NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw … · NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw ... NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill)

NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill) Field Test • 1 Grade 6

Unit 1—Simple and Complex Machines Essential Question: How does energy play a role in our lives? How do machines impact our lives? Major Understandings: PS 4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. 4.1b: Fossil fuels contain stored solar energy and are considered nonrenewable resources. 4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into

mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations. 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position. 4.3a: In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to

heat 4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. 4.5a: Energy cannot be created or destroyed, but only changed from one form into another. 4.5b: Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less

loss of heat than others. 5.1c: An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to

move at a constant speed in a straight line. An object at rest will remain at rest. 5.1d: Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion. 5.2c: Machines transfer mechanical energy from one object to another. 5.2d: Friction is a force that opposes motion. 5.2e: A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces. 5.2f: Machines can change the direction or amount of force, or the distance or speed of force required to do work. 5.2g: Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines,

e.g., a bicycle.


Chapter 1: The Nature of Science, pp. 4-39 Major Understandings: (All process standards addressed in Chapter 1.)

Section 1: What is science? pp. 6-11 Objectives • Define science and identify questions that science cannot answer. • Compare and contrast theories and laws. • Identify a system and its components. • Identify the three main branches of science.

Alignment with NYS Core Curriculum: AID S1.1a: formulate questions about natural phenomena. S1.1c: refine and clarify questions so that they are subject to scientific investigation. ICT 1.2: Describe the differences and similarities among engineering systems, natural systems, and social systems. Also covered: AID T1.1a

Lesson 1 (45 min) Advanced Planning/Notes to Teachers

Investigation/Activity – Chapter Opener Journal Activity, p. 4 – Launch Lab: Observe How Gravity Accelerates Objects, p. 5 – Foldable: p. 5 (Foldable worksheet available in the

FastFile, p. 19)

Homework/Extra Practice


Investigation/Activity Transparency: Dress for the Occasion Text: pp. 6-11

Homework/Extra Practice – NY AID box, pp. 7 and 11 – NY ICT box, p. 8 – Reading Essentials: Section 1, pp. 1-5

Lesson 3 (45 min) Advanced Planning/Notes to Teachers Lab setup

Investigation/Activity MiniLAB: Classifying Parts of a System, p. 8

(Lab worksheet available in the FastFile, p. 3) Suggested time: 10-15 minutes

Homework/Extra Practice – Take Home Science Notebook, pp. 1-4 – Section 1 Review, p. 11

Section 2: Science in Action, pp. 12-20 Objectives • Identify some skills scientists use. • Define hypothesis. • Recognize the difference between observation and inference.

Alignment with NYS Core Curriculum: AID S2.2b: design scientific investigations, S2.2c: design a simple controlled experiment, S2.2d: identify independent variables, dependent variables, and constants in a simple controlled experiment. Also covered: AID S1.1a, S1.1b, S1.1c, S1.2a, S1.2b, S1.2c, S2.1a, S2.1d, S2.2a, S3.1a

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K 1


Investigation/Activity – Transparency: Did we skip a step? – Read text: pp. 12-20

Homework/Extra Practice – FastFile: Trans Activity Did we skip a step?

p. 49 – NY AID boxes, pp. 13, 18, and 19 – Reading Essentials: Section 2, pp. 6-13


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) Lesson 5 (45 min) Advanced Planning/Notes to Teachers Lab setup

Investigation/Activity MiniLAB: Forming a Hypothesis, p. 14

(Lab worksheet available in the FastFile, p. 4) Suggested time: 10-15 minutes


Section 3: Models in Science, pp. 21-26 Objectives • Describe various types of models. • Discuss limitations of models. • Recognize the difference between observation and inference.

Alignment with NYS Core Curriculum: ICT 2.1: Select an appropriate model to begin the search for answers or solutions to a question or problem. 2.2: Use models to study processes that cannot be studied directly. Also covered: AID M1.1c, S1.2b, 2: IS 1.5


Investigation/Activity Transparency: Connect the Dots Text: pp. 21-26

Homework/Extra Practice – FastFile: Trans Activity Connect the Dots,

p. 50 NY ICT Box, p. 22 – Reading Essentials: Section 3, pp. 14-17


Investigation/Activity – MiniLAB: Thinking Like a Scientist, p. 23 (Lab

worksheet available in the Chapter FastFile, p. 5.) Suggested time: 10-15 minutes

– National Geographic: Visualizing the Modeling of King Tut, p. 24

Homework/Extra Practice – Take Home Science Notebook, pp. 8-10 – Make a Model, p. 25 – Section 3 Review, p. 26

Section 4: Evaluating Scientific Explanation, pp. 27-30 Objectives • Evaluate scientific explanations. • Evaluate promotional claims.

