaptations.
• The students will ask questions about the purposes of behaviors of the hissing cockroach and design experiments to answer those questions.
• The students will explain how hissing cockroach structural and behavioral adaptations help them survive.
• The students will make inferences about the habitat of the hissing cockroaches and other insects based on their color, body shape, mouthparts, wings/lack of wings, response to stimuli, and speed of movement.
Resources:
Adaptations are structures or behaviors that give organisms a better chance to survive and reproduce in their habitat
Insects have three body parts, six legs, and two antennae
Structural and behavioral adaptations of hissing cockroaches help them survive
http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=2025
abdomen adaptations antennae behavior head infer inference insects response structure thorax
Page 26 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Investigation 10: Kingdoms of Life Enduring Understanding: The Monera (bacteria), Protista (algae) and Fungi kingdoms are part of the scheme of life.
Quarter this will be taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 2: Scientific Testing
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry. PO 3. Conduct a controlled investigation using scientific processes.
E
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).
E
Concept 4: Communication
PO 1. Choose an appropriate graphic representation for collected data: • line graph • double bar graph • stem and leaf plot • histogram (See M06-S2C1-02) PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)
E
Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge
PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables
E
Lab Notebook Teacher Observation - Follows good lab procedures Student Sheets - Observing Bacteria Observing Fungi Informal Notes Student Sheet The Unknown World Mid-Summative Exam 10 Final Exam
FOSS Diversity of Life
Math: Strand 2: Concept 1: PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 6: PO 2. Write an informational report that includes: a. a focused topic b. appropriate facts and relevant details c. a logical sequence d. a concluding statement e. a list of sources used
Page 27 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
DIVERSITY OF LIFE Investigation 10: Kingdoms of Life
Approximate Timeline: 8 sessions
Enduring Understanding:
The Monera (bacteria), Protista (algae) and Fungi kingdoms are part of the scheme of life.
Student Learning Goals: • The students will inoculate sterile agar with bacteria from the
local environment; inoculate bread with fungus spores from the environment.
• The students will observe the growth of bacteria and fungus. • The students will calculate the reproductive potential of
bacteria. • The students will explain that bacteria and fungi are found on
all surfaces and in the water and air around us. • The students will explain how bacteria and fungi carry out the
functions of living organisms. • The students will describe the role of microorganisms in
transforming foods and recycling nutrients through decomposition.
Resources:
Microbe is the general name for microscopic bacteria and fungi, especially those that cause disease and promote fermentation
Bacteria, fungi, and algae have characteristics of living organisms
Bacteria and fungi carry out the functions of living organisms
Bacteria have a cell membrane but have no internal organelles
http://teachers.westport.k12.ct.us/resource/living_things.htm
agar colonies consumers decomposers decomposition Fungi inoculate microbe Monera nutrients parasites Petri dish producers recycling sterile
Microorganisms transform foods and recycle nutrients through decomposition
Bacteria and fungi are found on all surfaces and in the water and air around us
Page 28 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Diversity of Life Websites
http://www.nationalgeographic.com/education/geokits/celllinks.html http://www.geocities.com/RainForest/6243/diversity.html http://www.buschgardens.org/just-for-teachers/guides/diversity-of-life/ http://www.stanford.edu/group/help/curricula/quizzes/6th/Quizzes%20for%20Cell%20-%206th%20Grade.doc http://web.jjay.cuny.edu/~acarpi/NSC/13-cells.htm http://education.sdsc.edu/download/enrich/cellstudy.pdf
Page 29 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Weather and Water Websites
www.weather.com www.uswx.com http://www.weatherwizkids.com/ http://eo.ucar.edu/webweather/ http://www.epa.gov/OGWDW/kids/flash/flash_watercycle.html http://www.kidzone.ws/water/ http://www.first-school.ws/activities/science/drippy.htm Weather and Water for ESL students: http://bogglesworld.com/kids_worksheets/weather.htm http://www.ac-nancy-metz.fr/enseign/anglais/Henry/eau.htm
Page 30 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water Investigation 1: What is weather? Enduring Understanding: Weather is the condition of Earth’s atmosphere at a given time in a given place.
Quarter taught: 1 or 3
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor
PO 2. Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics).
