Hubler

Olathe Public Schools 2018 — 2019

USD #233 JULY 2018 JANUARY 2019

School Year Calendar Dates S M TW T FS
1 2 3 45
Official “open to public” date for school buildings . . . . . . . . . . . July 23 S M TW T FS
Registration Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 26 6 7 8 9 10 11 12
New Educators Report . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 3, 6 & 7 1 2 3 4 5 67 13 14 15 16 17 18 19
Full Day Professional Day (Educator Flex Day) . . . . . . . . . . . . . . . . . Aug. 8 8 9 10 11 12 13 14 20 21 22 23 24 25 26
Professional Day . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 9, 10, 13 & 14 15 16 17 18 19 20 21 27 28 29 30 31
½ Day (AM) Grades K–5, 6, 9 . . . . . . . . . . . . . . . . . . . . . . . . Aug. 15 22 23 24 25 26 27 28
29 30 31
(No EC, 7, 8, 10, 11, 12)
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . Aug. 15 AUGUST 2018 FEBRUARY 2019
Full Day of Classes All Students (EC-PM, K-12) (EC-AM AUG. 20) . Aug. 16
Labor Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sept. 3 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . Sept. 28 1 2 34 12
High School Only – Assessment Day (AM)/Professional Day (PM) . Oct. 10
High School Only – Full Day of classes . . . . . . . . . . . . . . . . . . Oct. 11 5 6 7 8 9 10 11 3 4 5 6 7 89
½ Day (AM) Grades K–8 (No EC). . . . . . . . . . . . . . . . . . . . . . . Oct. 11 12 13 14 15 16 17 18 10 11 12 13 14 15 16
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . Oct. 11 19 20 21 22 23 24 25 17 18 19 20 21 22 23
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Oct. 12 26 27 28 29 30 31 2431 25 26 27 28
Parent/Teacher Conferences - Full Day Classes K-12 (No EC) . Oct. 17
Parent/Teacher Conferences (No Students) . . . . . . . . . . . . . . . Oct. 18 SEPTEMBER 2018 MARCH 2019
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct. 19
Thanksgiving Break (No School). . . . . . . . . . . . . . . . . . . . . Nov. 21—23 S M TW T FS S M TW T FS
Semester Break (No School) . . . . . . . . . . . . . . . . . . . . Dec. 20—Jan. 2 1
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . Jan. 3-4 12
Students Return . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jan. 7 2 3 4 5 6 78 3 4 5 6 7 89
Martin Luther King Jr. Holiday (No School). . . . . . . . . . . . . . . . Jan. 21 9 10 11 12 13 14 15 10 11 12 13 14 15 16
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 1 16 17 18 19 20 21 22 17 18 19 20 21 22 23
Parent/Teacher Conferences - Full Day Classes K-12 (No EC) . .Feb. 6 2330 24 25 26 27 28 29 2431 25 26 27 28 29 30
Parent/Teacher Conferences (No Students) . . . . . . . . . . . . . . . .Feb. 7
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 8 OCTOBER 2018 APRIL 2019
Presidents’ Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 18
Spring Break (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . Mar. 11—15 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . .Mar. 18 1 2 3 4 56
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Apr. 12 1 2 3 4 56
Seniors Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 16 7 8 9 10 11 12 13 7 8 9 10 11 12 13
Senior Commencement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 19 14 15 16 17 18 19 20 14 15 16 17 18 19 20
Early Childhood Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 22 21 22 23 24 25 26 27 21 22 23 24 25 26 27
Last ½ Day (AM) Grades K—11 . . . . . . . . . . . . . . . . . . . . . . . . . May 23 28 29 30 31 28 29 30
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . May 23
Professional Day — last day for staff . . . . . . . . . . . . . . . . . . . . . May 24
Summer Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 29-31
Reporting Periods

1st Quarter . . . . . . . . . . . . . Aug. 15 — Oct. 11 . . . . . . . . . . . . 40 Days

