May 2019
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
June 2019
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
2345678
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
July 2019
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
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
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
GyOouT
this