I
PO 1. Evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, lightning-caused fire
I
Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments
PO 2. Describe how people plan for, and respond to, the following natural disasters: drought, flooding, tornado
I
Strand 6: Earth and Space Science Concept 1: Structure of the Earth
PO 5. Describe ways scientists explore the Earth’s atmosphere and bodies of water. (See Strand 2 Concept 1)
E
Concept 2: Nature of Scientific Knowledge
PO 5. Analyze the impact of large-scale weather systems on the local weather.
E
Lab Notebook Student Sheet - Air Investigations Student Sheet - Earth's Atmosphere Questions Mid-Summative Exam 1-2
FOSS Weather and Water
Writing Strand 3: Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 31 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER Investigation 1: What is weather? Approximate Timeline: 5 sessions
Enduring Understanding:
Weather is the condition of Earth’s atmosphere at a given time in a given place.
Student Learning Goals: • The students will identify severe weather and its potential to cause
death and destruction in the environment. • The students will identify the proper uses of weather measurement
tools.
Resources:
Weather is the state of Earth’s atmosphere at a given time and place
Severe weather occurs all over the Earth
Meteorology is the science of weather and meteorologists are the people who study the weather on Earth
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml
Writing Prompt Idea: You are the mayor of a city prone to natural disasters, (e.g. tornadoes, hurricanes, earthquakes, etc). It is your responsibility to ensure that people know how to be prepared in the event of a natural disaster. Prepare a brochure containing information on how to prepare for one of the identified natural disasters. Science: S3 C1 PO2 Writing: S3 C3 PO 1
aeronomy air pressure anemometers barometer climatology dew point hail humidity hurricane hygrometers meteorology moisture psychrometer rain gauge relative humidity severe weather storm surge temperature thermometers weather wind wind vanes
Page 32 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water Investigation 2: Where’s the Air? Enduring Understanding: Weather occurs in the atmosphere and the atmosphere is composed of air, which has mass and can be compressed.
Quarter taught: 1 or 3
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses
PO 2. Formulate questions based on observations that lead to the development of a hypothesis. (See M06-S2C1-01)
E
Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Formulate questions based on observations that lead to the development of a hypothesis. (See M06-S2C1-01)
E
Concept 3: Analysis and Conclusions
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes.
E
Concept 4: Communication
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 5. Communicate the results and conclusion of the investigation. (See W06-S3C6-02)
E
Strand 6: Earth and Space Science Concept 1: Structure of the Earth
PO 1. Describe the properties and the composition of the layers of the atmosphere.
E
Concept 2: Earth’s Processes and Systems
PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere
E
Lab Notebook Student Sheet - Air Investigations Student Sheet - Earth's-Atmosphere Questions Mid-Summative Exam 1-2
FOSS Weather and Water
Math: Strand 2: Concept 1 PO 1. Formulate questions to collect data in contextual situations. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 6 PO 2. Write an informational report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used.
Page 33 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 2: Where’s the Air? Approximate Timeline: 11 sessions
Enduring Understanding:
Weather occurs in the atmosphere and the atmosphere is composed of air, which has mass and can be compressed.
Student Learning Goals: • The students will conduct experiments to determine that air has
mass. • The students will use a molecular model to compare gas at
standard pressure and a gas under increased pressure. • The students will explain how experimental results provide
evidence that air has mass.
Resources:
Atmosphere is the layers of gas surrounding Earth
Weather occurs in the troposphere, the layer of the atmosphere closest to Earth’s surface
Air is matter; it occupies space, has mass, and can be compressed
The troposphere is a mixture of nitrogen (78%), oxygen (21%), & other gases (1%) including argon, carbon dioxide, & water vapor
http://csep10.phys.utk.edu/astr161/lect/earth/atmosphere.html Writing Prompt Idea:
You are the Channel 78 meteorologist preparing the five o’clock weather report. Write a summary of today’s weather across the United States. Science: S6 C2 PO4 Writing: S3 C2 PO2
energy exosphere greenhouse effect ionosphere mass matter mesosphere nitrogen dioxide permanent gases space stratosphere sulfur dioxide thermosphere troposphere variable gases
Page 34 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water: Investigation 3: Seasons and Sun Enduring Understanding: Seasons are related to the amount of solar energy transferred to Earth, and that amount of energy transferred is affected by latitude, tilt of Earth's axis, revolution, and rotation.
Quarter taught: 1 or 3
Standard and Related Concept
Performance Objectives EIN Assessments Resources
Collaboration and Integration
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. E
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.
