Kane

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