Science – Grade 6Unit of Study: Earth Science

Third Grading Period – Weeks 1 - 4 (19 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

The Earth is dynamic. Its surface is constantly changing over time. Forces both below the surface of the Earth and on the surface of the Earth cause these changes to occur over time. Cycles exist in Earth systems that cause rocks to change from one type to another. Continental drift can alter Earth’s surface. Gradual changes to Earth features, such the formation of mountains and mid-ocean ridges, can occur. Human activity can sometimes alter the surface causing changes, such as beach erosion and land subsidence.

Students understand the processes and the sequence of events of the rock cycle which can produce igneous, sedimentary and metamorphic rocks from magma found below the surface of the Earth. Students understand that the movement of huge tectonic plates, on the surface of the Earth, that result in the formation of mountain and mid-ocean ridges. Students also understand that the slow continental drift of tectonic plates is ongoing. Students understand that this movement creates gradual changes to the surface of plates, such as mountain building and mid-ocean ridges. Students also understand that human activities can cause changes, such as beach erosion and land subsidence.

Lessons for this UnitLesson 1: Rock Cycle Lesson 3: Tectonic PlatesLesson 2: Earth’s Layers Lesson 4: Geological Events

Essential Questions Guiding Questions How are rocks and minerals used in daily life? How does knowledge of the rock cycle relate to a students understanding of

the world around them? If you journeyed to the center of the Earth, what do you think you would see

along the way? How can a continent be moving if you cannot feel it? How does a mountain grow?

What is the relationship between rocks and minerals? What physical properties can be used to classify rocks? What are the three types of rock? How do the three different types of rock form? What are the layers of the Earth? How are the composition and the physical properties of the Earth's layers

different from one another? How are scientists able to map the Earth's interior? What are tectonic plates? Which layer of the Earth do tectonic plates move on? Identify the major tectonic plates: Eurasian, African, Indo-Australian,

Pacific, North American, and South American. How does the movement of tectonic plates affect Earth's features? How does uplift shape the Earth's surface? How do mountains form? How do volcanic mountains change the surface of the Earth? How will the movement of the plates change Earth's features in the future?

TEKS (Standards) TEKS Specificity - Intended OutcomeMatter & Energy6.6 The student knows matter has physical properties that can be used for

classification. The student is expected to:(C) test the physical properties of minerals, including hardness, color, luster, and

streak.

Earth & Space6.10 The student understands the structure of Earth, the rock cycle, and plate

tectonics. The student is expected to:(A) build a model to illustrate the structural layers of Earth, including the inner

core, outer core, mantle, crust, asthenosphere, and lithosphere.

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: Test the physical properties of minerals (6.6C) Build a model to illustrate the structural layers of Earth (6.10A) Classify rocks by the processes of their formation (6.10B) Identify the major tectonic plates (6.10C) Describe how plate tectonics causes major geological events (6.10D)

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 1 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

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(B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

(C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American.

(D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

TEKS (Standards) TEKS Specificity - Intended Outcome

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Scientific Investigation & Reasoning6.1 The student, for at least 40% of instructional time, conducts laboratory and field

investigations following safety procedures and environmentally appropriate and ethical practices.

6.2 The student uses scientific inquiry methods during laboratory and field investigations.

6.3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

6.4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

I can: Identify lab safety symbols, and demonstrate safe practices during lab

investigations (6.1A) Describe and implement the steps of the scientific method, including making

observations and asking well-defined questions when performing an investigation (6.2A,B)

Use appropriate tools to collect and record qualitative and quantitative data and information (6.2C; 6.4A)

Organize data from repeated trails in tables and graphs (6.2D) Collect, record, and analyze information using various tools (6.4A)

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1C- Use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

ELPS 2E- Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

ELPS 2F- Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

ELPS 2G- Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.

ELPS 3E- Share information in cooperative learning interactionsELPS 4J- Demonstrate English comprehension and expand reading skills by

employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence.

ELPS 5B- Write using newly acquired basic vocabulary and content-based grade-level vocabulary

ELPS 5E- Employ increasingly complex grammatical structures in content area writing.

Use visuals such as model and/or foldable the Earth’s structural layers to acquire basic and grade-level vocabulary (1C)

Use visual and linguistic support to enhance and confirm understanding of the formation processes for metamorphic, igneous and sedimentary rocks (2E)

Using a variety of media such as computer simulations and websites, listen to and derive meaning about landforms that result from plate movement (2F)

Understand general meaning an main points of tectonic plates (2G) Share in cooperative group information about the rock cycle (3E) Demonstrate comprehension of plate tectonics using nonlinguistic

representations and learning logs (4J) Using newly acquired vocabulary, create and write a travel guide to traveling

through Earth’s different layers (5B) Write about the landforms that result from plate movement (5E)

College Readiness Student Expectations College Readiness – Intended OutcomeScience StandardsI-D2: Use computer models, applications, and simulationsI-E2: Use essential vocabulary of the discipline being studied.IX-E2: Identify the major tectonic plates.IX-E3: Describe the motions and interactions of tectonic platesIX-E4: Describe the rock cycle and its products.X-A2: Know the major features of the geosphere and the factors that modify them.

Use computer models, simulations, databases, visualizations, spreadsheets, and other applications to describe, analyze, and synthesize data and explanatory descriptions of natural phenomena.

Define and use a set of technical terms correctly and in context for the discipline studied.

Locate and identify the major tectonic plates and plate boundaries on a map.

Describe the geologic features that result from convergent, divergent, and transformed plate boundaries.

Test the physical properties of minerals.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 2 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Describe the formation of igneous, metamorphic, and sedimentary rocks. Describe the characteristics that identify and distinguish the core, mantle,

crust, and tectonic plates.Evidence of Learning (Summative Assessment)

1. Given a blank diagram of the rock cycle, students will predict the type of rock formed by a process or processes within the rock cycle with at least 80% accuracy.2. Given an illustration of the Earth’s layers and descriptions for each layer, students will be able to label and identify the correct description for each with at least 80%

accuracy.3. Give a puzzle of the Earth’s continents, students will be able to correctly assemble and identify the major tectonic plates with at least 80% accuracy.4. Provided with different scenarios, student will predict the type of land feature produced by the interaction of tectonic plates with at least 80% accuracy.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 3 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Earth Science

Guiding Questions Essential Pre-requisite Skills

What is the relationship between rocks and minerals? What physical properties can be used to classify rocks? What are the three types of rock? How do the three different types of rock form? How are rocks and minerals used in daily life? How does knowledge of the rock cycle relate to a students understanding of the world

around them?

The student can: Observe and identify slow changes to Earth’s surface caused by

weathering, erosion, and deposition from water, wind, and ice (4.7B) Explore the processes that led to the formation of sedimentary rocks and fossil

fuels (5.7A)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

Facilitate as students perform the Start-Up Activity (Classifying Objects) on p. 3. Ask students: (1) What properties did you use to sort the items? (2) Were there any objects that could fit into more than one group? How did you solve this problem? Which properties might you use to classify minerals? Explain your answer. (6.2A, D; 6.6C)

Pairs Compare – Work in pairs to generate ideas or answers, then compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had.

Explore Facilitate students as they investigate Part I: Exploring Mineral Identification, Mighty

Minerals (link). Each group will need a testing set of 10-12 minerals and the Mineral ID Guide (link) to complete the Mineral ID Chart (link) During this lab, students will learn about the five characteristics of a mineral and conduct tests to identify minerals (6.2A, 6.4B; 6.6C)

Work in groups to perform the activity. In their science journal, record data, analysis, results, and conclusions.

Facilitate students as they investigate the rock cycle Sugar Cube Rock Cycle (link) (6.2A &E, 6.3C, and 6.10B)

Work in groups to perform the activity. In their science journal, record data, analysis, results, and conclusions.

Facilitate students as they perform the lab, Round and Round in Circles, on pages 444-445) or the Rock Cycle (link). Ask:(1) What changes did the crayon or candle wax undergo?(2) What process happened to facilitate the change in the crayon or candle wax?(3) After the crayon or candle wax underwent each of the different process, what kind of “rock” did they become?(4) How does this activity model what is happening on and in the Earth?(5) Does this model of the rock cycle have any limitations?(6.2A&E, 6.3C, 6.4B, and 6.10B)

Work in groups of 3 to perform the activity. In their science journal, record data, analysis, results, and conclusions.

Explain Show students the PowerPoint, What is a Mineral? (link) and have them complete the

What is a Mineral? Notes (link). Ask students: (1) What are properties of minerals? (2)What is a mineral? (3) What are some examples of non-minerals? (6.6C)

Complete notes on mineral properties and discuss with their learning partner

Have students view the following (6.10B): Power Point – Predicting the Rock Cycle (link) and complete the Rock Cycle Foldable (link) or Types of Rock (link) with rock images for students.

3-2-1 Process – Students… (link) write 3 thing they know write 2 questions 1 paragraph summarizing

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 4 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Weeks 1 & 2 - Lesson 1 - Rock Cycle (5 days) CURRICULUM GUIDE

Monitor as students read Chapter 16 – Section 1 (p. 434 – 438) with attention on Figure 1 on page 434.Ask students the following questions: (1) What are various physical properties of minerals? (6.6C)(2) What does the overall composition of a rock depend on?(3 )How do the three types of rock form? (6.10B)(4 How do sedimentary rocks get their textures?

