Grade 6 Science. Skills Assessment Tech Strategies/Materials/Resources

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1 Hershey Middle School Grade 6 Science August MODELS & DESIGNS: *What traits do scientists possess that aid the process of solving a problem? Skills Assessment Tech Formative Assessments: FOSS kit Models & Designs - Black Perceptions of a scientist Boxes traits of a scientist Teacher observation 6/ModelsandDesigns/index.html Student science notebook FOSS science stories Student written response Models & Designs science notebook sheets for science stories Draw A Scientist Trait checklist Scoring rubric 1a. Identify & create a testable scientific question. 1b. Design & conduct a controlled experiment. 1c. Use data to develop and communicate expectations. Modifications 1. How do perceptions hinder or help the understanding of science and what scientists do? 2. What traits do scientists possess that aid them with problem solving? *How does inquiry assist the problem solving experience? 3. How does inquiry help a scientist uncover new ways to solve a problem? 4. What evidence can you acquire that will help you explain what a black box looks like inside? *How are conceptual and physical models used to improve understanding of relationships between structure and function of materials and systems? 5. Can you build a physical model of a black box that 1d. Use mathematics in a scientific inquiry. 1e. Gather and interpret data. 1f. Graph data to discover relationships. Identify the variables in a controlled experiment. 1g. Manipulate variables in order to affect an outcome. Summative Assessments: Completion of Models and Designs: Black Boxes investigation science notebook End of module assessment 1 of 8

2 behaves the same way? September MATTER & ENERGY * What is energy; where do we get it; and how do we use it? 1. What does energy do, where is it stored, & what are some different sources of energy? 2. What are some ways energy is converted from one form to another? 3. How does energy move from one place to another? 4. How are renewable and non-renewable resources used to produce transportation fuels? 5. How does the consumption of transportation fuels impact their availability? 6. What role does the sun play in transportation fuels? 7. What are the properties of solids, liquids, & gases, and how can they be 1a. Understand that light from the sun is the source of most of the energy on earth. 1b. Compare how energy can be converted into different forms to do work. 1c. Convert stored energy into motion and heat. 1d. Describe how energy can be transferred from one location to another. 1e. Identify renewable & non-renewable resources used to produce energy. 1f. Evaluate how consumption of energy may impact its availability. 1g. Recommend actions to reduce the negative impacts on human & environmental health due to use of various energy resources. Formative Assessments: Teacher observation Response sheets Reading check for understanding Notebooks Homework Summative Assessments: Investigation checks - 2 End of unit assessment FOSS kit Matter & Energy Mason, Chris. Energy Thinking: grades 5 8. Northeast Sustainable Energy Association (NESEA): Greenfield, MA, of 8

3 measured? * How does the consumption of energy affect humans, the environment, and society? 1. What actions can be recommended to reduce the negative of transportation on human and environmental health? November VARIABLES: *What are the aspects of a controlled experiment? 1. How do variables affect the outcome of an investigation? 2. Why is it important to change only one variable? 3. How is an outcome affected when a variable is changed? 1a. Identify & create a testable scientific question. 1b. Design & conduct a controlled experiment. 1c. Use data to develop and communicate expectations. 1d. Use mathematics in a scientific inquiry. 1e. Gather and interpret data. 1f. Graph data to discover relationships. Formative Assessment: Teacher observation Student data sheets Student written response sheets Performance assessments - lab sheet Active participation involving a student s ability to DO science - rubric Summative Assessment: End of module assessment Portfolio assessment FOSS kit Variables *What are the benefits of conducting an investigation through a controlled experiment? 4. Why is it important to change only one variable, 1g. Identify the variables in a controlled experiment. 1h. Manipulate variables in order to affect an outcome. 3 of 8

4 and to compare the results to a standard? 5. How does a basic unmodified system, a standard, make variables more easily identifiable? 6. Why is it important to incrementally change the variable in an experiment? 7. How do scientists apply what they've learned from previous investigations to further their understanding of a concept? *How do scientists manipulate variables in order to determine relationships? 8. How can variables be graphed to show relationships? 9. How are graphs used to show relationships, and also to make predictions? 10. How do objects work together to create a system? 11. How does graphing multiple trials used in a controlled experiment help us to understand the relationship between variable and outcome? January LEVERS & PULLEYS: 1a. Gain experience with the concept of force and the Formative Assessments: Teacher observation FOSS kit Levers & Pulleys 4 of 8