2nd Quarter . . . . . . . . . . . . Oct. 15 — Dec. 19 . . . . . . . . . . . . 43 Days NOVEMBER 2018 MAY 2019

3rd Quarter . . . . . . . . . . . . . . Jan. 7 — Mar. 8 . . . . . . . . . . . . . 40 Days S M TW T FS
1 23
4th Quarter . . . . . . . . . . . . . Mar. 19 — May 23 . . . . . . . . . . . . 47 Days S M TW T FS
4 5 6 7 8 9 10
Regular School Hours Hours for Aug. 15 11 12 13 14 15 16 17 1 2 34
18 19 20 21 22 23 24 5 6 7 8 9 10 11
Early Childhood (AM) . . 8:20 — 11:30 Grades K—5. . . . . . . . . 8:20 — 11:20 25 26 27 28 29 30 12 13 14 15 16 17 18
Early Childhood (PM) . . 12:30 — 3:40 Grade 6 . . . . . . . . . . . 7:50 — 12:15 19 20 21 22 23 24 25
Grades K—5. . . . . . . 8:20 — 3:40 Grade 9 . . . . . . . . . . . 8:00 — 12:15 26 27 28 29 30 31
Grades 6—8 . . . . . . . 7:50 — 3:10
Grades 9—12 . . . . . . 8:00 — 3:00 Hours for Oct. 10-11 DECEMBER 2018 JUNE 2019

High School Finals Schedule Grades K—5 . . (Oct 11). . 8:20 — 11:20
Grades 6—8 . . (Oct 11). . 7:50 — 12:15
Grades 9—12 . (Oct 10). . 8:00 — 12:15
Hours for May 23

Dec 17 & May 20. . . . . . . . . 8:00— 3:00 Grades K—5. . . . . . . . . 8:20 — 12:00 S M TW T FS S M TW T FS
Dec 18-19 & May 21-22 . . 8:00— 11:15 Grades 6—8 . . . . . . . . . 7:50 — 11:15
1 1
Grades 9—11 . . . . . . . . 8:00 — 11:15 2 3 4 5 6 78 2 3 4 5 6 78
9 10 11 12 13 14 15 9 10 11 12 13 14 15
Parent/Teacher Conference Dates Oct. 17—18, Feb. 6—7 16 17 18 19 20 21 22 16 17 18 19 20 21 22
2330 2431 25 26 27 28 29 2330 24 25 26 27 28 29
Specific information on conference times will be provided by buildings.
If Parent/Teacher Conferences are cancelled due to inclement weather, they Professional Conference Day
will be rescheduled the following week on the same day at the same time if Day EC, K—12
circumstances permit.

Notification Statement of Non—discrimination: The Olathe Public Schools prohibit discrimination on the basis of race, color, national origin, Professional Day — New Half Day—Students Holiday
sex, age, religion or disability in its programs, activities or employment, and provides equal access to the Boy Scouts and other designated Educators Pre—service Senior
youth groups to its facilities as required by: Title IX of the Education Amendments of 1972, Title VI and Title VII of the Civil Rights Act of 1964, Commencement
the Age Discrimination Act of 1975, the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act, Section 504 of Registration Day Schools Closed,
the Rehabilitation Act of 1973 and other relevant state and federal laws. Inquiries regarding compliance with applicable civil rights statutes Support Buildings Open
related to ethnicity, gender, age discrimination or equal access may be directed to Staff Counsel, 14160 S. Black Bob Road, Olathe, KS
66063-2000, phone 913-780-7000. All inquiries regarding compliance with applicable statutes regarding Section 504 of the Rehabilitation Act Revised 3/28/18 — Visit www.olatheschools.com for future calendar updates.
and the Individuals with Disabilities Education Act and the Americans with Disabilities Act may be directed to the Assistant Superintendent
General Administration, 14160 S. Black Bob Rd. Olathe, KS 66063-2000, phone (913) 780-7000. Interested persons including those with
impaired vision or hearing, can also obtain information as to the existence and location of services, activities and facilities that are accessible
to and usable by disabled persons by calling the Assistant Superintendent General Administration. (07/17)







