Alignment with NYS Core Curriculum: AID S3.2b: identify sources of error and the limitations of data collected. IPS 1.2: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.

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K 2


Investigation/Activity Transparency: A View of Mars Text: pp. 27-30

Homework/Extra Practice – NY AID box, p. 28 – NY IPS box, p. 29 – Reading Essentials: Section 4, pp. 18-20



Lab setup The original set up and three possible solutions are shown above.

Investigation/Activity Lab: What is the right answer? p. 31

(Lab worksheet available in the FastFile, pp. 7-8) Suggested time: 1 class period

Homework/Extra Practice – Take Home Science Notebook, pp. 11-14 – Section 4 Review, p. 30 – FastFile: Enrichment Science Notebooks:

Now and Then, p. 36

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Investigation/Activity Lab: Identifying Parts of an Investigation, pp. 32-33 Suggested time: 1 class period

Homework/Extra Practice – Chapter Study Guide, p. 35 – Chapter Review, pp. 36-37 – Text: Intermediate-Level Science

Examination Practice, pp. 38-39


Lesson 11 (45 min) Chapter Review Advanced Planning/Notes to Teachers

Investigation/Activity – Assessment Transparency:

Work and Simple Machines, p. 49 – FastFile: Note-Taking Worksheet, pp. 37-38

Homework/Extra Practice – FastFile: Chapter Review, pp. 37-38 – Foldable: Students complete – Visit glencoe.com for Self Check Quiz,

Chapter Review

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K 3

Lesson 12 (45 min) Chapter Assessment Advanced Planning/Notes to Teachers

Investigation/Activity Chapter Assessment Options: – Intermediate-Level Science Examination Practice – ExamView CD-ROM, Chapter 1 – Chapter Review at glencoe.com – For additional assessment options, refer to Performance

Assessment in the Science Classroom for rubrics and task lists.



Chapter 2: Energy and Energy Resources, pp. 40-71 Major Understandings: PS 4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. 4.1b: Fossil fuels contain stored solar energy and are considered nonrenewable resources. 4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into

mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations. 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position. 4.3a: In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to

heat 4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. 4.5a: Energy cannot be created or destroyed, but only changed from one form into another. 4.5b: Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less

loss of heat than others. 5.1d: Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion.

Section 1: What is energy? pp. 42-46 Objectives • Explain what energy is. • Distinguish between kinetic energy and potential energy. • Identify the various forms of energy.

Alignment with NYS Core Curriculum: PS 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.1e: Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.


Investigation/Activity – Chapter Opener Journal Activity, p. 40 – Launch Lab: Marbles and Energy, p. 41 – Foldable: p. 41 (Foldable worksheet available in the

FastFile, p. 15)


Lesson 14 (45 min) Advanced Planning/Notes to Teacher

Investigation/Activity Transparency: Zot! Text: pp. 42-46

Homework/Extra Practice – NY Physical Setting box, p. 44 – Reading Essentials: Section 1, pp. 21-25 W

EEK

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Investigation/Activity Essential Question:

How does energy play a role in our lives? Teacher Edition, p. 40A



Section 2: Energy Transformations, pp. 47-53 Objectives • Apply the law of conservation of energy to energy

transformations. • Identify how energy changes form. • Describe how electric power plants produce energy.

Alignment with NYS Core Curriculum: PS 4.1c: Most activities in everyday life involve one form of energy being transformed into another. Energy, in the form of heat, is almost always one of the products of energy transformations. 4.3a: In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to heat. 4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. Also covered: PS 4.1d, 4.1e, 4.5a, 4.5b


Investigation/Activity Transparency: Burning Light

Text: pp. 47-53

Homework/Extra Practice – Fast File: Trans Activity Burning Light, p. 43 – NY Physical Setting boxes, pp. 48 and 51 – Reading Essentials: Section 2, pp. 26-30


Investigation/Activity – MiniLAB: Analyzing Energy Transformations, p. 49

(Lab worksheet available in the Chapter Fast File, p. 3.) Suggested time: 10-15 minutes