Monitor as students read Chapter 16 – Section 2 (p. 439 – 443) with attention on the graphic on page 440-441.Ask students the following questions: (1) Where does the rock cycle start? [great time for discussion and justification for a answers as there is no right answer](2) What are the different processes in the rock cycle?(3) Describe how the rock cycle changes rock from one type to every other type. (6.10B)

Learning Logs (link)Journal based on the reading assignment as follows:

Text Pages What I Understood

Difficult Vocabulary

Questions I Have

Differentiation (Additional Support): Have students compare prefixes such as in- and ex- to understand the difference

between intrusive and extrusive igneous rocks. Have students look at the prefix ex- to understand the difference between exfoliated and foliated rocks. (6.10B)

Have students break down the meaning of the word metamorphic into the meanings of meta- and morphos- (6.10B)

Have students match the Rock Cycle Vocabulary (link) (6.10B)Elaborate

Have students use their knowledge of minerals and information from What is a Mineral?, PowerPoint to complete the Mineral Properties Worksheets (link) (6.6C)

Journaling – Record their answers in their science journal. Debrief with class.

After students have been introduced to the rock cycle, have them complete Journey through the Rock Cycle, dice (link). For this activity students roll a die and travel through different stations to learn about the rock cycle. After their journey, they use the information from the “trip” write about their experiences as rock and to create a comic strip, Journey through the Rock Cycle, reflection (link)(6.2A&E, 6.3C, 6.4B, and 6.10B)

Work in groups of 3 to perform the activity. In their science journal, record data, analysis, results, and conclusions.

Students working in groups of two explore one website from the following:Rock Cycle (link)Interactive Rock Cycle (link)Rock Cycle Basics (link)Ask students:(1) What did you learn that that you didn’t already know?(2) How does the rock cycle work?(3) After reviewing Interactive Rock Cycle, sketch the rock cycle and identify the

processes necessary for the formation of igneous, sedimentary and metamorphic rocks. (6.10B)

THINK-PAIR-SHARE (link)Think about and record information in their science journal.Discuss with their learning partner. Debrief with class.

Differentiation (Mastery): Have students complete Part II: Applying the Knowledge, Mighty Minerals (link).

Each student will adopt a mineral and complete the Mighty Mineral project, which consists of an advertisement and a data page. Students also need to create an advertisement with a cartoon character or superhero and slogan that highlights one or more important uses for their mineral. (6.2A, 6.4B; 6.6C)

Have students explore the interactions of metamorphic, sedimentary, and igneous rocks in the rock cycle – DSM Earth Processes: Activities 4, 5, 6(6.2A, 6.4B; 6.10B)

Work in groups of 3 – 4 to perform activity. Students record information in their science journal.

EvaluateSAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 5 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Have students complete the mini-assessment, Rocks and Minerals Evaluation (link). (6.6C; 6.10B)

Journaling – Record their answers in their science journal. Debrief with class.

Provide students with a rock cycle diagram (use several different diagrams) with only the types of rocks identified and the arrows (processes) numbered. Have the students select from a list of the six processes and have them identify the correct process in the correct location. (6.2C, 6.3C & 6.10B)

Journaling – Place the rock cycle diagram in their science journal. After completing the diagram, have students write a summary of the rock cycle.

Quiz with the following as possible questions (6.10B)(1) What affects the way a rock changes through the rock cycle?(2) What are the processes that change a rock into…igneous? Sedimentary?

Metamorphic?(3) What does the composition of a metamorphic rock tell you about the rock’s

origin and formation?(4) What is stratification, and why is it important to scientists?

(5) What two properties are used to classify rock?

Journaling – Record their answers in their science journal. Debrief with class.

Review the guiding and essential questions for this lesson. (6.6C; 6.10B) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) mineral rock rock cycle igneous metamorphic sedimentary

Academic Vocabulary

analyze predict sequence cycle

Resources:6th Grade TextbookChapter 16

Sections 1 & 2pp. 433 – 451

Standard Based Materials:Earth Processes (DSM)Activities 4, 5, 6

Internet SitesMighty MineralsJourney through the Rock CycleSugar Cube Rock CycleRock CycleInteractive Rock CycleRock Cycle Basics Predicting the Rock Cycle

Video ClipsRock Cycle Extrusive Igneous Rock Sedimentary Rock Metamorphic Rock Metamorphic Rock Formation

Ignite! Learning – Science Unit: Physical Science – Lesson: Physical Properties of Matter Topic # 2: Classifying Minerals

Different ways to Classify Mineral Classification

Topic #3: Harness Determining an Object’s Hardness The Mohs Hardness Scale

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 6 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Unit: Earth Science – Lesson: Earth SurfaceTopic #2: Rock Cycle

Processes of the Rock Cycle The Rock Cycle

English Proficiency Standards (ELPS)ELPS Student ExpectationsELPS 2E- Use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language ELPS 3E- Share information in cooperative learning interactions

ELPS Stems The experiment helped me understand…. Using pictures with my observations help me…. A characteristic of ______ rock is…. The formation processes for ____ rock include….

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

6th grade FMA 2008-09

Correct Answer: C

No 8th grade TAKS Release Question available College Readiness Objectives Addressed:Science Standards

I-E2: Use essential vocabulary of the discipline being studied.IX-E4: Describe the rock cycle and its products.

In the rock cycle, which of these is a chemical change involved with the formation of igneous rocks?

F Compression of sedimentsG Heat loss from lavaH Subduction of platesJ Formation of minerals

10th grade TAKS Release Test 2003

Correct Answer: J

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 7 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Earth Science

Guiding Questions Essential Pre-requisite Skills

What are the layers of the Earth? How are the composition and the physical properties of the Earth’s layers different from

one another? How are scientists able to map the Earth’s interior? If you journeyed to the center of the Earth, what do you think you would see along the

way?

The student can: observe and identify slow changes to Earth’s surface caused by

weathering, erosion, and deposition from water, wind, and ice (4.7B) identify and compare the physical characteristics of the Earth (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

Pose the following question to the students (6.10A):If you journeyed to the center of the Earth, what do you think you would see along the way?

Write a descriptive paragraph of what they would see if they traveled to the center of the Earth. Also, have students draw an illustration of their journey.

TE – Layered Liquids (p. 456): Fill a clear jar one-third full with water. Use food coloring to tint the water light green. As students watch, pour oil into the jar. Ask students: Why doesn’t the oil mix with the water? Add a similar amount of red-colored corn syrup to the mixture. Have students observe what happens when the syrup is added. Ask students: Why did the syrup sink to the bottom of the mixture? Have students discuss density and the Earth’s compositional layers. (6.2A,C & D; 6.10A)

Journaling – Sketch Figure 3 (p. 458) diagram of the layered liquids and emphasize the increasing density and temperature as you go towards the core. Make inferences as to why the layers separated as they did. They should also summarize how this demonstration relates to the layers of the earth.

Explore Facilitate as students perform Start Up Activity (What’s It Is Like On The

Inside?) on p. 455. Have students do a cross section of a hard boiled egg, apple and an orange and sketch the cross section in their science journal. Ask students: (1) What can you tell about the inside of an item by observing a cross section that you cannot tell about it by looking at the surface? (2) In your opinion, which food most closely resembles the inside of the Earth? Why? (3) Are there things that happen on the surface of the Earth that give you a hint about what the inside of the Earth is made of? (6.2A,C & D, 6.3C & 6.10A)

Work in groups of 2 – 3 to perform activity. In their science journal, students sketch a cross section of a hard boiled egg, apple, and an orange. Students also record analysis and conclusions.

Assist students as they perform the Clay Model Earth (link). During this activity, students will learn about Earth’s layers by making a clay model. (Caution: a “sharp knife” is needed to cut the clay Earth model in half; complete this step for each student/group) Ask students: (1) Which layer of Earth contains mostly liquid rock? (2) Which is the Earth’s thickest layer? (3) Which is Earth’s thinnest layer? (4) How is the clay model similar to Earth? List its limitations (6.2A,C & D, 6.3B & C & 6.10A)

Journaling – Record illustrations, observations, analysis, and conclusions in their science journal

Explain Prior to showing students the Earth Interior PowerPoint (link), assist them as

they create The Earth’s Layers Foldable (link). Once the foldable has been completed, explain each slide within the PowerPoint as students take notes on the composition, thickness, and state of matter for each layer. (6.2A,C & D, 6.3B &C & 6.10A)

Construct and color Earth’s Layer Foldable, and take notes on composition, thickness, and state of matter for each layer.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 8 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Week 2 - Lesson 2 - Earth's Layers (4 days) CURRICULUM GUIDE

Monitor as students read Chapter 17 – Section 1 (p. 456 – 460). Ask students: (1) How does each of the Earth’s layers differ from one another? (2) How does the density and temperature change throughout the layers? (3) How do scientists research and map the Earth’s interior? (4) Why do seismic waves travel differently through the different layers? ( 6.10A)

Reinforce The Composition of the Earth on p. 456 – 457. (6.10A) Reinforce The Earth’s Physical Layers on p. 459. (6.10A)

Learning Logs (link)Journal based on the reading assignment as follows:

Differentiation (Additional Support): Have students complete Layers of Earth (link), and emphasize that they

include a minimum of two interesting facts about each layer. (6.2 D, & 6.10A)

Journaling – Record illustrations, observations, analysis, and conclusions in their science journal

Elaborate Have students work in a group to complete the questions found in The Earth’s

Layers Foldable. Each student will be given a number (1-4). ( 6.10A)One Stray-The teacher calls a number: students with that number “stray” to join another team, often to share. Have them share their responses to the first and second questions. Have another number “stray” and share their responses to the next two questions until all responses have been shared.

Differentiation (Mastery): Have students research the internal structure of other planets in the solar

system and compare to the internal structure of the Earth. (6.10A)Write an expository paper presenting their research.