Science 6

6th Grade Science Curriculum

Topics Include: Earth and Human Activity; Earth’s Place in the Universe; Earth’s Systems; Energy, Motion and Stability: Forces and Interactions;
Engineering Design

Performance Expectations: A statement that combines practices, core ideas and crosscutting concepts. This describes what students should be able to do in
order to demonstrate they have met the standard.

Three Dimensions:

Scientific and Engineering Practices: Practices that scientists and engineers engage in to understand the world or solve a problem.
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating and communicating information

Disciplinary Core Ideas: Concepts in science and engineering that have broad importance within and across disciplines as well as relevance to people’s lives.
Disciplinary ideas are grouped in four domains.

 Physical Sciences
 Life Sciences
 Space Sciences
 Engineering Technology and Applications of Science

Crosscutting Concepts: These have application across all domains of science.
1. Patterns
2. Cause and Effect
3. Scale, Proportion and Quantity
4. System and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

1

Science 6 Grade 6

Earth and Human Activity

Suggested Timeframe: 6-8 weeks
Essential Questions:

 How do Earth’s surface processes and human activities affect each other?
 How do natural hazards affect individuals and societies?
 How do humans change the planets?

Performance Expectation: MS-ESS3-2

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to

mitigate their effects. [Emphasis is on how some natural hazards, such as volcanic eruptions, are preceded by phenomena that allow for reliable

predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be

taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis). Examples of data

can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems) or local.

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data ESS3.B: Natural Hazards Patterns

 Construct and interpret graphical displays of  Mapping the history of natural hazards in a  Graphs, charts, and images can be used to

data to identify linear and nonlinear region, combined with an understanding of identify patterns in data.

relationships. related geologic forces can help forecast

the locations and likelihoods of future

events.

Resources:

Text:

Interactive Science: Earth’s Structures

Text: National Geographic Geographic-Kit – Dynamic Earth

Labs: Interactive Science: Earth’s Structures – Teacher’s Lab Resource

Sciencesaurus texts

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

2

Science 6

Websites:
http://concord.org/projects/itsi
http://earthquake.usgs.gov/
Nextgenscience.org

Labs:
Volcano Project
Plotting Earthquake Epicenters
Fracking (research)
Seafloor spreading lab
Case Study Activity - Students have to design a city near a river system. Students evaluate what natural resources are coming in by the river and how to
utilize these resources for the common good i.e. fishing, hydroelectric power, etc. Students also have to factor in how to ensure the waters pass cleanly on
to communities downstream to minimalize environmental impacts. Students would produce a detailed scale drawing of a map showing layout/placement
of neighborhoods, businesses, factories, etc. and a written explanation describing the reasoning behind the process."
Glencoe.com virtual rock and mineral labs

Apps:
“Quake Sim: The earthquake simulator”
NGSS App

Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

Of question types *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

3

Science 6 Grade 6

Earth’s Place in the Universe

Suggested Timeframe: 6-8 weeks

Essential Questions:
 What is the universe, and what is Earth’s place in it?
 What is the universe, and what goes on in stars?
 What are the predictable patterns caused by Earth’s movement in the solar system?
 How do people reconstruct and date events in Earth’s planetary history?

