Grade 6-Earth Science (The Universe)

Standard(s): The Universe

Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles.

Guiding Question 6: What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable Common Core State Standards (CCSS): Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics; Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table); Distinguish among facts, reasoned judgment based on research findings, and speculation in a text; Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. GLE: Suggested Activities/Strategies Resources 0607.6.1 Analyze information about the  Bellringer pg. 252 www.portaportal.com major components of the universe.  Reteaching pg. 254 (Find “Guest Access”;  0607.6.1 Use data to draw conclusions about the  Inclusion Strategies pg. 254 under Guest Name type: courseoutlines major components of the universe.  Alternative Assessments (T.E. pg. 254)  SPI 0607.6.1 Use data to draw conclusions  Motivate Activity (T.E. pg. 256) http://mnps2010.wikispaces.com about the major components of the universe.  English Language Learners (T.E. p. 259)  Reteaching (T.E. pg. 260) Differentiated Lessons & Assessments:  Bellringer (T.E. pg. 262) Science Grade 6 by Teacher Created  Teach –Using the Table (T.E. pg. 263) Resources  Reteaching (T.E. pg. 266)  Bellringer (T.E. pg. 268) Chapter 9-Section 1 pp. 252-255  Reteaching (T.E. pg. 272) Chapter 9-Section 2 pp. 256-261  English Language Learners (T.E. pg. 275) Chapter 9-Section 3 pp. 262-267  Homework (T.E. pg. 275) Chapter 9-Section 4 pp. 268-273  Inclusion Strategies (T.E. 277) Chapter 9-Section 5- pp. 274-279  Reteaching (T.E. pg. 278) Appendix-Study Skills pp. 473-476  Field Guide to the Solar System pg. 278 Appendix-Graphic Organizer Instructions pp. 477-478 CCSS –Section Review #6, 10, and 12 (S.E pg. DSM(Kit)- Earth, Moon, & Sun 233) CCSS –Section Review #7 (S.E pg. 227)  Lesson 3- How Big Are Planets? CCSS –Connection to Astronomy (S.E pg. 229) (pg. 29)

of 12 Grade 6-Earth Science (The Universe)

0607.6.2 Describe the relative distance of  Start-up Activity pg. 251 Chapter 9-Section 1 pp. 252-255 objects in the solar system from earth.  English Language Learners (T.E. pg, 253) Chapter 9-Section 2 pp. 256-261  0607.6.2 Construct a model of the solar system  Alternative Assessments (T.E. pg. 254) Chapter 9-Section 3 pp. 262-267 showing accurate positional relationships and  Bellringer (T.E. pg. 256) Appendix-Study Skills pp. 473-476 relative distances.  Skills Practice Lab (I See the Light!) pp. 461- Appendix-Graphic Organizer  SPI 0607.6.2 Explain how the relative distance 462 Instructions pp. 477-478 of objects from the earth affects how they DSM(Kit)-- Earth, Moon, & Sun appear.  Lesson 4- How Far Are the Planets? (pg. 37)

0607.6.3 Explain how the positional  Inquiry Lab-Create a Calendar pp. 280-281 Chapter 10-Section 1 pp. 290-293 relationships among the earth, moon, and sun  Start-up Activity pg. 289 Appendix-Study Skills pp. 473-476 control the length of the day, lunar cycle, and  Bellringer (T.E. pg. 290) Appendix-Graphic Organizer year.  Motivate Demonstration (T.E. pg. 290) Instructions pp. 477-478  Teach Activity (T.E. pg. 295)  0607.6.3 Investigate how the earth, sun, and moon DSM (Kit)- Earth, Moon, & Sun are responsible for a day, lunar cycle, and year.  Inclusion Strategies (T.E. pg. 295)  Lesson 1- Solar Journal (pg.13)  Reteaching (T.E. pg. 296)  SPI 0607.6.3 Distinguish among a day, lunar  Lesson 2 – Lunar Journal (pg. 21) cycle, and year based on the movements of the  Lesson 6-The Rectified Globe (pg. earth, sun, and moon. 53)  Lesson 8- Earth’s Motion in Space (pg. 71)  Lesson 10-Modeling Moon Phases (pg. 93) 0607.6.4 Describe the different stages in  Inquiry Lab-Create a Calendar pp. 280-281 Chapter 10-Section 2 pp. 294-297 the lunar cycle.  Bellringer (T.E. pg. 294) Appendix-Study Skills pp. 473-476  607.6.4 Explain why the positions of the earth,  Motivate Activity (T.E. pg. 294) Appendix-Graphic Organizer moon, and sun were used to develop calendars and  Teach Activity (T.E. pg. 295) Instructions pp. 477-478 clocks.  Inclusion Strategies (T.E. pg. 295) DSM(Kit)-- Earth, Moon, & Sun  SPI 0607.6.4 Explain the different phases of the  Reteaching (T.E. pg. 296)  Lesson 8- Earth’s Motion In Space moon using a model of the earth, moon, and sun.  Moon phase cards (pg. 71)