Evaluate TE – Create a Travel Guide (p. 460): Have students create a travel guide

that describes the experience of traveling through Earth’s different layers. Have students draw and color-code a model of Earth to include with the travel guide. Emphasize that this model mush show layers defined by chemical composition and by physical traits. (6.2C & D; 6.10A)

Create a travel guide that describes the experience of traveling through Earth’s different layers. Students should also draw and color-code model of Earth.

Quiz with the following as possible questions (6.10A): Students should determine if the following statements are true or false and if false correct it to make a true statement:

(1) The crust is the Earth’s only solid layer.(2) The inner core of the Earth is sold and made primarily of iron.(3) Temperature and pressure increase toward the center of the Earth.(4) The asthenosphere is the thinnest layer.

Journaling – Record their answers in their science journal. Debrief with class.

Provide students with Worksheet: Layers of the Earth (link) and have them read the descriptions provided and fill in the labels for each layer of the earth.

(6.10A)

Journaling – Record their answers in the worksheet provided. Debrief with class.

Review the guiding and essential questions for this lesson (6.10D) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) Inner core outer core mantle crust asthenosphere lithosphere

Academic Vocabulary Build

Resources:6th Grade TextbookChapter 17

Sections 1 pp. 455 – 460

Internet SitesClay Model EarthThe Earth’s Layers FoldableLayers of EarthWorksheet: Layers of the Earth

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 9 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Text Pages

What I Understood

Difficult Vocabulary

Questions I Have

Ignite! Learning – Science Unit: Earth Science – Lesson: Earth’s Internal Processes

Topic # 1: Basic Structure of Earth Crust, Mantle and Core Layers of EarthEnglish Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 1C- Use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

ELPS 5B- Write using newly acquired basic vocabulary and content-based grade-level vocabulary

ELPS Stems I can describe _____ by drawing a …. The model shows…. The chemical composition of _______ layer is….. The physical traits for _______ layer include…..

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

6th grade FMA 2008-09

Correct Answer: C

No 8th grade TAKS Release Question available College Readiness Objectives Addressed:Science Standards

I-E2: Use essential vocabulary of the discipline being studied.X-A2: Know the major features of the geosphere and the factors that modify them.

No 8th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 10 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Earth Science

Guiding Questions Essential Pre-requisite Skills

What are tectonic plates? Which layer of the Earth do tectonic plates move on? Identify the major tectonic plates: Eurasian, African, Indo-Australian, Pacific,

North American, and South American. How does the movement of tectonic plates affect Earth's features? How can a continent be moving if you cannot feel it?

The student can: observe and identify slow changes to Earth’s surface caused by weathering,

erosion, and deposition from water, wind, and ice (4.7B) identify and compare the physical characteristics of the Earth (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

TE – Tectonic Jigsaw Puzzle (p. 461): Give students a Map of Earth-1 (link) or Figure 1: Terra Mobilis-2 (link) and instruct them to cut out the continents. Ask students to try to fit the pieces together to make one giant continent by matching the coastlines of the modern continents. Discuss with students Pangaea and the Plate Tectonic Theory. (6.2C & D, 6.3A; 6.10C)

Journaling – Fit the pieces of the continents together to make a giant continent and glue in their science journal. Have students explain why they placed the continents where they did and infer as to how the continents, over millions of years, have reached their current position.

Explore Facilitate as students perform Quick Lab (Tectonic Ice Cubes) on p. 463.

(6.2A & C, 6.3B; 6.10C) Discuss with students how the ice models the tectonic plates. Have students observe how much of the ice is above the water and below the water. Ask students: (1) Do all pieces of ice have more material below the surface than above? Which has the most? Why? (2) What are some limitations of this model? (3) Which layer of the Earth do tectonic plates move on? In this model, what makes up this layer?

Journaling – Work in pairs to perform activity. In their science journal, students illustrate and label their observations of the ice.

Explain Provide students with Clues & Coordinates (link) and have them work in pairs

to label each of the major Tectonic Plates – Map1 (link) or Tectonic Plates – Map 2 (link). Take time to review map-reading skills, including compass direction, latitude, and longitude. Ask students: (1) What are the names of the major tectonic plates? (2) Can tectonic plates be made of both continental and oceanic crust? (6.2C; 6.10C)

Pairs Check –Work first in pairs each doing a problem and receiving coaching and praise from their partner; then pairs check and celebrate after every two problems.

Monitor as students read Chapter 17 – Section 2 (p. 461 – 464). Ask students: (1) What are tectonic plates? (2) Explain the theory about how the continents moved to their current location? (3) How do scientists measure the rate at which tectonic plates move? (6.10C)

Reinforce Tectonic Plates on p. 462 – 463 and The Changing Earth on p. 464 (6.10C)

Learning Logs (link)Journal based on the reading assignment as follows: (6.6C)

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 11 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Week 3 - Lesson 3 - Tectonic Plates (5 days) CURRICULUM GUIDE

Text Pages What I Understood

Difficult Vocabulary

Questions I Have

Elaborate Emphasize that tectonic plate boundaries are divided into three types:

convergent, divergent, and transform. The type of boundary depends on how the tectonic plates move relative to one another. First, have them construct a Tectonic Plate Boundary Foldable (link). Second, show and explain the Tectonic Plate Boundary PowerPoint (link), while students complete their foldable by drawing a picture, describing and defining each type of plate boundaries (6.10D). Next, provide each student with the Lithospheric Plates (link). Students will practice once more on naming the major plates (6.10C), and they will use the key at the bottom of the page to identify and place arrows along the plate boundaries (6.10D): Convergent (→ ←), Divergent (← →), and Transform (↑↓); refer to the Lithospheric Answer Key (link) when debriefing with class. Finally, have students answer the Lithospheric Plate Questions (link). Briefly discuss the minor plates, as well as the “Ring of Fire,” and Mid-Atlantic Ridge.

Journaling - Record their answers in their science journal. Debrief with class: (1) Emphasize and identify the major tectonic plates (Eurasian, African, Indo-Australian, Pacific, North American, and South American) (2) Mention the other tectonic plates (Nazca, Antarctic, Philippine Plate, Cocos, Scotia and Caribbean). (3) Locate, label and describe boundaries for the “Ring of Fire,” and Mid-Atlantic Ridge.

Differentiation (Mastery): Have students create a power point presentation explaining the changing

earth. Students should include the theory of Pangaea. (6.10C)

Create a power point presentation with a brief overview on the theory of Pangea, and select at least one of the Major Tectonic Plates. When discussing their selected Tectonic Plate(s), students should include the type(s) of boundaries.

Evaluate Have students complete the Earth’s Tectonic Plates – Quiz (link)

(6.10C)Journaling - Record their answers in their science journal. Debrief with class.

Download and print Puzzle (1) (link) and Puzzle (2) (link). Have each student cut out, assemble, and label the Earth’s tectonic plates (6.10C)

Journaling - Record their answers in their science journal. Debrief with class.

Review the guiding and essential questions for this lesson (6.10C) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) Pangaea Tectonic Plates Eurasian African Indo-Australian Pacific North American South American

Academic Vocabulary Identify

Resources:6th Grade TextbookChapter 17

Sections 2pp. 461 – 464

Internet Sites Map of Earth-1Figure 1: Terra Mobilis-2Clues & CoordinatesTectonic Plates – Map1Tectonic Plate Boundary FoldableTectonic Plate Boundary PowerPointLithospheric PlatesPuzzle (1)Puzzle (2)

Ignite! Learning - Science Unit: Earth Science - Lesson: Earth’s Internal Processes

Topic # 3: Plate Tectonics Keeping Things Moving Seafloor Observations

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 12 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Earth Science

English Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 2G- Understand the general meaning, main points, and important details of

spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.

ELPS 4J- Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence

ELPS Stems The ______ boundaries are/ are not represented by ______ arrows because…. I have never heard the word (convergent, divergent, transform) but I think it

means…. The _____(Tectonic Plate Boundary PowerPoint) helped me because… Based on the information found in _____, I can conclude that _____

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/LifeNo 6th grade Question available No 8th grade TAKS Release Question available College Readiness Objectives Addressed:

Science Standards

I-E2: Use essential vocabulary of the discipline being studied.IX-E2: Identify the major tectonic plates.IX-E3: Describe the motions and interactions of tectonic plates

No 10th or 11th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 13 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Third Grading Period CURRICULUM GUIDE

Science – Grade 6Unit of Study: Earth Science

Guiding Questions Essential Pre-requisite Skills

What is uplift? How does uplift shape the Earth's surface? How do mountains form? How do volcanic mountains change the surface of the Earth? How will the movement of the plates change Earth's features in the future? How does a mountain grow?

The student can: observe and identify slow changes to Earth’s surface caused by weathering,

erosion, and deposition from water, wind, and ice (4.7B) identify and compare the physical characteristics of the Earth (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

Have students look at Photographs of Several Types of Mountains (link). Have them write a description of the Andes, Cascade, or Himalayan Mountains and suggest how they might have formed. (6.2C; 6.10D) Allow them to use their Tectonic Plate Boundary Foldable (Week 3 – elaborate) as a guide to the type of boundary.

THINK-PAIR-SHARE (link)Record observations and descriptions in their science journal. Students make inferences about how each of the mountains may have formed. Discuss with their learning partner. Debrief with the class: Andes (convergent boundaries between the Nazca and South American Plates), Cascade Mountains (convergent boundaries between Juan de Fuca and North American Plates), Himalayan Mountains (convergent boundaries between Eurasian and Indo-Australian Plates)

In order to simulate an earthquake, you may do the Earthquake Model (link) as a demonstration or in small groups. (6.2C & 6.10D). When debriefing, emphasize the transform boundary between the Pacific and North American plates. Inform students about The Great Shake: San Francisco, 1906 (link) and demonstrate the aftermath of an Earthquake Simulation (link).