Performance Expectation: MS-ESS1-1

Earth, Sun, Lunar Systems: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses

of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data ESS1.A The Universe and Its Stars  Scale, Proportion, and Quantity

 Develop and use a model to describe  Patterns of the apparent motion of the sun, Patterns can be used to identify cause-and-

phenomena. the moon, and stars in the sky can be effect relationships.

observed, described, predicted, and explained  Scientific Knowledge Assumes an Order and

with models. ESS1.B Earth and the Solar Consistence in Natural Systems

System Science assumes that objects and events in

 Model of the solar system can explain natural systems occur in consistent patterns

eclipses of the sun and the moon. Earth’s that are understandable through

spin axis is fixed in direction over the short- measurement and observation.

term but tilted relative to its orbit around the

sun. The seasons are a result of that tilt and

are caused by the differential intensity of

sunlight on different areas of Earth across

the year.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

4

Science 6

Resources:
Text:
Interactive Science: Astronomy and Space Science
Interactive Science: Astronomy & Space Science – Teacher’s Lab Resource
Do Stars Have Points? By Melvin & Gilda Berger
The Sun & Stars By Lesley Sims
Sciencesaurus

Websites:
http://concord.org/projects/itsi
www.kidsatronomy.com
www.nasa.gov
http://phet.colorado.edu
http://astro.unl.edu/naap/
http://www.pbslearningmedia.org/resource/npls13.sci.ess.seasons/why-seasons/
http://astro.unl.edu/naap/lps/animations/lps.html
Nextgenscience.org

Labs: www.scienceinschool.org
Star Lab
Oreo Cookie Moon Phases
Star Journal
Horizon line demonstration
Star Mapping unit
Constellation Research
Creating Eclipses in the classroom
Eclipse foldable Lunar vs. solar
Rotation vs revolution foldable

Apps:
Sky Guide
Stars
Sky Map
Simple Moon
NGSS app
Solarwalk (app)
Google Sky Map

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

5

Science 6

Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

6

Science 6

Performance Expectation: MS-ESS1-2

Gravity and Motion in Solar System: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar

system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and

controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations

of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students, school or state).]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models ESS1.A The Universe and Its Stars  Energy and Matter

Modeling in 6-8 builds on K-5 experiences  Earth and its solar system are part of the  Models can be used to represent systems and
and progresses to developing, using, and Milky Way galaxy, which is one of many their interactions.
revising models to describe, test, and galaxies in the universe.
predict more abstract phenomena and  Science assumes that objects and events in
design systems. ESS1.B Earth and the Solar System natural systems occur in consistent patterns that
 The Solar system consists of the sun and a are understandable through measurement and
 Develop and use a model to observation.
collection of objects, including planets, their

describe phenomena. moons, and asteroids that are held in orbit

around the sun by its gravitational pull on

them.

 The solar system appears to have formed

from a disk of dust and gas, drawn together

by gravity.

Resources: © USD #233, Olathe, Kansas; BOE Approved, June 2015
Text: This material was developed for the exclusive use of USD #233 staff.
Interactive Science: Astronomy and Space Science
Interactive Science: Astronomy & Space Science – Teacher’s Lab Resource
Sciencesaurus

Websites:
http://concord.org/projects/itsi

7

Science 6

http://phet.colorado.edu
http://concord.org/projects/itsi
www.kidsatronomy.com
www.nasa.gov
http://phet.colorado.edu
http://astro.unl.edu/naap/
http://www.pbslearningmedia.org/resource/npls13.sci.ess.seasons/why-seasons/
http://astro.unl.edu/naap/lps/animations/lps.html
Nextgenscience.org

Labs:
Star Lab
Rockets (Newton's Laws, gravity, motion)
Creating Eclipses in the classroom www.scienceinschool.org
Eclipse foldable Lunar vs. solar

Apps:
Sky Guide
Sky Guide
Stars
Sky Map
Simple Moon
NGSS app
Solarwalk (app)
Google Sky Map
Assessment:
Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from
Earth.
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

8

Science 6

Performance Expectation: MS-ESS1-3

Solar System Scale: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis

is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar

system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes),

and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models ESS1.B Earth and the Solar System  Interdependence of Science, Engineering, and

Analyze and interpret data to determine  Earth and its solar system are part of the Technology

similarities and differences in findings. Milky Way galaxy, which is one of many Engineering advances have led to important

galaxies in the universe. discoveries in virtually every field of science and

scientific discoveries have led to the development of

entire industries and engineered systems.