0607.6.5 Produce a model to demonstrate  Bellringer (T.E. pg. 298) Chapter 10-Section 3 pp. 298-301 how the moon produces tides.  Reteaching (T.E. pg. 300) Appendix-Study Skills pp. 473-476  0607.6.5 Illustrate the positions of the earth, moon,  Alternative Assessment (T.E. pg. 300) Appendix-Graphic Organizer and sun during specific tidal conditions.  Model-Making Lab (Turning the Tides) pp. Instructions pp. 477-478  SPI 0607.6.5 Predict the types of tides that 302-303 DSM(Kit)-- Earth, Moon, & Sun occur when the earth and moon occupy various  Lesson 12- Tides (pg. 111) positions. 0607.6.6 Illustrate the relationship between  Group Activity (T.E. pg. 291) Chapter 10-Section 1 pp. 290-293 the seasons and the earth-sun system.  Reteach (T.E. pg. 292) Appendix-Study Skills pp. 473-476  0607.6.6 Diagram the relationship of the earth and  Alternative Assessment (T.E. pg. 292) Appendix-Graphic Organizer sun that accounts for the seasons. Instructions pp. 477-478  SPI 0607.6.6 Use a diagram that shows the Appendix –Sky Maps (Seasons)pp. 498- positions of the earth and sun to explain the four 499 seasons. DSM(Kit)-- Earth, Moon, & Sun  Lesson 9- The Reasons for Seasons (pg. 81)

0607.6.7 Describe the causes of lunar and solar  Alternative Assessment (T.E. pg. 296) Chapter 10-Section 2 pp. 294-297 eclipses. Appendix-Study Skills pp. 473-476  0607.6.7 Model the positions of the earth, moon, and Appendix-Graphic Organizer sun during solar and lunar eclipses Instructions pp. 477-478  SPI 0607.6.7 Explain the difference between a solar DSM(Kit)-Earth, Moon, & Sun and a lunar eclipse. o Lesson 11-Eclipses of All Kinds (pg. 103)

Suggested Integrated Activities

 Math-Appendix-Useful Equations pp. 481\Math Refresher pp. 483-489 o Using the Figure (T.E. pg. 253) o Connection Activity (T.E. pg. 253) o Motivate Activity (T.E. pg. 256) o Connection Activity (T.E. pg. 259) o Math Activity pg. 286 o Students figure their age(based on revolutions) and weight (based on surface gravity) for each planet o Connection to Physical Science (T.E. pg. 291) o Homework (T.E. pg. 299) o Math Activity pg. 308  Art o Bellringer pg. 252 o Alternative Assessments (T.E. pg. 254) o Alternative Assessments (T.E. pg. 260) o Connection Activity Fine Arts (T.E. pg. 266) o Field Guide to the Solar System pg. 278 o Illustrate the Solar System (include the nine planets, the sun, the Kuiper Belt, and the Asteroid Belt) o Alternative Assessment (T.E. pg. 2920 o Alternative Assessments (T.E. pg. 296) o Alternative Assessment (T.E. pg. 300)

 Reading\Language o Bellringer (T.E. pg. 256) o Connection to Environmental Science (T.E. pg. 257) o Reading Strategy (T.E. pg. 264) o Alternative Assessment (T.E. pg. 266) o School to Home pg. 267 o Reading Strategy (T.E. pg. 269) o Homework (T.E. pg. 270) o English Language Learners (T.E. pg. 271) o Alternative Assessment (T.E. pg. 272) o Connection to Language Arts pg. 275 o Language Arts Activity pg. 286 o Bellringer (T.E. pg. 290) o Language Arts Activity pg. 308

 Social Studies o Homework-Using Maps (T.E. pg. 257) o English Language Learners (T.E. pg. 265) o Social Studies Activity pg. 287 o Research other countries who are doing space exploration o Cultural Awareness (T.E. pg. 293) o Social Studies Activity pg. 309 o Connection to Social Studies (T.E. pg. 299)

Standard(s): Grade 6 : Embedded Technology & Engineering

Conceptual Strand: Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.

Guiding Question: How do science concepts, engineering skills, and applications of technology improve the quality of life?