E
PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). E
Concept 3: Analysis and Conclusions
PO 4. Interpret simple tables and graphs produced by others. E
Strand 4: Life Science Concept 3: Populations of Organisms in an Ecosystem
PO 1. Explain that sunlight is the major source of energy for most ecosystems.
E
Strand 5: Physical Science: Concept 3: Transfer of Energy
PO 4. Explain how thermal energy (heat energy) can be transferred by:
• conduction • convection • radiation
E
Lab Notebook Quick Write - What causes seasons? Response Sheet: Explain why Earth has seasons Mid-Summative Exam 3
FOSS Weather and Water
Social Studies: Strand 2: Concept 5: PO 1: Describe how new ways of thinking in Europe during the Enlightenment fostered the following changes in society: a. Scientific Revolution
(i.e., Copernicus, Galileo, Newton)
Page 35 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 3: Seasons and Sun
Approximate Timeline: 10 sessions
Enduring Understanding:
Seasons are related to the amount of solar energy transferred to Earth, and that amount of energy transferred is affected by latitude, tilt of Earth's axis, revolution, and rotation.
Student Learning Goals: • The students will graph monthly day-length data for a single
location to look for a pattern. • The students will us an Earth globe and light bulb to model
daily and seasonal variations in day length. • The students will explain how the tilt of Earth's axis and Earth's
revolution around the Sun produces seasons. • The students will discuss seasonal variation in day length as a
consequence of axis tilt, rotation, and revolution. • The students will use light sources and surfaces to model beam
spreading. • The students will explain how beam spreading reduces the
intensity of solar radiation.
Resources:
Earth’s axis of rotation tilts at an angle of 23.5° and always points to the North Star
The solar angle is the angle that light from the Sun strikes Earth’s surface
Beam spreading is the increase in an area covered by a beam if light as the solar angle increases
http://vortex.plymouth.edu/sun/sun3.html
Writing Prompt Idea: You are a taxpayer in Arizona. The legislature will be voting to fund a new energy plant. Decide which energy source will be the best option for Arizona. Write an editorial persuading the legislature to build this type of energy plant. Choices for energy sources include: wind, dams, fossil fuels, nuclear, or solar. Science: S5 C3 PO1 Writing: S3 C4 PO1
Writing Prompt Idea: You are Copernicus. Write a letter to fellow scientists convincing them that you have the “true” model of the universe. Explain why Ptolemy’s model of the universe with the Earth at the center is false. Include diagrams in your letter. Science: S1 C4 PO1 Writing: S3 C3 PO4 S3 C4 PO1 Social Studies: S2 C5 PO1
aphelion beam spreading fall (autumnal) equinox perihelion rotation solar angle spring (vernal) equinox summer solstice winter solstice
Page 36 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water: Investigation 4: Heat Transfer Enduring Understanding: The movement of heat energy in and out of the atmosphere is an important element of weather.
Quarter taught: 1 or 3
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03)
E
Concept 4: Communication
PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01)
E
Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge
PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables
E
Strand 4: Life Science Concept 3: Populations of Organisms in an Ecosystem
PO 1. Explain that sunlight is the major source of energy for most ecosystems. (See Strand 5 Concept 3 and Strand 6 Concept 2)
E
Strand 5: Physical Science Concept 3: Transfer of Energy
PO 4. Explain how thermal energy (heat energy) can be transferred by: conduction, convection, radiation
E
Strand 6: Earth and Space Science Concept 1: Structure of the Earth
PO 5. Describe ways scientists explore the Earth’s atmosphere and bodies of water. (See Strand 2 Concept 1)
E
Lab Notebook Teacher Observation - Two-coordinate graph Student Sheet - Heat Conduction Mid-summative Exam 4
FOSS Weather and Water
Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables). Math: Strand 2: Concept 1 PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs.
Page 37 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 4: Heat Transfer
Approximate Timeline: 14 sessions
Enduring Understanding:
The movement of heat energy in and out of the atmosphere is an important element of weather.
Student Learning Goals: • The students will measure the heating and cooling of earth
materials when moved into and out of sunshine. • The students will explain how radiant energy from the Sun
heats solid and liquid materials. • The students will use thermometers to measure the temperature
of materials. • The students will design and conduct experiments to observe
heat transfer through multiple materials in terms of molecular activity.