Resources:
Text:
Interactive Science: Astronomy and Space Science
Interactive Science: Astronomy & Space Science – Teacher’s Lab Resource
Sciencesaurus

Websites:
http://concord.org/projects/itsi
http://phet.colorado.edu

Labs:
Star Lab
Walking out the Solar System
Solar System Scales/Models (planet size-draw with sidewalk chalk; distance-toilet paper or adding machine tape)
Planet Research

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

9

Science 6

Apps:
Sky Guide
Sky Guide
Stars
Sky Map
Simple Moon
NGSS app
Solarwalk (app)
Google Sky Map
Assessment:
Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

10

Science 6

Performance Expectation: MS-ESS1-4

Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-

year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages

of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of

homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and

ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

 Constructing Explanations and ESS1.C The History of Planet Earth  Scale, Proportion, and Quantity

Designing Solutions  The geologic time scale interpreted from Time, space, and energy phenomena can be

Construct a scientific explanation based rock strata provides a way to organize observed at various scales using models to study

on valid and reliable evidence obtained Earth’s history. Analyses of rock strata and systems that are too large or too small.

from sources (including the students’’ the fossil record provide only relative dates,

own experiments) and the assumption not an absolute scale.

that theories and laws that describe the

natural world operate today as they did

in the past and will continue to do so in

the future.

Resources:
Text:
Interactive Science: Earth’s Structures
Interactive Science: Earth’s Structures Teacher’s Lab Resource

Websites:
http://concord.org/projects/itsi

Labs:
Sea Floor Spreading
Identify Rock Formation
Fossil Digs on rock walls nearby

Apps:

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

11

Science 6

Assessment:
Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

12

Science 6

Earth’s Systems Grade 6

Suggested Timeframe: 6-8 weeks

Essential Questions:

 How and why is Earth constantly changing?
 How do Earth’s systems interact?
 Why do the continents move, and what causes earthquakes and volcanoes?
 How do living organisms alter Earth’s processes and structures?

Performance Expectation: MS-ESS2-1

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form

minerals and rocks through the cycling of Earth’s materials.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

 Developing and using Models  ESS2.A: Earth’s Materials and Systems  Stability and Change
Develop and use a model to describe All Earth processes are the result of energy Explanations of stability and change in
phenomena. flowing and matter cycling within and natural or designed systems can be
among the planet’s systems. This energy is constructed by examining the changes over
derived from the sun and earth’s hot time and processes at different scales,
interior. The energy that flows and matter including the atomic scale.
cycles produce chemical and physical

changes in Earth’s materials and living

organisms.

Resources:
Text:
Interactive Science: Earth’s Structures
Interactive Science: Earth’s Structures Teacher Lab Resource
National Geographic Geo-Kit – Dynamic Earth
Sciencesaurus

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

13

Science 6

Websites:
http://concord.org/projects/itsi
http://kids.earth.nasa.gov/guide/earth_system.pdf
http://education.sdsc.edu/optiputer/flash/convection.htm
http://education.sdsc.edu/optiputer/flash/pangea_4.htm
http://urbanext.illinois.edu/earth/

Labs:
Chocolate Chip Rock Cycle"
Identify rock formations
fossil digs
Sedimentary rock labs (rice crispie lab, melting crayons)
Metamorphic rock lab (starburst candy)
Chocolate Chip Rock Cycle

Apps:
NGSS app

Assessment:
Assessment Boundary: Assessment does not include the identification and naming of minerals.
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

14

Science 6

Performance Expectation: MS-ESS2-2

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

[Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions

or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes

(such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience

processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local

geographic features, where appropriate.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and Designing  ESS2.A: Earth’s Materials and Systems  Time, space, and energy phenomena can be

Solutions The planet’s systems interact over scales observed at various scales using models to study

 Construct a scientific explanation based that range from microscopic to global in systems that are too large or too small.

on valid and reliable evidence obtained size, and they operate over fractions of a
from sources (including the students’ second to billions of years. These
own experiments) and the assumption interactions have shaped Earth’s history

that theories and laws that describe and will determine its future.

nature operate today as they did in the  ESS2.C: The Roles of Water in Earth’s

past and will continue to do so in the Surface Processes

future. Water’s movements-both on land and

underground-cause weathering and

erosion, which change the land’s surface

features and create underground

formations.