5 *What is the relationship between effort and work? 1. What happens to the effort needed to lift a load as the position where the effort is applied changes? 2. What happens to the effort needed to lift a load as the position of the load changes? 3. How many ways can you arrange the fulcrum, load, and effort in a lever system? 4. How can we predict the effort needed to lift the load in a pulley system? 5. What is the relationship between the mechanical advantage and the distance the load an effort move in a pulley-system? *How does a machine affect the amount of effort needed to complete work? Student data sheets Student written response sheets Performance assessments - lab sheet / notebook Active participation involving a student s ability to DO science - rubric application of force to do work. 1b. Identify & create three different parts of a lever system. 1c. Design a variety of pulley systems. 1d. Use data to develop and communicate expectations. 1e. Use measurement & mathematics in a scientific investigation. 1f. Systematically collect and interpret data. 1g. Graph data to discover relationships between effort and work. 1h. Identify the mechanical advantage provided by lever systems and pulley systems. 1i. Use diagrams to translate 3D relationships into 2 dimensions. Summative Assessments: End of module assessment Portfolio assessment 6. How can a lever make work easier? 7. What classes of levers can we find in the real world, and how are they used to make work 1j. Analyze real-world tools and machines in terms of the simple machines that make them work. 5 of 8

6 easier? 8. What other levers do we find around us? 9. How much effort is needed to lift a load in a one-pulley system, and is it always the same? 10. How many ways can two pulleys be assembled to provide different levels of advantage? 11. How does the advantage of a pulley system change with different set-ups? April *What advantages can be gained by using a simple machine? 12. What conventions can be used so we can communicate in the same language and have an efficient way to record the lever systems we build? 13. What other lever and pulley systems can be designed? ECOSYSTEMS: *How are model ecosystems used to learn more about the relationships that exist on Earth? 1a. Using a hand lens, ph paper, measuring devices, and other testing equipment appropriately. 1b. Conducting, recording, and organizing daily observations. 1c. Planning, implementing, Formative Assessments: Data recordings in student notebook Teacher observations Student observations of experiments Summative Assessments: Midway Assessment STC Ecosystems 6 of 8

7 1. How can we use a terrarium and an aquarium as models to study the relationships of a terrestrial and aquatic environment? 2. How do you plan an experiment to study the effects of pollution? 3. Why is it important to change only one variable in a controlled experiment? *What dependent and interdependent relationships do organisms have in an ecosystem? 4. What observations can be made about a riverbank environment? 5. What are the parts of an aquatic ecosystem and how are they interrelated? 6. What are the interrelationships between living and non-living things? *What are some of the benefits and detriments to an ecosystem caused by nature and human activity? and analyzing experiments Student notebook and drawing conclusions End of Unit Assessment from the results. Mini-conference rubric 1d. Making and testing predictions. 1e. Identifying ecosystems as stable or disturbed and recognizing whether the causes of a disturbed ecosystem are natural or human-made. 1f. Reading for more information about ecosystems and pollution. 1g. Communicating information through writing, drawing, and discussion. 1h. Applying previously learned information to analyze a problem and suggest solutions. 7. What effect does the aquatic environment have on the terrestrial 7 of 8

8 environment in the model system, and vice versa? 8. What is the difference between a stable and a disturbed ecosystem? 9. What effect will pollutants have on an ecosystem? 10. How might polluting the terrarium affect the aquatic environment? 11. How might water pollution endanger aquatic animals? Skills Assessment Tech Modifications *How does the development of solutions to pollution affect an ecosystem? 12. What was learned through the model experiment form the data collected? 13. How are real world problems concerning pollution viewed from various perspectives, and what solutions are offered? 14. What trade-offs occur when various solutions are offered for environmental problems? 15. How do scientists communicate their findings? 8 of 8