6th+Grade+Science

Elements || First Quarter || (1) What are Elements? (2) Who arranged the table? (3) How is the table arranged? (4) Why are elements grouped together on the table? (5) What is the difference between atoms and molecules? (6) || (1) Scientists are constantly trying to understand the world by organizing the data that they study. We will look at why the Periodic Table is set up the way that it is. What are the criteria for its arrangement? || (1) Understanding and organizing complex information.
 * ~ Unit ||~ Start Date (duration) ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ Supporting / Supplementary Materials ||
 * PeriodicTable

2. Collaborative work on creating a large periodic table bulletin board.

3. Listening and note taking in an organized way to learn new study skills. || //The Elements// by Theodore Gray || Websites: www.perioditable.com

Videos: ||
 * Matter and Change || Second Quarter || (1) What is chemistry?

(2) What are the physical properties of matter?

(3) What are the differences between physical changes and chemical changes?

(4) What are chemical bonds? || Concepts:

Once we have examined the elements, we need to understand how elements can combine to create all that we see. || Skills: || (1) "Matter and Change" student books (2) Online resources and texts || Supporting and Supplemental Materials:

Standards Addressed: || and Engineering in Earthquake Zones || 2nd Quarter || **Questions:** How do engineers and architects plan buildings that will withstand earthquake damage?
 * Architecture

What kinds of seismic waves cause such damage?

What forces act on buildings and bridges and how can we overcome them?

What are the strongest geometric shapes in engineering? How can we test that? || **Concepts:** People have been building structures since ancient times. We will examine the evolution of building types in order to understand basic construction.

We will put our understanding of last year's study of Newton's Laws to the test as we build, test and destroy.

Fault Lines, p-waves, s-waves, stress, || **Skills:**
 * Vocabulary:**

Students will build and test a variety of structures.

This will culminate in building a popsicle stick bridge that we will test. || Texts: || Supplemental Materials: We will examine information on the U.S. Geological Survey Website:

www.usgs.gov

Powerpoint presentations that I will use in class discussion.

//Earthquakes//

//Architecture//

//Engineering in// //Seismic zones.// ||
 * Natural Disasters || Second Quarter || Questions:
 * Natural Disasters || Second Quarter || Questions:

How do people predict natural disasters such as earthquakes, tornadoes, hurricanes and tsunamis?

How do people prepare for natural disasters? || Concepts:

The types and causes of various natural disasters will be studied. || Skills:

Students will research and create a presentation on a particular natural disaster, studying the causes and effects.

The will present their findings for the group. || Text || Supplemental Materials:

www.noaa.gov

www.weather.com

nationalgeographic.comc || Solar and Lunar Eclipses
 * **The Universe**
 * **The Universe**

Relative Distances of Planets in our Solar System || Fourth Quarter || Question:

What is the difference between a lunar and solar eclipse?

How far away are the planets from the sun?

Can we represent these distances in a scale model? || Concepts:

Earth's position in lunar and solar eclipses.

Relative Distance in the solar system. || Skills:

Creating a model of a lunar eclipse.

Creating a model of the solar eclipse.

Creating a Scale model of the distances between the Earth and the planets. || Texts || Supplemental

Standards: GLE 0607.6.7 Describe the causes of lunar and solar eclipses. 0607.6.6 Diagram the relationship of the earth and sun that accounts for the seasons. SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons. 0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar eclipses. SPI 0607.6.7 Explain the difference between a solar and a lunar eclipse. ||
 * Science Expo || Third Quarter || Questions:
 * Science Expo || Third Quarter || Questions:
 * Science Expo || Third Quarter || Questions:

What is the scientific process?

How do scientists learn from their mistakes?

How do scientists learn from the work f prior scientists? || Concept:

Getting a Science Expo project ready allows students to immerse in the world in inquiry.

Project Based learning can be more effective than any other method. || Skills:

Researching an experiment.

Performing the experiment to examine outcomes.

Creating a presentation for Expo.

Presenting and demonstrating that experiment at Expo, thereby getting public speaking experience. || Text || Supplemental Materials

www.sciencebuddies.org

GLE 0607.Inq.1 Design and conduct open- ended scientific investigations. 0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. SPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. 0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. GLE0607.Inq.4 Recognizepossiblesourcesof 0607.Inq.3 Useevidencefroma SPI0607.Inq.4 Drawaconclusionthat establishes a cause and effect relationship supported by evidence. bias and error, alternative explanations, and questions for further exploration. dataset to determine cause and effect relationships that explain a phenomenon. GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models. ||