Resources:

Text:

Interactive Science: Earth’s Structures

Interactive Science: Earth’s Structures Teachers Lab Resource

Websites:
http://concord.org/projects/itsi

Labs:
Earthquakes: Locating Epicenters
Modeling Earthquakes
Earthquake buildings (toothpick structures)
Volcanoes Projects

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

15

Science 6

Apps:

Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

Performance Expectation: MS-ESS2-3

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the

past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the

continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data  ESS1.C: The History of Planet Earth  Patterns in rates of change and other numerical

 Analyze and interpret data to provide Tectonic processes continually generate relationships can provide information about natural

evidence for phenomena. new ocean sea floor at ridges and destroy systems.

Constructing Explanations and Designing old sea floor at trenches.

Solutions  ESS2.B: Plate Tectonics and Large-Scale

 Science findings are frequently system Interactions

revised and/or reinterpreted based Maps of ancient land and water patterns,

on new evidence. based on investigations of rocks and fossils,

make clear how Earth’s plates have moved

great distances, collided, and spread apart.

Resources:

Text:

Interactive Science: Earth’s Structures

Interactive Science: Earth’s Structures Teachers Lab Resource

Sciencesaurus

Websites:
http://concord.org/projects/itsi
http://phet.colorado.edu

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

16

Science 6

Labs:
Sea Floor Spreading Lab
Continental Drift Lab
Pangea Puzzle Lab
Rock/Fossil Sorting
Graham Slam lab
Milky way plate tectonics lab
Apps:
Assessment:
Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.
teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

17

Science 6 Grade 6

Energy

Suggested Timeframe: 6-8 weeks

Essential Questions:

 How is energy transferred and conserved?
 What is energy?
 What is meant by conservation of energy?
 How is energy transferred between objects or systems?
 How are forces related to energy?
 How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?

Performance Expectation: MS-PS3-1

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed

of an object. [Clarification Statement: Emphasis is on the descriptive relationships between kinetic energy and mass separately from kinetic energy and

speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball verses a tennis

ball.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

 Analyzing and Interpreting Data  PS3.A Definitions of Energy  Scale, Proportion, and Quantity

Construct and interpret graphical displays of Motion energy is properly called kinetic Proportional relationships (e.g. speed as a

data to identify linear and nonlinear energy; it is proportional to the mass of ratio of distance traveled to time taken)

relationships. the moving object and grows with the among different types of quantities

square of its speed. provide information about the magnitude

of properties and processes.

Resources:

Text:

Interactive Science: Forces and Energy

Interactive Science: Forces and Energy Teacher Lab Resource

Sciencesaurus

Websites:
http://concord.org/projects/itsi
http://www.hotwheels.com/en-us/speedometry.html (free teacher sign up for hot wheels kits!)
Nextgenscience.org

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

18

Science 6

Labs:
Roller Coaster Creation
Rube Goldberg Project
Inertia crash car dummy lab
Marble acceleration lab
Balloon car challenge lab - Flinn
Baking soda vinegar water bottle rocket - Spangler
Physics of sports - what laws govern the actions of the people doing various sports from figure skating, track, karate, etc.
Apps:
Tinkerbox
Go car go
NGSS app
Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

19

Science 6

Performance Expectation: MS-PS3-2

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential
energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy.
Examples of objects within systems interacting at varying distances could include: the Earth and either a rollercoaster cart at varying positions on a hill or
objects at varying eights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a
classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.]