– National Geographic: Visualizing Energy Transformations, p. 50

Homework/Extra Practice – Take Home Science Notebook: pp. 19-21 – Section 2 Review, p. 53

Lesson 18 (45 min) Advanced Planning/ Notes to Teachers Lab setup

Investigation/Activity Lab: Hearing with Your Jaw, p. 54 (Lab worksheet

available in the Chapter Fast File, pp. 5-6.) Suggested time: 1 class period

Homework/Extra Practice FastFile: Enrichment Made in the Shade, p. 29

Section 3 Sources of Energy, pp. 55-63 Objectives: • Explain what renewable, nonrenewable, and alternative resources are. • Describe the advantages and disadvantages of using various energy

sources.

Alignment with NYS Core Curriculum: PS 4.1a: The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy. 4.1b: Fossil fuels contain stored solar energy and are considered nonrenewable resources. Also covered: PS 2.2r, 4.4d

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K 4


Investigation/Activity – Transparency: A Fuming Fuel

Text: pp. 55-63 – Applying Science: Is energy consumption outpacing

production? p. 58 – MiniLAB: Building a Solar Collector, p. 59 (Lab

worksheet available in the Chapter Fast File, p. 4.) Suggested time: 10-15 minutes

Homework/Extra Practice – NY Physical Setting Box, p. 57 – Reading Essentials: Section 3, pp. 49-54 – Take Home Science Notebook, pp. 22-26 – Section 3 Review, p. 63


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Investigation/Activity – Teaching Transparency Energy Transformations – Assessment Transparency Energy and Energy

Transformations – Essential Question: Provide Examples, Teacher

Edition, p. 62

Homework/Extra Practice – FastFile: Teaching Transparency Energy

Transformations, pp. 45-46 – FastFile: Enrichment Fuel Cells, p. 30


Investigation/Activity Lab: Energy to Power Your Life, pp. 64-65

(Lab worksheet available in the Chapter Fast File, pp. 7-8.)

Suggested Time: 2 class periods



Investigation/Activity Lab continued: Energy to Power Your Life, pp. 64-65

(Lab worksheet available in the Chapter Fast File, pp. 7-8.)

Homework/Extra Practice – Chapter Study Guide, p. 67 – Chapter Review, pp. 68-69 – Text: Intermediate-Level Science Examination

Practice, pp. 70-71


Investigation/Activity – Essential Question: Student Journal, Teacher Edition,

p. 67 – Fast File: Note-Taking Worksheet, pp. 31-32

Homework/Extra Practice – Fast File: Chapter Review, pp. 35-36 – Foldable: Students complete – Visit glencoe.com for Self Check Quiz

Chapter Review

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K 5


Investigation/Activity Chapter Assessment Options: – Intermediate-Level Science Examination Practice – ExamView CD-ROM, Chapter 2 – Chapter Review at glencoe.com – For additional assessment options, refer to

Performance Assessment in the Science Classroom for rubrics and task lists.



Chapter 3: Work and Simple Machines, pp. 72–99 Major Understandings: PS 5.1c: An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to

move at a constant speed in a straight line. An object at rest will remain at rest. 5.1d: Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion. 5.2c: Machines transfer mechanical energy from one object to another. 5.2d: Friction is a force that opposes motion. 5.2e: A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces. 5.2f: Machines can change the direction or amount of force, or the distance or speed of force required to do work. 5.2g: Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines,

e.g., a bicycle. Section 1: Work and Power, pp. 74–78 Objectives Recognize when work is done. Calculate how much work is done. Explain the relation between work and power.

Alignment with NYS Core Curriculum: PS 5.1c: An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest. Also covers: AID M1.1c

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Investigation/Activity – Chapter Opener Journal Activity, p. 72 – Launch Lab: Compare Forces, p. 73 – Foldable: p. 73 (Foldable worksheet available in the

FastFile, p. 19)

Homework/Extra Practice Reading Essentials: Section 1, pp. 40-44


Investigation/Activity – Transparency: Weighted Down – Text: pp. 74-78 – Applying Math: Calculating Work, p. 76 – Applying Math: Calculating Power, p. 77

Homework/Extra Practice – NY Physical Setting box, p. 75 – Virtual Lab CD-ROM: Work, Force, Distance – Take Home Science Notebook, pp. 27-30

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K 6


Investigation/Activity Lab: Building the Pyramids, p. 79,

(Lab worksheet available in the FastFile, pp. 5-6.) Suggested time: 1 class period

Homework/Extra Practice Section 1 Review, p. 79


Section 2: Using Machines, pp. 80–84 Objectives • Explain how a machine makes work easier. • Calculate the mechanical advantage and efficiency of a machine. • Explain how friction reduces efficiency.