Write a brief reflection on what happens to the sand and the brick when a rubber mallet was used to gently tap the side of the metal pan. Have students compare the earthquake model to the Great Shake: San Francisco, 1906.

Explore Facilitate as students perform Edible Tectonics (link). This activity uses a

small model to illustrate the three types of boundaries and helps explain why earthquakes and volcanoes happen, where they occur, and why mountain ranges, ocean trenches and faults have formed (6.2A, 6.3C & 6.10D).

Journaling – Work in pairs to perform activity. In their science journal, students illustrate and label their observations of the ice.

Explain Show students the Plate Boundaries & Geological Events PowerPoint (link)

and have them complete Types of Boundaries (link). Describe how movement of ocean and continental plates causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building (6.10D).

Journaling – Summarize information from the power point presentation in Types of Boundaries, worksheet.

Monitor as students read Chapter 17 – Section 4 (p. 469 – 473). Ask students: (1) What are the different types of mountains? (2) What are the different type of tectonic stress that forms each of the mountain types? (3) How do volcanic mountains change the surface of the Earth? (4) How has plate tectonics helped create the Earth that exists today? (6.10D)

Differentiation (Additional Support): Have students match the Plate Tectonic Vocabulary (link) (6.10D)

Learning Logs (link)Journal based on the reading assignment as follows:

ElaborateSAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 14 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Week 4 - Lesson 4 - Geological Events (5 days) CURRICULUM GUIDE

Text Pages What I Understood

Difficult Vocabulary

Questions I Have

To learn the science behind earthquakes and volcanoes, allow students to explore the website Shake, Rattle, and Roll (link). It includes mini-videos that explain convergent, divergent and transform boundaries. Along the exploration, students will be able to build their own volcano, and test the power of an earthquake (6.10D).

3-2-1 Process - Students… (link) write 3 thing they know write 2 questions 1 paragraph summarizing

Evaluate Quiz with the following as possible questions (6.10D): (1) At a divergent

boundary, what feature forms when two oceanic plates are involved? (2) At a divergent boundary, what feature forms when two continental plates are involved? (3) Describe what occurs when an ocean plate collides with another ocean plate. (4)Describe what occurs when an ocean plate collides with a continental plate. (5) Describe what occurs when two plates slide past each other.

Journaling – Record their answers in their science journal. Debrief with class.

Review the guiding and essential questions for this lesson (6.10D) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) Liquefaction Divergent

Boundary Convergent

Boundary Transform

Boundary Mid-Ocean Ridges Rift Valleys Ocean Basins Subduction Volcanoes Trench Island Arc Folded Mountains Thrust Faulted

Mountains

Academic Vocabulary Describe

Resources:6th Grade TextbookChapter 17

Sections 4pp. 469 – 473

8th Grade TextbookChapter 17

Sections 2pp. 461 – 464

Internet Sites Photographs of Several Types of Mountains Earthquake ModelThe Great Shake: San Francisco, 1906 Earthquake Simulation Edible TectonicsPlate Boundaries & Geological Events PowerPointTypes of BoundariesPlate Tectonic VocabularyShake, Rattle, and Roll

Ignite! Learning - Science Unit: Earth Science - Lesson: Earth’s Internal Processes

Topic # 2: Earth Features Caused by Plate Movement Plate Boundaries The Motions of Tectonic PlatesEnglish Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 2F- Listen to and derive meaning from a variety of media such as audio tape,

video, DVD, and CD ROM to build and reinforce concept and language attainment

ELPS 5E- Employ increasingly complex grammatical structures in content area writing.

ELPS Stems One important thing I heard ____(the speaker) say was…. I heard______which supports the idea that….. The diagram/picture does/does not show... _____ (mid-ocean ridge) is a non-example of __________ (convergent)

boundaries because…

Evidence of LearningSAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 15 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Formative Mini Assessments TAKS College-ReadinessAnticipated Skills for SAT/ACT/College Board/Career/Life

6th grade FMA 2008-09

Correct Answer: C

8th grade TAKS Release Test 2006

Correct Answer: D

College Readiness Objectives Addressed:Science Standards

I-D2: Use computer models, applications, and simulationsI-E2: Use essential vocabulary of the discipline being studied.IX-E2: Identify the major tectonic plates.IX-E3: Describe the motions and interactions of tectonic plates

No 10th or 11th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 16 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Space Science

Third Grading Period – Weeks 5 - 8 (19 days) CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

The solar system consists of many different objects including the Sun, planets, moons, comets, meteoroids, and asteroids. Each of the objects found in the solar system has its own characteristics in which they can be identified. Scientists have been able to study space due to the advancement of equipment and technology which includes rockets, space probes, and artificial satellites.

Students know the components of our solar system and can identify characteristics of objects in our solar system including the Sun, planets, meteorites, comets, asteroids, and moons. Students also know that space exploration is possible because of various types of equipment.

Lessons for this UnitLesson 1: A Solar Family Lesson 3: Moons & Other BodiesLesson 2: Planets Lesson 4: Space Travel

Essential Questions Guiding Questions How does planetary motion affect the world around you? How can you determine a planet's characteristics just by knowing how far it is

from the sun? How and why does your weight change on the different planets? How can the study of comets, asteroids, and meteoroids help in understanding

the formation of the solar system? How have space travel and the space program impacted society?

What is an astronomical unit? What are some physical properties of the Sun? In your own words, what is gravity? What role does gravity play in our Solar System? What is the difference between rotation and revolution? What are characteristics of each planet found in the solar system? How do the gas planets differ from the terrestrial planets? Why are moons called satellites? What is the difference between comets, asteroids, and meteoroids? How is the solar system a combination of two or more other systems? How do rockets work? How has the use of satellites helped human society? What is the purpose of a space probe? What are the benefits of the manned space program?

TEKS (Standards) TEKS Specificity - Intended Outcome

Stra

nd

Earth & Space6.11 The student understands the organization of our solar system and the

relationships among the various bodies that comprise it. The student is expected to:(A) describe the physical properties, locations, and movements of the Sun,

planets, Galilean moons, meteors, asteroids, and comets.(B) understand that gravity is the force that governs the motion of our solar

system.(C) describe the history and future of space exploration, including the types of

equipment and transportation needed for space travel.

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: describe the scale of the solar system (6.11A) model planetary motion (6.11A) compare the planets in our solar system (6.11A) identify characteristics of the Sun and planets (6.11A) identify characteristics of the moons found in our solar system (6.11A) identify characteristics of meteorites, comets, and asteroids (6.11A) explain the gravitational force of the Sun (611B) describe the way a rocket works (6.11C) explain how artificial satellites give us more understanding about our solar

system (6.11C) explain how space probes help us better understand the Earth (6.11C) describe the manned space program including the Apollo program and the

International Space Station (6.11C)TEKS (Standards) TEKS Specificity - Intended Outcome

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 17 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Stra

ndScientific Investigation & Reasoning6.1 The student, for at least 40% of instructional time, conducts laboratory and field

investigations following safety procedures and environmentally appropriate and ethical practices.

6.2 The student uses scientific inquiry methods during laboratory and field investigations.

6.3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

6.4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

I can: Identify lab safety symbols, and demonstrate safe practices during lab

investigations (6.1A) Describe and implement the steps of the scientific method, including making

observations and asking well-defined questions when performing an investigation (6.2A,B)

Use appropriate tools to collect and record qualitative and quantitative data and information (6.2C; 6.4A)

Organize data from repeated trails in tables and graphs (6.2D) Collect, record, and analyze information using various tools (6.4A)

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1C- Use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

ELPS 2F- Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

ELPS 2G- Understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.

ELPS 3C- Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

ELPS 3E- Share information in cooperative learning interactionsELPS 4F- Use visual and contextual support and support from peers and teachers to

read grade appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.

ELPS 4J- Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence.

ELPS 5G- Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Use learning techniques to acquire knowledge about rotation and revolution (1C)

Listen to and derive meaning about space exploration from a variety of media such as video and interactive (2F)

Understand the general meaning and main points about comets, asteroids, and meteoroids (2G)

Using a variety of sentence structures, compare a planet’s size, mass and surface features (3C)

Share information about our solar system in cooperative groups (3E) Use visual and contextual supports to read text about space exploration,

including transportation needed for space travel (4F) Demonstrate comprehension of comets, asteroids, and meteoroids (4J) Describe, explain, and write about each planet found in the solar system (5G)

College Readiness Student Expectations College Readiness - Intended OutcomeScience StandardsI-D2: Use computer models, applications, and simulationsI-E2: Use essential vocabulary of the discipline being studied.IV-A1: Recognize how scientific discoveries are connected to technological innovations.IX-C1: Describe the structure and motions of the solar system and its components.IX-C2: Possess a scientific understanding of the formation of the solar system.IX-F1: Describe matter and energy transfer in the Earth’s systems.

Use computer models, simulations, databases, visualizations, spreadsheets, and other applications to describe, analyze, and synthesize data and explanatory descriptions of natural phenomena.

Define and use a set of technical terms correctly and in context for the discipline studied.

Give examples of technological innovations that resulted from various scientific discoveries (NASA).

Identify and describe the major components of the solar system (e.g., Sun, planets, Galilean moons, meteors, asteroids, and comets).