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

 Developing and Using Models  PS3.A: Definitions of Energy  Energy and Matter
Develop a model to describe A system of objects may also contain The transfer of energy can be tracked as energy
unobservable mechanisms. stored (potential) energy, depending on flows through a designed or natural system
their relative positions.
When two objects interact, each one
exerts a force on the other that can
cause energy to be transferred to or
away from the objects

Resources:
Text:
Interactive Science: Forces and Energy
Interactive Science: Forces and Energy Teacher Lab Resource
Sciencesaurus

Websites:
http://concord.org/projects/itsi
http://www.hotwheels.com/en-us/speedometry.html (free teacher sign up for hot wheels kits!)
Nextgenscience.org

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

20

Science 6

Labs:
Roller Coaster Creation
Rube Goldberg Project
Egg Drop Lab
Inertia crash car dummy lab
Marble acceleration lab
Balloon car challenge lab - Flinn
Baking soda vinegar water bottle rocket - Spangler
Physics of sports - what laws govern the actions of the people doing various sports from figure skating, track, karate, etc.
Apps:
Tinkerbox
Go car go
NGSS app
Assessment:
Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

21

Science 6

Motion and Stability: Forces and Interactions Grade 6

Suggested Timeframe: 6-8 weeks

Essential Questions:

 How can one explain and predict interactions between objects and within systems of objects?
 How can one predict an object’s continued motion, changes in motion, or stability?
 What underlying forces explain the variety of interactions observed?
 Why are some physical systems more stable than others?

Performance Expectation: MS-PS2-1

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement:

Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a

meteor and a space vehicle.]

Science & Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices

 Constructing Explanations and  PS2.A Forces and Motion  Systems and System Models

Designing Solutions For any pair of interacting objects, the Models can be used to represent systems and

Apply scientific ideas or principles force exerted by the first object on the their interactions-such as inputs, processes and

to design an object, tool, process or second object is equal in strength to the outputs-and energy and matter flows within

system. force that the second object exerts on systems.

the first, but in the opposite direction.  Influence of Science, Engineering, and
(Newton’s third law) Technology on Society and the Natural World

The uses of technologies and any limitations on

their use are driven by individual or societal

needs, desires, and values; by the findings of

scientific research; and by differences in such

factors as climate, natural resources, and

economic conditions.

Resources:
Text:
Interactive Science: Forces and Energy
Interactive Science: Forces and Energy Teacher Lab Resource
Sciencesaurus

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

22

Science 6

Websites:
http://concord.org/projects/itsi
http://www.hotwheels.com/en-us/speedometry.html (free teacher sign up for hot wheels kits!)
Nextgenscience.org

Labs:
Roller Coaster Creation
Rube Goldberg Project
Inertia crash car dummy lab
Marble acceleration lab
Balloon car challenge lab - Flinn
Baking soda vinegar water bottle rocket - Spangler
Physics of sports - what laws govern the actions of the people doing various sports from figure skating, track, karate, etc.
Newton's cradle
Veggie cars

Apps:
Tinkerbox
Go car go
NGSS app

Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

*The performance expectation marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

23

Science 6

Performance Expectation: MS-PS2-2

Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object

and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system,

qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.]

Science & Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices

 Planning and Carrying Out PS2.A Forces and Motion  Stability and Change

Investigations  The motion of an object is determined Explanations of stability and change in natural or

Plan an investigation individually by the sum of the forces acting on it; if designed systems can be constructed by

and collaboratively, and in the the total force on the object is not zero, examining the changes over time and forces at

design; identify independent and its motion will change. The greater the different scales.

dependent variables and controls, mass of the object, the greater the force

what tools are needed to do the needed to achieve the same change in

gathering, how measurements will motion. For any given object, a larger

be recorded, and how many data force causes a larger change in motion.

are needed to support a claim.  All positions of objects and the

directions of forces and motions must

be described in an arbitrarily chosen

reference from and arbitrarily chosen

units of size. In order to share

information with other people, these

choices must also be shared.