Alignment with NYS Core Curriculum: PS 5.2c: Machines transfer mechanical energy from one object to another. 5.2d: Friction is a force that opposes motion. 5.2e: A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces. Also covered: AID M1.1c, PS 5.2f


Investigation/Activity – Transparency: The Puck Stops Here – Text: pp. 80-81 – Applying Math: Calculating Mechanical Advantage,

p. 81

Homework/Extra Practice – Fast File: Trans Activity The Puck Stops Here,

pp. 45, 47-48 – NY Physical Setting boxes, pp. 80, 84 – Reading Essentials: Section 2, pp. 45-48


Investigation/Activity – Text: pp. 82-84 – Applying Math: Calculating Efficiency, p. 83


Section 3: Simple Machines, pp. 85-91 Objectives • Distinguish among the different simple machines. • Describe how to find the mechanical advantage of each simple machine.

Alignment with NYS Core Curriculum: AID M1.1c: Apply mathematical equations to describe relationships among variables in the natural world. PS 5.2g: Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines, e.g., a bicycle.

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Investigation/Activity – Transparency: Useful – Foldable, p. 73 (Foldable worksheet available in the

Chapter Fast File, p. 17.)

Homework/Extra Practice – FastFile: Useful, p. 46 – NY Physical Setting Box, p. 87 – Reading Essentials: Section 3, pp. 49-54



Investigation/Activity – Text: pp. 85-88 – MiniLAB: Observing Pulleys, p. 90 (Lab worksheet

available in the Chapter Fast File, p. 4.) Suggested time: 10-15 minutes



Investigation/Activity – National Geographic: Visualizing Levers, p. 89 – Essential Question—Generate Examples,

Teacher Wraparound Edition, p. 90



Lab setup

Investigation/Activity Lab: Pulley Power, pp. 92-93

(Lab worksheet available in the Fast File, pp. 7-8.) Suggested time: 2 class periods



Lab setup

Investigation/Activity Continue work on Pulley Power lab

Homework/Extra Practice – Chapter Study Guide, p. 95 – Chapter Review, pp. 96-97 – Text: Intermediate-Level Science Examination

Practice, pp. 98-99

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K 7


Investigation/Activity – Assessment Transparency: Work and Simple Machines,

p. 49 – Fast File: Note-Taking Worksheet, pp. 33-35

Homework/Extra Practice – Fast File: Chapter Review, pp. 37-38 – Visit glencoe.com for Self Check Quiz,

Chapter Review


Lesson 36 (45 min) Essential Question Advanced Planning/Notes to Teachers

Investigation/Activity Essential Question: Cartoon Machines,

Teacher Edition, p. 95

Homework/Extra Practice – Review for Chapter 3 text – WebQuest Roller Coaster Physics at

glencoe.com

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K 8


Investigation/Activity – Chapter Assessment Options: – Intermediate-Level Science Examination Practice – ExamView CD-ROM, Chapter 3 – Chapter Review at glencoe.com – For additional assessment options, refer to

Performance Assessment in the Science Classroom for rubrics and task lists.


Reminder Here is a list of the Live Materials you will need to order from Science Kit for Unit 3 and Unit 4. Look for instructions at the end of Unit 2 in this Planning Guide. Be sure to order at least 2 weeks prior to doing the lab.

CHAPTER LAB UNIT / LESSON LIVE MATERIALS Chapter 8 Comparing Cells Unit 3 / Lesson 12 Aquaria Plant Set (5 gallon) Chapter 9 Feeding Habits Of Planaria Unit 3 / Lesson 26 Planaria (classroom set) and Guppies (24) Chapter 9 Population Growth in Fruit Flies Unit 3 / Lesson 28 Fruit Flies (Drosophila Wild Red Eye) (classroom set) Chapter 11 What Environment Do House Plants Need Unit 4 / Lesson 13 Geranium Plants (set of 6) Chapter 11 Modeling Freshwater Environments Unit 4 / Lesson 21 Mixed Pond Culture (classroom set)

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NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw … · NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw ... NEW YORK CITY SCIENCE PLANNING GUIDE (Glencoe/McGraw-Hill)