Common Core State Standards (CCSS): Cite specific textual evidence to support analysis of science and technical texts; Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic; Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table); Distinguish among facts, reasoned judgment based on research findings, and speculation in a text; Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

GLE: Activities/Strategies Resources 0607.T/E.1 Explore how technology  Connection to Engineering pg. 299 Chapter 1 pp. 4-43 responds to social, political, and economic  Quick Lab (Mapping a Sphere)-pg. 15 needs.  Connection to Engineering pg. 23  0607.T/E.1 Use appropriate tools to test for strength,  Group Activity-Proposing a Prototype (T.E. pg. 24) hardness, and flexibility of materials.  Connection Activity-Real World (T.E. pg. 27)  SPI 0607.T/E.1 Identify the tools and  Connection to Engineering pg. 27 procedures needed to test the design features of a prototype. CCSS-Connection to Engineering (S.E. pg. 23) Connection to Technology (S.E. pg. 77) 0607.T/E.2 Know that the engineering  Inquiry Lab-Create a Calendar pp. 280-281 Appendix –Engineering Design design process involves an ongoing series of Process pp. 492-493 events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.  0607.T/E.2 Apply the engineering design process to construct a prototype that meets certain specifications.  SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.

0607.T/E.3 Compare the intended benefits  Connection to Technology pg. 254 Chapter 1 pp. 4-43 with the unintended consequences of a new  Connection to Engineering pg. 299 technology.  0607.T/E.3 Explore how the unintended consequences of new technologies can impact society.  0607.T/E.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives.  SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology. 0607.T/E.4 Describe and explain adaptive and  Alternative Assessment (T.E. g. 28) Chapter 1 pp. 4-43 assistive bioengineered products.  Connection Activity Technology (T.E.  0607.T/E.5 Develop an adaptive design and pg.28) test its effectiveness.  SPI 0607.T/E.4 Differentiate between  Connection Activity Technology (T.E. pg. adaptive and assistive bioengineered 29) products (e.g., food, biofuels, medicines, integrated pest management).

Standard(s): Embedded Inquiry

Conceptual Strand: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

Common Core State Standards: Reading: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions; Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic; Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text; Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table); Distinguish among facts, reasoned judgment based on research findings, and speculation in a text; Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Writing: Write arguments focused on discipline-specific content; Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes; Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.; Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently; Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration; Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation; Draw evidence from informational texts to support analysis reflection, and research; Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

GLE: Activities/Strategies Resources

0607.Inq.1 Design and conduct open-ended  Earth Moon and Sun kit lessons Appendix –Scientific Methods scientific investigations. pp. 490-491  0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control DSM(Kit)- Earth, Moon, & and appropriate variables. Sun  SPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.

0607.Inq.2 Use appropriate tools and  Start-up Activity pg. 251 Appendix –Scientific Methods techniques to gather, organize, analyze, and  Inquiry Lab-Create a Calendar pp. 280-281 pp. 490-491 interpret data.  Start-up Activity pg. 289 DSM(Kit)- Earth, Moon, &  0607.Inq.2 Identify tools and techniques needed to  Skills Practice Lab (I See the Light!) pp. 461-462 Sun gather, organize, analyze, and interpret data collected  Earth Moon and Sun kit lessons from a moderately complex scientific investigation.  SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. 0607.Inq.3 Synthesize information to  Connection to Engineering pg. 299 DSM(Kit)- Earth, Moon, & determine cause and effect relationships between  Skills Practice Lab (I See the Light!) pp. 461-462 Sun evidence and explanations.  Earth Moon and Sun kit lessons  0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.  SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram.  SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. 0607.Inq.4 Recognize possible sources of  Inquiry Lab-Create a Calendar pp. 280-281 DSM(Kit)- Earth, Moon, & bias and error, alternative explanations, and  Skills Practice Lab (I See the Light!) pp. 461-462 Sun questions for further exploration.  Earth Moon and Sun kit lessons  0607.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions  SPI 0607.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

0607.Inq.5 Communicate scientific  Connection to Technology pg. 254 Appendix –Scientific Methods understanding using descriptions, explanations,  Connection to Physics pg. 260 pp. 490-491 and models.  Connection to Biology pg. 278 DSM(Kit)- Earth, Moon, & Sun  0607.Inq.2 Identify tools and techniques needed to  Inquiry Lab-Create a Calendar pp. 280-281 gather, organize, analyze, and interpret data collected  Connection to Engineering pg. 299 from a moderately complex scientific investigation.  Earth Moon and Sun kit lessons  0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.  SPI 0607.Inq.3 Interpret and translate data into a table, graph, or diagram.  SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.

Additional Resources

 Earth Science Visual Concepts CD-Rom o Chapter 14- Movement of Ocean Water . Section 4-Tides o Chapter 18- Studying Space o Chapter 19-Stars, Galaxies, and the Universe . Section 4-Structure of Universe o Chapter 20-Formation of the Solar System . Section 4-Planetary Motion o Chapter 21-Family of Planets  Virtual Investigation CD-Rom- Earth Science o A Family of Planets o Formation of the Solar System o Studying Space  Interactive Reader and Study Guide (workbooks)  Transparencies  Section Quizzes (end of each section-T.E. only)  Section Reviews(end of each section)  Chapter Reviews (end of each chapter)  TCAP Test Preparation (end of each chapter)  Lab Videos  Lab Generator CD-ROM  Guided Reading Audio CD  www.scilinks.org  www.go.hrw.com