Hubler

Science 6

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:
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.

29

Science 6

Engineering Design Grade 6

Suggested Timeframe: Imbedded in all units

Essential Questions:

 How do engineers solve problems?
 What is a design for?
 What are the criteria and constraints of a successful solution?
 What is the process for developing potential design solutions?
 How can the various proposed design solutions be compared and improved?
 How are engineering, technology, science, and society interconnected?
 What are the relationships among science, engineering, and technology?
 How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect

the natural world?

Performance Expectations:

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into
account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and
constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best
characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an
optimal design can be achieved.

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

30

Science 6

Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
ETS1.A: Defining and Delimiting Engineering Influence of Science, Engineering, and
 Asking Questions and Defining Problems Problems Technology on Society and the Natural World
Define a design problem that can be solved  The more precisely a design task’s criteria and  All human activity draws on natural
through the development of an object, tool,
process or system and includes multiple constraints can be defined, the more likely it is resources and has both short and long-
criteria and constraints, including scientific that the designed solution will be successful. term consequences, positive as well as
knowledge that may limit possible Specification of constraints includes negative, for the health of people and the
solutions. consideration of scientific principles and other natural environment.
relevant knowledge that are likely to limit  The uses of technologies and limitations on
 Analyzing and Interpreting Data possible solutions. their use are driven by individual or
Analyze and interpret data to determine ETS1.B: Developing Possible Solutions societal needs, desires, and values; by the
similarities and differences in findings.  A solution needs to be tested, and then findings of scientific research; and by
modified on the basis of the test results, in differences in such factors as climate,
 Engaging in Argument from Evidence order to improve it. natural resources, and economic
Evaluate competing design solutions based  There are systematic processes for conditions.
on jointly developed and agreed-upon evaluating solutions with respect to how well
design criteria. they meet the criteria and constraints of a
problem. Sometimes parts of different
solutions can be combined to create a
solution that is better than any of its
predecessors.
 Models of all kinds are important for testing
solutions.
ETS1.C: Optimizing the Design Solution
 Although one design may not perform the
best across all tests, identifying the
characteristics of the design that performed
the best in each test can provide useful
information for the redesign process—that
is, some of those characteristics may be
incorporated into the new design

 The iterative process of testing the most
promising solutions and modifying what is
proposed on the basis of the test results
leads to greater refinement and ultimately to
an optimal solution.

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

31

Science 6

Resources:
Text:
Interactive Science: Science and Technology
Interactive Science: Science and Technology Teacher Lab Resource

Websites:
http://concord.org/projects/itsi
http://authoring.concord.org/sequences/95
https://nsdl.oercommons.org/
nextgenscience.org

Labs:
Science Fair Festival Projects
Invention Convention
Earthquakes structures (with toothpicks and marshmallows)
Weight barring bridge lab
roller coaster lab
egg crash car lab
craft stick catapult lab

Apps:
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.

32