Resources:

Text:

Interactive Science: Forces and Energy

Interactive Science: Forces and Energy Teacher Lab Resource

Sciencesaurus

Websites:
http://concord.org/projects/itsi
http://www.hotwheels.com/en-us/speedometry.html (free teacher sign up for hot wheels kits!)
Nextgenscience.org

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

24

Science 6

Labs:
Roller Coaster Creation
Rube Goldberg Project
Inertia crash car dummy lab
Marble acceleration lab
Balloon car challenge lab - Flinn
Baking soda vinegar water bottle rocket - Spangler
Physics of sports - what laws govern the actions of the people doing various sports from figure skating, track, karate, etc.
Newton's cradle
Veggie cars
Apps:
Tinkerbox
Go car go
NGSS app
Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

25

Science 6

Performance Expectation: MS-PS2-3

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement:

Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data

could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength

of magnets on the speed of an electric motor.]

Science & Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices

 Asking Questions and Defining  PS2.B Types of Interactions  Cause and Effect

Problems Electric and magnetic (electromagnetic) Cause and effect relationships may be used to

Ask questions that can be forces can be attractive or repulsive, predict phenomena in natural or designed

investigated within the scope of the and their sizes depend on the systems.

classroom, outdoor environment, magnitudes of the charges, currents, or

and museums and other public magnetic strengths involved and on the

facilities with available resources distances between the interacting

and, when appropriate, form a objects.

hypotheses based on observations

and scientific principles.

Resources:

Text:

Interactive Science: Forces and Energy

Interactive Science: Forces and Energy Teacher Lab Resource

Sciencesaurus

Websites:
http://concord.org/projects/itsi

Labs:
Christmas Lights Lab
Creating Series and Parallel Circuits
Electromagnets

Apps:

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

26

Science 6

Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

Performance Expectation: MS-PS2-4

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on

the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from

simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the

solar system.]

Science & Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices

Engaging in Argument from Evidence  PS2.B Types of Interactions Systems and System Models

 Construct and present oral and Gravitational forces are always  Models can be used to represent systems and

written arguments supported by attractive. There is a gravitational force their interactions—such as inputs, processes

empirical evidence and scientific between any two masses, but it is very and outputs—and energy and matter flows

reasoning to support or refute an small except when one or both of the within systems.

explanation or a model for a objects have large mass – e.g., Earth and

phenomenon or a solution to a the sun.

problem.

 Science knowledge is based upon

logical and conceptual connections

between evidence and

explanations.

Resources: © USD #233, Olathe, Kansas; BOE Approved, June 2015
Text: This material was developed for the exclusive use of USD #233 staff.
Interactive Science: Forces and Energy
Interactive Science: Forces and Energy Teacher Lab Resource
Sciencesaurus

27

Science 6

Websites:
http://concord.org/projects/itsi

Labs:
Christmas Lights Lab
Creating Series and Parallel Circuits
Electromagnets

Apps:

Assessment:
Teacher Created Rubric
Learning assessed in variety of question types on unit assessments, including performance assessment and multiple choice questions.
8th grade State Science assessment performance expectations to be determined.

Performance Expectation: MS-PS2-5

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on

the masses of interacting objects. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets,

electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or

simulations.]

Science & Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices

 Planning and Carrying Out  PS2.B Types of Interactions

Investigations Forces that act at a distance (electric,

Conduct an investigation and magnetic, and gravitational) can be

evaluate the experimental design to explained by fields that extend through

produce data to serve as the basis space and can be mapped by their effect

for evidence that can meet the on a test object (a charged object, or a

goals of the investigation. ball, respectively).

© USD #233, Olathe, Kansas; BOE Approved, June 2015
This material was developed for the exclusive use of USD #233 staff.

28