Explain the differences between the formation of rocky and gaseous planets. Describe Earth’s principal sources of internal and external energy (e.g.,

gravity).

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 18 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Evidence of Learning (Summative Assessment)1. Given a set schematic diagram of the sun and images portraying various wavelengths, students will be able to draw and label features of the sun at least 80% accuracy.2. Given an electronic set of Solar System cards, students will be able to identify various objects found within our Solar System, and correctly answer questions for each

scenario with at least 80% accuracy.3. Using information gathered from various resources, students create an illustrated field guide to the moons and small bodies in our solar system. The guide should include

appropriate vocabulary, drawings, diagrams, and explanations for each object included with at least 80% accuracy.4. Using information gathered by designated websites and a blank timeline, students will be able to list and describe past, present and future planetary missions with at least

80% accuracy.5. Using the information and paper models provide by designated websites, students will be able to assemble and provide a report on spacecrafts that are currently being

used in space with at least 80% accuracy.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 19 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Space Science

Guiding Questions Essential Pre-requisite Skills

What is an astronomical unit? What are some physical properties of the Sun? In your own words, what is gravity? What role does gravity play in our Solar System? What is the difference between rotation and revolution? How does planetary motion affect the world around you?

The student can: Demonstrate that Earth rotates on its axis once approximately every 24 hours

causing the day/night cycle and the apparent movement of the Sun across the sky (5.8C)

Identify and compare the physical characteristics of the Sun, Earth, and Moon (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

Show students the following video clips (6.11A & B): Solar System (link) The video provides a brief description of the formation of our Solar System. About 5 billion years ago our Sun was formed, and dust, gas, and rock swirled around it. Under the gravitational force of the Sun, these materials pulled together to large clumps; about 4.5 billion years ago, planets formed and were locked into orbit around the Sun.

3-2-1 Process - Students… (link) write 3 thing they know write 2 questions 1 paragraph summarizing

In 2006, astronomers at a meeting of the International Astronomical Union (IAU) debated the definition of a planet. Eventually, they decided on a new definition -- one that did not include Pluto. Suddenly, the solar system was down to eight planets instead of nine. Pluto was demoted to a "dwarf planet." To obtain a definition of a planet (6.11A), visit and discuss this website: What is a Planet? (link)

Have students use Frayer Models (link) to define, illustrate, and give examples/non-examples of the following words: rotation and revolution(6.11A)

Use Frayer Models (link) to define, illustrate, and give examples/non-examples of the following words: rotation, and revolution

Explore In order to describe the physical properties of the sun (6.11A), have students

complete Features of the Sun (link). They will need a schematic diagram of the Sun - Figure 1 (link), images of the Sun in Different Wavelengths – Figure 2 (link) and Figure 3 (link), and one copy of the Student Guide (link).

Journaling - Draw the Sun with as many features as they know about, and make a

list of those features in the student worksheet. After reading the “Features of the Sun,” students compare what they read to their picture. They are to locate the boldface words from the reading that are on the accompanying schematic diagram (Sun - Figure 1). Finally they are to place labels of the Sun’s features provided on the photographs (Figures 2 & 3).

In order to visualize the huge distances found in the solar neighborhood and describe the locations of the Sun and planets(6.11A), facilitate students as they complete either the Solar System Bead Distance Activity (link) or A Scale Model of the Solar System (link). Ask Students: (1) What do you notice about how the planets are spaced? (2) How do outer planets differ from the inner planets? (3) What is an astronomical unit?

Work in pairs to perform activity so that they can get a better understanding of the distances found in the solar neighborhood. In their science journal, students record their observations and a summary of what was learned from the experience.

In order to describe the movement of the sun (6.11A), facilitate students as they complete The Sun’s Period of Rotation (link). Students will need an Solar

Work in pairs to perform activity so that they can get a better understanding of the Sun’s rotation. In their science journal, students report their calculated

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 20 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Week 5 - Lesson 1 - A Solar Family (4 days) CURRICULUM GUIDE

Grid Overlay – Figure 4 (link) and the Sun Rotation Series – Figure 5 (link), and one copy of the Student Guide (link).

periods of rotation, and reflect on what they know now about the Sun

Have one student stand in the middle of the room and spin while another students walks around the person spinning. Lead the students in a discussion about the difference between rotation and revolution.

Journaling - After observing the demonstration, students define and illustrate rotation and revolution in their science journal.

Explain Monitor as students read Chapter 20 - Section 1 (p. 538 - 541; 544). Ask

students: (1) What is an astronomical unit and how is it used?(2) What is the difference between rotation and revolution?(3) What is the structure of the sun and its atmosphere?(4) What are sunspots and solar flares?(6.11A)

Differentiation (Additional Support): Work with students to create a mnemonic device to help them differentiate

between planet rotation and revolution as well as the structures and layers of the sun. (6.11A)

Learning Logs (link)Journal based on the reading assignment as follows: (6.13A)

Elaborate Show students the following video clip (6.11A & B): Sun Characteristics (link)

The video defines gravity, and gives an overview of the Sun’s structure. Ask students:(1) How far is the Sun? (2) What does the sun look like (physical properties)? (3) What are prominences? (4) What is the Corona? (5) How long does it take the light waves to travel from the Sun to Earth?

3-2-1 Process - Students… (link) write 3 thing they know write 2 questions 1 paragraph summarizing

Differentiation (Mastery): Have students research how energy released from the collision of two

protons in the sun's core warms a car seat on Earth. Students should account for the following:

nuclear fusion the movement of energy through the radioactive and convective

zones Earth's atmosphere the amount of time this process takes (6.11A)

Evaluate Quiz with the following as possible questions (6.11A):

(1) What are the characteristics of the sun?(2) What is the difference between rotation and revolution?(3) What is an astronomical unit and how is it used?

Review the guiding and essential questions for this lesson (6.11A&B)

Journaling - Record their answers in their science journal. Debrief with class.

Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) astronomical unit rotation revolution sunspot solar flare

Academic Vocabulary analyze interpret represent identify describe characteristics

ResourcesHolt Science & Technology

6th grade TextbookChapter 20

Section 1 pp. 538 - 541; 544

Internet SitesSAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 21 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Text Pages What I Understood

Difficult Vocabulary

Questions I Have

Features of the SunSolar System Bead Distance ActivityA Scale Model of the Solar SystemThe Sun’s Period of Rotation

Video ClipsSolar System Sun Characteristics

Ignite! Learning - Science Unit: Earth Science - Lesson: Members of Our Solar System

Topic # 5: The Sun Layers of the Sun Solar Storms

Topic # 3: Pluto and Dwarf Planets Change Some Definitions Dwarf Planet Pluto

Unit: Earth Science – Lesson: Earth, Sun, and Moon Topic #1: Earth and Its Motion

Earth: A User’s Guide Topic #2: Rotation and Revolution

How Earth MovesUnit: Physical Science – Lesson: Force Topic # 3: Introduction to Gravity

Understanding Gravity Topic # 4: Gravity in Space

Will Earth Fall into the Sun? What is Tangential Velocity?English Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 1C- Use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

ELPS 3E- Share information in cooperative learning interactions

ELPS Stems The word is _____ it looks like this (student walks around the perimeter of the

classroom to show revolution) The word is _____ it looks like this (student spins in place to show rotation) A characteristic is.... What I know about _____ is....

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 22 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

6th grade District Interim 2008Correct Answer: D

8th grade TAKS Release Test 2006Correct Answer: J

College Readiness Objectives Addressed:Science Standards

I-E2: Use essential vocabulary of the discipline being studied.IX-C1: Describe the structure and motions of the solar system and its components.IX-F1: Describe matter and energy transfer in the Earth’s systems.

No 10th or 11th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 23 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Space Science

Guiding Questions Essential Pre-requisite Skills

What are characteristics of each planet found in the solar system? How do the gas planets differ from the terrestrial planets? How can you determine a planet's characteristics just by knowing how far it is

from the sun? How and why does your weight change on the different planets?

The student can: Demonstrate that Earth rotates on its axis once approximately every 24 hours

causing the day/night cycle and the apparent movement of the Sun across the sky (5.8C)

Identify and compare the physical characteristics of the Sun, Earth, and Moon (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

Show the students the planets of the solar system and discuss their characteristics. (6.11A)*Note: NASA has excellent lithographs that may be used: Our Solar System (link). From link, click on Our Solar System Lithograph Set

Journaling - While teacher is discussing the characteristics of the different planets using the lithographs, students record information in their science journal.

Pose the following scenario to the students and have them write about it:Suppose you had the opportunity to go to Mars for 1 year. What supplies would you need in order to survive? What would you eat? How would you breathe? Where would you live?(6.11A)

THINK-PAIR-SHARE (link)Think about and record information in their science journal. Discuss with their learning partner. Debrief with class.

Explore Have students create a travel brochure (folda ble - link) of the planets

describing characteristics of each planet including planetary statistics, such as the number of moons, location, movement and unique qualities in either the website, Exploring the Planets (link), or in textbook (pp. 545 - 554). (6.2D, E & 6.11A)

Create a travel brochure booklet that describes characteristics of each planet found in the solar system.

The objects in our Solar System have an enormous range of sizes and masses. In order to obtain a better understanding of the physical properties of individual planets, our moon, and the sun (6.11A), allow students to explore the following websites: Planet Size Comparison (link), Planet Mass Comparison (link), and Compare Planetary Surface Features (link).

Create a Venn Diagram: compare inner planets to outer planets. Include information such as their size, mass, and composition. Students record information in their science journal.

TE - Math and More: Bar Graphs (p. 548): Have students use the planetary statistics tables to make a comparative bar graph of each planet's distance to the sun and average surface temperature. Ask students: (1) Is there a relationship between the two statistics? Is so, explain.