• The students will describe how the atmosphere is heated.
Resources:
The Sun is the major source of energy that heats the atmosphere
Heat is the kinetic energy of atoms and molecules
Thermometers measure the temperature of materials
Energy moves from one material to another by radiation and conduction
http://sol.sci.uop.edu/~jfalward/heattransfer/heattransfer.html
conduction heat kinetic energy radiation temperature
Page 38 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Topic: Weather and Water: Investigation 5: Convection Enduring Understanding: Convection is the process of mass movement of fluids and a mechanism for energy transfer.
Quarter taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 2: Scientific Testing (Investigating and Modeling)
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 4. Interpret simple tables and graphs produced by others. PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
E
Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge
PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying predicting, organizing data, inferring, generating hypotheses, identifying variables
E
Strand 4: Life Science Concept 3: Populations of Organisms in an Ecosystem
PO 1. Explain that sunlight is the major source of energy for most ecosystems. (See Strand 5 Concept 3 and Strand 6 Concept 2)
E
Strand 5: Physical Science Concept 3: Transfer of Energy
PO 4. Explain how thermal energy (heat energy) can be transferred by: conduction, convection, radiation
E
Lab Notebook Response Sheet - Calculate density Student Sheet - Layering Hot and Cold Water Student Sheet - Convection Chamber Mid-summative Exam 5
FOSS Weather and Water
Math: Strand 4: Concept 4 PO 2. Determine the appropriate tool needed to measure to the needed accuracy. Writing: Strand 3: Concept 2 PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3 PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 39 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 5: Convection
Approximate Timeline: 12 sessions
Enduring Understanding:
Convection is the process of mass movement of fluids and a mechanism for energy transfer.
Student Learning Goals: • The students will layer salt solutions to determine their relative
density. • The students will use mass and volume data to calculate
densities (g/cc). • The students will explain density as a ratio between a mass and
its volume. • The students will observe convection in a liquid environment. • The students will describe how materials of different densities
interact. • The students will explain how energy transfer drives the
process of convection. • The students will observe convection in a gas environment.
Resources:
Density is the ratio of mass to its volume
If two solutions have equal volumes but differ in mass, the one with a greater mass is denser
Convection is the circulation of fluid (liquid or gas) that results from energy transfer; warm air masses rise and cool masses sink
As matter heats, it expands, causing it to become less dense
http://theory.uwinnipeg.ca/mod_tech/node76.html
Avogadro's number convection convection cell density mass pressure ratio volume
Page 40 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water: Investigation 6: Water in the Air Enduring Understanding: Humidity is the water vapor in the air.
Quarter taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN Assessments Resources
Collaboration and Integration
PO 2. Formulate questions based on observations that lead to the development of a hypothesis. (See M06-S2C1-01)
E
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Design an investigation to test individual variables using scientific processes. PO 3. Conduct a controlled investigation using scientific processes. PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). (See M06-S4C4-02) PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends. (See M06-S2C1-03) PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). PO 3. Evaluate the observations and data reported by others. PO 4. Interpret simple tables and graphs produced by others. PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation. PO 6. Formulate new questions based on the results of a completed investigation.
E
Concept 4: Communication
PO 1. Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot, histogram (See M06-S2C1-02) PO 2. Display data collected from a controlled investigation. (See M06-S2C1-02) PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01) PO 4. Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). (See W06-S3C3-01)
E
Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries. PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, inferring, generating hypotheses, identifying variables.
E
Strand 6: Earth and Space Science Concept 1: Structure of the Earth
PO 5. Describe ways scientists explore the Earth’s atmosphere and bodies of water. (See Strand 2 Concept 1)
E
Concept 2: Earth’s Processes and Systems
PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere. PO 6. Create a weather system model that includes: the Sun, the atmosphere, bodies of water.
E
Lab Notebook Teacher Observation - Plan and Conduct an Inquiry Response Sheet - Relate evaporation to cooling Student Sheet - Dew-Point Questions Teacher Observation - Explain relation between temperature and Pressure Self-Assessment - Quick Write Response Sheet Mid-Summative Exam 6
FOSS Weather and Water
Math: Strand 2: Concept 1: PO 1. Formulate questions to collect data in contextual situations. Strand 4: Concept 4: PO 2. Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate labels and title from organized data. PO 3. Interpret simple displays of data including double bar graphs, tally charts, frequency tables, circle graphs, and line graphs. Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 41 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 6: Water in the Air Approximate Timeline: 14 sessions
Enduring Understanding:
Humidity is the water vapor in the air.