(2) Why is Mercury colder than Venus? (6.2C, D, E & 6.11A)

Journaling - In their science journal, students create the bar graph reflecting the information gathered, record analysis and conclusions.

Differentiation (Additional Support):Have students observe a poster of the solar system or a selection of photographs of the planets and the sun (link). Have students note the following: how the planets differ in appearance and how planets close to the sun differ from those that are far away. (6.11A)

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 24 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Weeks 5 - 7 - Lesson 2 - Planets (5 days) CURRICULUM GUIDE

Explain Monitor as students read Chapter 20 - Section 2 (p. 545 - 554) Ask students:

(1) What are characteristics of the inner planets?(2) What are characteristics of the outer planets?(3) How are the gas planets different from the terrestrial planets?(4) What are examples of unique characteristics of different planets? For example:-

(a) Why does Venus have a higher surface temperature than Mercury?(b) What is unusual about Uranus's axis of rotation?(c) How is the rotation of Venus different from that of Earth's? (6.11A)

Rotating Review (link) Teams discuss topic, chart their thoughts, rotate to the next chart to discuss and chart their thoughts. Note: Teacher create charts (one for each planet) and then have students do the rotating review.

Elaborate TE - Gravitational Force (p. 545): Have students make a chart and bar

graph showing what their weight would be on the different planets. Ask students: Why is your weight different on other planets in the solar system? (6.2D & 6.11A)Note: The following link is a resource for students to use to help with calculations - Your Weight on Other Worlds (link)

Journaling - Create table and bar graph showing weight on different planets in their Science journal. Reflect on why weight varies on other planets in our Solar System.

Differentiation (Mastery): Have students work in groups and reflect on the following quote by Carl

Sagan; and write a paragraph or poem about the emptiness of space.“The Earth is a place. It is by no means the only place. It is not even a typical place. No planet or star or galaxy can be typical, because the cosmos is mostly empty. The only typical place is within the vast, cold, universal vacuum, the everlasting night of intergalactic space, a place so strange and desolate that, by comparison, planets and stars and galaxies seem achingly rare and lovely.” (6.11A)

Evaluate In the Solar System Trading Card (link), students will see twelve pictures of

solar system objects. They get to click on any picture. Once they have chosen an object, they will be given a question and three possible answers. If correct, they will see a page with information about the object. However, if their selection is incorrect, students will be given information about the three possible answers. This information will provide clues for the correct answer (6.11A).

For an interactive mini-assessment, project the following Go to the Head of the Solar System (link). If you prefer a text version (link), print and allow students to answer the questions (6.11A). Note: The questions include the planets and sun.

Respond to each question; if there response is incorrect, students will write the clues in their journals as a means of obtaining the correct answer. Debrief with class.

Journaling - Either respond as a class or record their answers in their science journal. Debrief with class.

Quiz with the following as possible questions:(1) Which planets have retrograde rotation?(2) Which planet has the lowest density?(3) Which planet has the shortest period of rotation?(4) What conclusion can you draw about a planet's properties just by knowing how

far it is from the sun?(6.11A)

Journaling - Have students record their answers in their science journal. Debrief with class.

Review the guiding and essential questions for this lesson (6.11A) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) terrestrial planet

Academic Vocabulary analyze interpret

Resources:Holt Science & Technology

6th grade TextbookSAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 25 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

prograde rotation retrograde rotation gas giant

represent identify describe characteristics

Chapter 20 Section 2

pp. 545 - 554

Internet SitesOur Solar System Exploring the PlanetsPlanet Size ComparisonPlanet Mass ComparisonCompare Planetary Surface Featuresplanets and the sunYour Weight on Other WorldsSolar System Trading CardGo to the Head of the Solar System

Ignite! Learning - Science Unit: Earth Science - Lesson: Members of Our Solar System Topic #1: Our Solar System and the Inner Planets

Solar System and the Inner Planets Inner Planets

Topic #2: Outer Planets of Solar System Touring the Outer Planets Outer Planets

Topic # 3: Pluto and Dwarf Planets Change Some Definitions Dwarf Planet Pluto

Unit: Physical Science – Lesson: Force Topic # 3: Introduction to Gravity

Understanding Gravity Topic # 4: Gravity in Space

Will Earth Fall into the Sun? What is Tangential Velocity?English Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 3C- Speak using a variety of grammatical structures, sentence lengths,

sentence types, and connecting words with increasing accuracy and ease as more English is acquired

ELPS 5G- Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

ELPS Stems A ___ has ____ but a ____ has ______. _______ differs from ______ in that.... This is a.... and it has/is ____ and ____. The most important characteristic is....

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 26 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

6th grade District Interim 2008Correct Answer: G

8th grade TAKS Release Test 2006Correct Answer: J

College Readiness Objectives Addressed:Science Standards

I-D2: Use computer models, applications, and simulationsI-E2: Use essential vocabulary of the discipline being studied.IX-C1: Describe the structure and motions of the solar system and its components.IX-C2: Possess a scientific understanding of the formation of the solar system.IX-F1: Describe matter and energy transfer in the Earth’s systems.

No 10th or 11th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 27 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Science – Grade 6Unit of Study: Space Science

Guiding Questions Essential Pre-requisite Skills

Why are moons called satellites? What is the difference between comets, asteroids, and meteoroids? How is the solar system a combination of two or more other systems? How can the study of comets, asteroids, and meteoroids help in

understanding the formation of the solar system?

The student can: Demonstrate that Earth rotates on its axis once approximately every 24 hours

causing the day/night cycle and the apparent movement of the Sun across the sky (5.8C)

Identify and compare the physical characteristics of the Sun, Earth, and Moon (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

TE - Simulating a Comet (p. 559) or “Cookin’ Up a Coment,” (link): Teacher Demonstration

As students observe, the teacher mixes 2 cups of water, Tbsp of soil, 1 tsp ammonia, and a few pebbles in a container. Crush 2 cups of dry ice in a plastic bag and slowly pour the liquid mixture into the bag and mix constantly. Mold this mixture to produce a model comet. Place the comet on top of an inverted foam cup, and use a hair dryer (low setting) to simulate the solar wind that produces a comet's tail. Have students observe the comet. Lead a discussion about the characteristics of a comet including that comets are made of water, ice, carbon dioxide ice, rock, organic material, and ammonia. Ask the questions:

(1) Describe changes, if any, in the comet after 5 minutes have elapsed. (2) When using the blow dryer, what part of the comet begins to form? (3) What happens when you move the hair dryer closer to the comet? (4) What components of real comets are represented by each of the ingredients in your comet? (6.3C & 6.11A) *Note: Use protective gloves when working with dry ice. Also, cover the work area with plastic, such as garbage bags.

Journaling - In their science journal, record observations, including drawings of the comet model, and responses to the questions.

In the “Find a Meteorite Web-based activity,” NASA’s Dawn mission visits asteroids Vesta and Ceres. This activity introduces the importance of meteorites to understanding the Solar System’s origins and provides training in identifying characteristics of meteorites. In the “Engage” part, Meteorite or Asteroid? (link), students view a cartoon animation and test their knowledge. (6.11A) Ask the questions: (1) What parts of the scene seem to be accurate? (2) What parts of the scene seem to be inaccurate? (3) Where could meteoroids come from in this movie? (4) How do Scientists study small bodies in space? (6.11A)

Journaling – Record responses to the questions in their science journal. Debrief with class.

Show the students the moons and other small bodies found in the solar system and discuss their characteristics. (6.11A) *Note: NASA has excellent lithographs that may be used: Our Solar System (link). From link, click on Our Solar System Lithograph Set

Journaling - While teacher is discussing the characteristics of the moons and other small bodies using the lithographs, students record information in the science journal.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 28 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Week 7 - Lesson 3 - Moons & Other Bodies (5 days) CURRICULUM GUIDE

Explore Facilitate as students perform “Comet Cratering.” (link). In this investigation,

students will discover what happens when impactors hit the surface of a planet using balls of different sizes, flour, and cocoa. If a large enough comet impacted Earth, the result could affect ecosystems. Students will describe the relationship between the size of the crater and the size, speed, and distance of the impactor (6.2B, C, D & E; 6.3C; 6.11A). Debrief with the following questions: (1) What are several ways that simulating cratering in the classroom differs from real impacts. (2) What kinds of objects in the Solar System make craters? (3) Give three reasons why scientists use models. (4) What determines the size of a model crater?

*Note: Use protective gloves when working when making craters. Also, students should be careful when standing on top of chairs.

Journaling – Work in small groups to perform activity. Record data, observations, analysis and conclusion in comet cratering worksheet. Each group presents their results, and each student records their answers to the debriefing questions in their journals.

Monitor students as they continue on the experiment part of the “Find a Meteorite Web-based activity.” The experiment part, “Meteorite or Meteor-Wrong?” (link) is a slide show that provides learners with a brief introduction to asteroids, meteorites, and the connection between the two. Next, there is a hands-on extension that contains its own guide, while the “Explore Asteroids” and “Explore Meteorites” contain additional background information. Finally, “Experiment” part, Meteorite or Meteor-Wrong?, is a virtual experiment in which learners become familiar with the techniques scientists use in meteorite identification. (6.11A) Ask students the following questions: (1) Why is asteroid Ceres spherical? (2) Why are asteroids Eros, Gaspra, and Vesta irregular in shape? (3) Can you guess which meteorites come from asteroids that melted and asteroids that did not melt?