Student Learning Goals: • The students will use ice water to cool air to produce
condensation. • The students will measure changes in temperature due to
evaporation. • The students will determine dew point by cooling water in a
container until condensation occurs on the container. • The students will observe changes in temperature due to
pressure change. • The students will use pressure to produce a cloud in a bottle. • The students will explain how dew and clouds form when
humid air cools to its dew point and condenses. • The students will predict cloud formation by analyzing
radiosonde sounding data.
Resources:
Water changes from a liquid to gas (vapor) by evaporation
Water changes from gas to liquid by condensation
Dew point is the temperature at which air is saturated with water vapor
Relative humidity is the percentage of water vapor in air compared to the amount of water vapor needed to saturate that air at a specific temperature
http://www.carlwozniak.com/clouds/bluesky.html
absolute humidity condensation condensation nuclei dew point equilibrium vapor pressure evaporation humidity hygrometer radiosonde relative humidity saturation transpiration vapor vapor pressure
Page 42 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water: Investigation 7: The Water Planet Enduring Understanding: The water cycle involves water everywhere in the global environment.
Quarter taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
Strand 1: Inquiry Process Concept 3: Analysis and Conclusions
PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
E
PO 4. Describe the use of technology in science-related careers. I
Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an ongoing process that changes in response to new information and discoveries.
I
PO 2. Explain the composition, properties, and structure of the Earth’s lakes and rivers.
Analyze the interactions between the Earth’s atmosphere and the Earth’s bodies of water (water cycle).
E
Strand 6: Earth and Space Science Concept 1: Structure of the Earth Concept 2: Earth’s Processes and Systems
PO 1. Explain how water is cycled in nature. PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere
E
Lab Notebook Quick Write - What is the water cycle? Self-Assessment - Quick Write Mid-Summative Exam 7 End of investigation
FOSS Weather and Water
Page 43 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 7: The Water Planet Approximate Timeline: 5 sessions
Enduring Understanding:
The water cycle involves water everywhere in the global environment.
Student Learning Goals: • The students will engage in classroom simulations and use
multimedia to identify the various paths a water molecule might follow in Earth's water cycle.
• The students will explain with words and drawings how evaporation, condensation, precipitation, and other processes produce many variations of the water cycle.
Resources:
Most of Earth's water is salt water in the oceans
Earth's fresh water is found in many locations, including the atmosphere, lakes, rivers, groundwater, and glaciers
A water molecule might follow many different paths as it travels in the water cycles
http://www.kidzone.ws/water/
drainage basin
Page 44 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water: Investigation 8: Air Pressure and Wind Enduring Understanding: There is a relationship between changing air pressure and wind.
Quarter taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN Assessments Resources Collaboration and Integration
PO 1. Differentiate among a question, hypothesis, and prediction. E
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. PO 2. Design an investigation to test individual variables using scientific processes. PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. (See W06-S3C2-01 and W06-S3C3-01)
E
PO 4. Interpret simple tables and graphs produced by others. E
Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Concept 2: Scientific Testing (Investigating and Modeling) Concept 3: Analysis and Conclusions Concept 4: Communication
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. (See W06-S3C2-01)
E
Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge
PO 3. Apply the following scientific processes to other problem solving or decision making situations: observing, questioning, communicating, comparing, measuring, classifying, observing, questioning, communicating, comparing, measuring, classifying
E
Strand 6: Earth and Space Science Concept 2: Earth’s Processes and Systems
PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, hydrosphere PO 5. Analyze the impact of large-scale weather systems on the local weather.
E
Lab Notebook Response Sheet - Describing effects of atmospheric pressure Quick Write - What is wind? What Causes Wind? Self-Assessment Quick Write Mid-Summative Exam 8
FOSS Weather and Water
Writing: Strand 3: Concept 2: PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic. Concept 3: PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).
Page 45 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 8: Air Pressure and Wind
Approximate Timeline: 7 sessions
Enduring Understanding:
There is a relationship between changing air pressure and wind.