Journaling - In their science journal, record observations, including drawings of asteroids and meteorites, and responses to the questions. Once students have completed the “Experiment” part, they may choose to print a certificate of completion.

Explain In order to describe and learn more about the physical properties of comets

and meteors (6.11A), have students read and answer questions for Activity #1: Comets, Meteors, and Meteoroids (link).

3-2-1 Process - Students… (link) write 3 thing they know write 2 questions 1 paragraph summarizing

Monitor as students read Chapter 20 - Section 3 (p. 555 - 561) Ask students: (1) What are characteristics of moons?(2) How does knowing the age of a lunar rock help astronomers estimate the age of the surface of a planet?(3) What is the difference between a comet, an asteroid, and a meteoroid?(4) How does the study of comets, asteroids, and meteoroids help in understanding the formation of the solar system?(5) How is the solar system a combination of two or more other systems?(6.11A)

Rotating Review (link) Teams discuss topic, chart their thoughts, rotate to the next chart to discuss and chart their thoughts.

Elaborate Have students research “Famous Comets” (link), and give a report on their

findings. Prior to assigning students to cooperative groups and a comet, review comets using the Comet Fact sheet. Discuss the anatomy, location, orbital paths, and composition of comets (6.11A). Using the internet addresses provided in this activity, students will answer the questions on the Team Worksheets. Based on the information in the Comet Fact Sheet, and their research, the teams will write a creative narrative about their comet using the writing prompts. Once each team

Write a creative narrative about their comet using the writing prompts listed in this activity. You may choose a broadcast format to have the team reporter share their story with the rest of the class. Debrief with class.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 29 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

has shared their story with the class, debrief with the following questions: (1) What do comets have in common? How are comets different? (2) Do you think that a comet may hit a planet sometime in the future? Why or why not?(3) Does a comet’s tail ever point towards the Sun? Why not? (4) Do you think that we see a lot of the Solar System’s comets, or only a few? Why can’t we see the other ones?

Facilitate as students perform Searching for Meteorites (link). In this experiment, students will use water balloons filled with flour and pebbles to help model the distribution of materials after meteorite impacts, and draw conclusions about where it would be easiest to find meteorites. (6.2B, C, D & E; 6.3C; 6.11A). Debrief with the following questions: (1)Based on your data, which surface was the easiest for pebble recovery? Why? (2) What kind of land surface might be most productive for searching for meteorites? Why? (3) How is the scatter pattern affected: by the ground surface? By the angle of impact? (4) How might a scientist use this type of information to help locate meteorites?

Journaling – Work in small groups to perform activity. Record data, observations, analysis and conclusion in Searching for Meteorites: Data Table, worksheet. Each group presents their results, and each student records their answers to the debriefing questions in their journals.

Have students write a description of a human colony living on one of the moons found in the Solar System. (6.11A)

Write a descriptive paragraph on a human colony living on one of the moons found in the Solar System. Also, have them illustrate their colony.

Differentiation (Mastery): Have students work in groups to research the possibilities of life existing on

other planets or objects found in the solar system. Students choose a side, pro or con, about life existing on other planets or objects and have a class debate supporting their side with evidence.

Evaluate Quiz with the following as possible questions(6.11A):

(1) What are small bodies of ice and cosmic dust called?(2) Where are most asteroids in our solar system found?(3) What is the difference between meteoroids, meteorites, and meteors?(4) Why do a comet's two tails often point in different directions?(5) How is the solar system a combination of two or more other systems?

Journaling - Record their answers in their science journal. Debrief with class

TE - Simulating a Comet (p. 561): Have students create an illustrated field guide to the moons and small bodies found in our solar system. The guide should include all of the vocabulary used in this section as well as drawings, diagrams, and explanations for each object included (6.11A)

Create a field guide that includes drawings, diagrams, and explanations of the moons and small bodies found in our solar system.

Review the guiding and essential questions for this lesson (6.11A) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) satellite comet asteroid asteroid belt meteoroid meteorite meteor

Academic Vocabulary analyze interpret represent identify describe characteristics

Resources:Holt Science & Technology

6th grade TextbookChapter 20

Section 3pp. 555 - 561

Internet SitesCookin’ Up a ComentMeteorite or Asteroid?Our Solar SystemComet CrateringActivity #1: Comets, Meteors, and Meteoroids

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 30 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

“Famous Comets”Searching for Meteorites

Video ClipsAsteroids, Comets, Meteors Space Object Recap

Ignite! Learning - Science Unit: Earth Science - Lesson: Members of Our Solar System Topic #6: Comets

Comets Flying By Characteristics of Comets

Topic # 7: Meteors and Asteroids Asteroids and Meteoroids Asteroids and Meteoroids SongEnglish Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 2G- Understand the general meaning, main points, and important details of

spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar.

ELPS 4J- Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence.

ELPS Stems One characteristic of ____ is.... _____ (The speaker – Ignite Video) said _____, which is important because... Based on the information in the problem/graph/table (Comet Cratering – Explore

Activity), it seems that ____ will probably…. _____ is different from…

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

6th grade District Interim 2008Correct Answer: F

8th grade TAKS Release Test 2006

Correct Answer: J

College Readiness Objectives Addressed:Science Standards

I-D2: Use computer models, applications, and simulationsI-E2: Use essential vocabulary of the discipline being studied.IX-C1: Describe the structure and motions of the solar system and its components.IX-C2: Possess a scientific understanding of the formation of the solar system.IX-F1: Describe matter and energy transfer in the Earth’s systems.

No 10th or 11th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 31 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

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Science – Grade 6Unit of Study: Space Science

Guiding Questions Essential Pre-requisite Skills

How do rockets work? How has the use of satellites helped human society? What is the purpose of a space probe? What are the benefits of the manned space program? How have space travel and the space program impacted society?

The student can: Demonstrate that Earth rotates on its axis once approximately every 24 hours

causing the day/night cycle and the apparent movement of the Sun across the sky (5.8C)

Identify and compare the physical characteristics of the Sun, Earth, and Moon (5.8D)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….

5E Model of Instruction (link)Engage

Facilitate as students investigate rocket propulsion: Start-Up Activity (Rocket Fun) on p. 571 or Activity 4 – Simple Rocket Science (link) Ask students:(1) If the balloon were to "launch" something, what improvements should be made? (2) What are the limitations of using a balloon to model a launch vehicle?(6.2C, D; 6.3C & 6.11C)

Journaling - Work in groups of 2 - 3 to perform activity. In their science journal, record data, analysis and conclusions.

How can a satellite stay put over the same spot on Earth? Learn from Andre Dress, one of the people in charge of building them. Find out all about the eyes in the sky that give us the big picture of weather on Earth and on the Sun. Watch NASA – Video Clip on Geostationary Operational Environmental Satellite (GOES)(link) to learn more about how the engineers and scientists at National Oceanic and Atmospheric (NOAA) operate the GOES satellite to predict and study the weather, the atmosphere, and the Sun (6.11C).

Journaling -In their science journal, students summarize the information presented on Geostationary Operational Environmental Satellite (GOES).

Learn more about the International Space Station with Buzz Lightyear Mission Logs (link). The video clip provides an overview of the components that make the Space Shuttle: Orbiter, External Tank and Solid Rocket Boosters. Two minutes after liftoff, the rockets separate; six minutes later, the external tank detaches and burns up on the Earth’s atmosphere. Have students assemble a simple model of a Space Shuttle (link), and discuss Shuttle Launch to Orbit Sequence –

Figure 11 on p. 82 and Figure 12 on p. 83 (6.11C)

After listening to the video clip, students will assemble a simple model of the Space Shuttle.

Explore Have students create a timeline of the space program – Building Blocks to Space 1 (link). (6.2C, D & 6.11C)

Journaling -In their science journal, students summarize the information presented in the information and create a timeline.

In order to provide students with new and recent planetary missions and discoveries, visit “What’s New in Planetary Exploration” (link). Find out the latest information and link to more information directly from the source. Students will select a minimum of three new planetary missions and/or discoveries, and add them onto their Building Blocks to Space, timeline.

Journaling -In their science journal, students add on to their previous timeline, and summarize the information for the new planetary missions and/or discoveries. For example, if students selected “Stardust,” they the spacecraft was launched in 1999 .On January 2, 2004, it was successful in collecting cometary’s particles from comet Wild-2.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 33 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Week 8 - Lesson 4 - Space Travel (5 days) CURRICULUM GUIDE

TE - Poster Project (p. 573): Have students make a series of sketches that show the evolution of rocket design. Using pages 574-575 as a reference, students summarize how a rocket works (6.11C).

Journaling – In their science journal, students create a series of sketches that show the evolution of rocket design along with a summary of how a rocket works.

NASA plans to go back to the moon. Astronauts are getting ready to explore the surface of the moon; many new vehicles will be built to get NASA back to the moon. To have students learn about the spacecraft, rocket and moon lander, have them log onto Back to the Moon with Orion and Altair (link). In their Science journal, students will write down three things they now know, two questions, and a summary describing the future of space exploration, including the types of transportation needed for space travel (6.11C).

3-2-1 Process - Students… (link) write 3 thing they know write 2 questions 1 paragraph summarizing

Mankind has been interested in the stars and space for hundreds or years. For years many visionaries worked independently of one another developing ideas and innovations that other generation would eventually build upon. Scientists from around the world are continuing the work laid the foundation for modern flight and space travel. Today, there is a spirit of international cooperation among space agencies and countries whose work will benefit humankind and ultimately lead to the completion of the International Space Station in 2015. Have students work in pairs as they play Mission Game 2 (link) and take notes on the contributions from each country. Next, have them assemble the International Space Station by playing Mission Game 6 (link) and take notes on each part, as well as it purpose. Finally, to find the best viewing times from where you live, have students visit ISS: Where is it now? (link) (6.11C)

THINK-PAIR-SHARE (link)In their science journal, think about and record significance of parts of ISS. For instance, Distiny: supports experiments and studies that contribute to the health, safety, and quality of life for all humankind. Zvezda (Russian word for star) served as the early living quarters for the crew. Discuss with their learning partner. Debrief with class.

Explain Monitor as students read Chapter 21 - Section 1 (p. 572 - 575) Ask students: (1) How does a rocket work? (2) How have rockets changed over time? (6.11C) Reinforce Figure 3 (p. 573) & How Rockets Work - Figure 4 (p.574)

Graffiti Board Work in small groups and use a large piece of butcher paper, a book cover, or piece of poster board to sketch or write their ideas on a subject based on a text or other form of information.

Monitor as students read Chapter 21 - Section 2 (p. 576 - 579). Ask students: How have satellites helped human society? (6.11C) Next, have

students view Eyes on the Earth 3D (link) to learn more about satellites. Finally, have them read about “The Three Little Piggy-back Satellites,” (link) and play the NanoSat Flingman (Hangman game about the three little piggy-back satellites.

Journaling -Write a reflection on how satellites helped human society, and briefly describe the three nanosats (also known as ST5s because their mission was called Space Technology 5.comparing). Debrief with the class.

Discuss with students that a satellite is a moon, planet or machine that orbits a planet or star. Refer to NASA – What is a Satellite? (link) to learn more about: (1) Why satellites are important? (2) How do satellites orbit Earth? (3) Why don’t satellites crash into each other? (4) What is the History of NASA satellites? (5) How does NASA use satellites today?

Monitor as students read Chapter 21 - Section 3 (p. 580 - 585) Ask students: (1) What discoveries have been made by space probes? (2) How has other planets helped us to understand Earth's environment? Finally, students will ”Build your own Space Mission” (link). Interactive features of the game include the ability to design your own lab by selecting equipment needed, select an orbiter or a rover, and destination for orbiter. When the spacecraft safely reaches its destination, users can move the spacecraft or lander and click on the spacecraft instruments. When an instrument is selected, a screen appears that shows what data the instrument collected. The data from the instruments shows images from real NASA space missions (6.11C).

Journaling -Write a reflection on the discoveries made by space probes, and briefly describe their interactive mission, as well as the data obtained from the selected instruments. Debrief with the class.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 34 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

In order to study the Earth as a whole system and understand how it is changing, NASA develops and supports a large number of Earth observing missions. To learn more about NASA's Science Mission Directorate (SMD), click on NASA-Missions (link). You may choose to discuss that are currently active and providing science data to researchers. For instance, SOHO, the Solar and Heliospheric Observatory, is a project of international cooperation between ESA and NASA to study the Sun, from its deep core to the outer corona, and the solar wind. Together with two other ESA missions, Cluster and Ulysses, SOHO is studying the Sun-Earth interaction from different perspectives.

Monitor as students read Chapter 21 - Section 4 (p. 586 - 591) Ask students: (1) How did the missions to the moon benefit space science? (2) How will space stations help in the exploration of space? (6.11C) Reinforce The Space Shuttle (p. 587 - 588) & Space Stations - People Working

in Space (p. 588 - 589). Students will explore Living In Space (link) for up-to-date information provided by NASA

Graffiti Board Work in small groups and use a large piece of butcher paper, a book cover, or piece of poster board to sketch or write their ideas on a subject based on a text or other form of information.

Elaborate Have students design and test a sample return capsule to keep an egg from

cracking when dropped from a second-story window or from the top of outdoor bleachers. The activity, Space Craft Design and Testing (link), challenges students to develop a capsule with comet and interstellar particles (an egg) to re-enter Earth’s atmosphere. That is, to survive a nine meter fall and return safely (without breaking) to Earth (6.2B, C, D & E; 6.3C; 6.11C) Note: Please note that this activity can get messy. It is suggested to only have one student climb to the top of the outdoor bleachers at a time, while the other students make their observations from the ground.

Journaling - Work in groups of 2 - 3 to perform activity. Record data, analysis and conclusions in the Egg Drop Sample Return Capsule Worksheet. Discuss reflection questions with class.

The European Space Agency (ESA) was started in 1975, and is made up of 18 countries. European satellites are used by millions of people every day. Divide students into expert groups. They will research the purpose, and build a paper model of one of the following:

Aeolous (link) – Measure wind speed and direction. SOHO (link) – Studying the inside of the sun. ATV (link) - Automated Transfer Vehicle enable Europe to transport cargo to

I.S.S Mars Express (link) - Orbiting Mars looking for water and studying the planet’s

atmosphere, structure and geology. Integral Model (link) - ESA’s International Gamma-Ray Astrophysics Laboratory

(Integral) is orbiting Earth and is studying explosions, radiation, formation of elements, and other exotic objects far out in space.

Note: To ensure that every model is being researched at least by one of the expert groups, you may wish to assign each group a satellite.

Expert Groups - Divide students into groups of three. Have each student decide what they will become an expert on. Students assigned the same material, for example SOHO, group together, research, discuss findings and assemble a paper model. Students will return to their home group and teach the other members the information in which they are an expert.

Differentiation (Mastery): Ask students: Have you ever thought that one day you might work for

NASA? Inform students that NASA is not just astronauts and scientists. NASA has engineers, mathematicians, technicians, accountants, historians, writers, computer support people, project managers, artists, educators, human resource personnel, public relations managers, physicians, layers, and many more. Have students research Career Information (link), and write a descriptive essay on which NASA career they might be interested in pursuing. (6.2C & 6.11C)

Write a descriptive essay which includes a detail job description, explanation on how their job will contribute to the future of space exploration, and the necessary educational requirements.

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 35 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Inventions intended for space exploration have often led to new products that improve our lives here on Earth. NASA has a program that brings these new ideas and technologies to the public. Have students find out more about NASA's technology transfers on the Internet and about how many everyday technologies had their beginning in the space program. They may choose to visit the Mission Game 3 (link). The site provides them with an overview of the many technologies developed for space, but are now used on Earth. Once students will collect their information and write a brief report, which will presented in class; visuals are encouraged. (6.2C & 6.11C)

Write a report about the inventions intended for space exploration, and how many everyday technologies had their beginning in the space program.

Facilitate students as they use a variety of sources to research information about space. They will use this information, as well as the one provided throughout the week, to Create a Space Game (link). Ideas for their game: information such as space history, astronauts, International Space Station, solar system, space travel or space missions (6.11C)

Design a space game that addresses at least one of the following ideas: space history, astronauts, International Space Station, solar system, space travel or space missions. The rules and directions for their game must be clear to ensure that other students are successful when playing the game.

Evaluate Quiz with the following as possible questions (6.11C):(1) How does Newton's third law of motion apply to rocket propulsion?(2) What is an artificial satellite and what is its purpose?(3) How is a space probe different from a satellite?(4) How has the space changed since the 1950's?(5) What is the purpose of a space station?

Journaling - Record their answers in their science journal. Debrief with class.

Have students, working in pairs; make a poster that shows a day in the life of a space traveler. Events during the day might include making breakfast, exercising, conducting experiments, calling home, and relaxing. (6.11C)

Working in pairs, make a poster that shows a day in the life of a space traveler.

Review the guiding and essential questions for this lesson (6.11C) Answer the guiding and essential questions in their science journal.

Content VocabularyVocabulary Cards (link) rocket thrust orbital velocity escape velocity artificial satellite space probe space shuttle space station

Academic Vocabulary analyze interpret represent identify describe

Resources:Holt Science & Technology6th grade TextbookChapter 21

Sections 1, 2, 3, 4pp. 572 - 591

Internet Sites:NASA – Video Clip on Geostationary Operational Environmental Satellite (GOES) Buzz Lightyear Mission Logs Building Blocks to Space 1“What’s New in Planetary Exploration”Back to the Moon with Orion and AltairMission Game 2Mission Game 6ISS: Where is it now?Eyes on the Earth 3D“The Three Little Piggy-back Satellites,”NASA – What is a Satellite?”Build your own Space Mission” NASA-Missions Living In SpaceSpace Craft Design and Testing

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 36 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

AeolousSOHOATVMars ExpressIntegral ModelCareer InformationMission Game 3Create a Space Game

Ignite! Learning - Science Unit: Earth Science - Lesson: Members of Our Solar System

Topic # 9: Space Exploration Exploring Space Super Spacecraft Tourists In Space!English Proficiency Standards (ELPS)

ELPS Student ExpectationsELPS 2F- Listen to and derive meaning from a variety of media such as audio tape,

video, DVD, and CD ROM to build and reinforce concept and language attainment

ELPS 4F- Use visual and contextual support and support from peers and teachers to read grade appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

ELPS Stems The video on ____ helps me understand… I heard/observed _____ which makes me think… The diagram/timeline tells me the text is about…. The organizer shows me that ____ is significant because….

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 37 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

6th grade District Interim 2008Correct Answer: G

No 8th grade TAKS Release item available College Readiness Objectives Addressed:Science Standards

I-D2: Use computer models, applications, and simulationsI-E2: Use essential vocabulary of the discipline being studied.IV-A1: Recognize how scientific discoveries are connected to technological innovations.IX-F1: Describe matter and energy transfer in the Earth’s systems.

No 10th or 11th grade TAKS Release Question available

SAISD © 2010-2011 – Third Grading Period Science - Grade 6 Page 38 of 38Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.