Student Learning Goals: • The students will apply pressure to a system and observe the
compression of the gas. • The students will describe the relationship between changing
air pressure and wind. • The students will explain how differential heating of Earth by
the Sun creates local winds. • The students will build an anemometer and use it to gather
wind-speed data for mapping. • The students will interpret a pressure map.
Resources:
Pressure exerted on a gas reduces its volume and increases its density
Differential heating of Earth’s surface by the Sun can create high- and low-pressure areas
Local winds, called sea breezes, mountain breezes, and valley breezes blow in predictable ways determined by local differential heating
Wind is the movement of air from an area of high pressure to an area of low pressure
Wind speed is measured with an instrument called an anemometer
Air pressure is represented on a map by contour lines that are called isobars
http://www.frsd.k12.nj.us/curriculum/science6/hotlists/weather_resources.htm
anemograph anemometer aneroid barometer atmosphere atmospheric pressure chinook contour lines diatomic differential heating foehn hahoob isobars land breezes mistral mole mountain breezes nor'easter northers nor'wester Pali Santa Ana sea breezes valley breezes williwaw
Page 46 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
TOPIC: Weather and Water: Investigation 9: Weather and Climate Enduring Understanding: There is a distinction between weather and climate.
Quarter taught: 2 or 4
Standard and Related Concept
Performance Objectives EIN
Assessments Resources
Collaboration and Integration
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry.
E
Strand 1: Inquiry Process Concept 2: Scientific Testing Concept 3: Analysis and Conclusions
PO 5. Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
E
Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an on going process that changes in response to new information and discoveries. PO 2. Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories.
I
Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments
PO 1. Evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, lightning-caused fire PO 2. Describe how people plan for, and respond to, the following natural disasters: drought, flooding, tornadoes
I
Strand 4: Life Science Concept 3: Populations of Organisms in an Ecosystem
PO 2. Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog.
E
PO 1: Describe the properties and the composition of the layers of the atmosphere. PO 3: Explain the composition, properties, and structures of the oceans’ zones and layers.
E
Strand 6: Earth and Space Science Concept 1: Structure of the Earth Concept 2: Earth’s Processes and Systems
PO 2. Identify the distribution of water within or among the following: atmosphere, lithosphere, and hydrosphere. PO 3. Analyze the effects that bodies of water have on the climate of a region. PO 4. Analyze the following factors that affect climate: ocean currents, elevation, and location. PO 5. Analyze the impact of large-scale weather systems on the local weather.
E
Lab Notebook Informal Notes Response Sheet: Describes different fronts Self-Assessment Response Sheet Final Summative Exam
FOSS Weather and Water
Page 47 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.
Key Concepts: Key Vocabulary:
WEATHER AND WATER: Investigation 9: Weather and Climate
Approximate Timeline: 9 sessions
Enduring Understanding:
There is a distinction between weather and climate.
Student Learning Goals: • The students will set up a solar-heated bag to model the
formation of an air mass. • The students will observe the interaction of two liquids of
different densities as a model for frontal boundaries. • The students will explain the interaction between two air
masses in terms of their densities. • The students will explain how a global temperature increase
could affect the water cycle and Earth's climate.
Resources:
Air masses are large bodies of air that are uniform in temperature and humidity
The boundary between two air masses that meet is called a front
Weather is the condition of the atmosphere at a specific time and location
Weather conditions usually change as a front passes by
Climate is the average weather condition over a long period of time in a region
Global warming may have an effect on Earth's weather and climate
http://www.frsd.k12.nj.us/curriculum/science6/hotlists/weather_resources.htm
Writing Prompt Idea: Research a weather folklore saying. (such as; Red skies at night, Sailors delight, Red skies in the morn, Sailors be warned) Write a summary explaining the meaning of the saying as well as the scientific explanation for the weather occurrence. Link to further folklore sayings: http://www.dcrafts.com/weathersayings.htm Science: S6 C1 PO1, PO3 Writing: S3 C6 PO1
air masses arctic (A) climate cold front continental (c) continental arctic (cA) continental polar (cP) continental tropical (cT) front global warming greenhouse gas Ice Age inundation marine maritime (m) maritime polar (mP) maritime tropical (mT) occluded front overrunning polar (P) source regions stationary front tropical (T) warm front water resources water-vapor concentration weather
Page 48 of 48
Strands 1, 2, and 3 are designed to be explicity taught and embedded within each of the content Strands and are not intended to be taught in isolation.