| OUTCOME/
ESSENTIAL
QUESTION |
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How can models and maps represent objects and places in the real
world?
How does water affect land surfaces?
How does the slope and the amount of water change
certain types of land surfaces?
How can we make a map that depicts the profile or
elevation of certain landforms?
How are topographic maps made, used, and read? |
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-Models
and maps (model, boundary, structure, map,
cartographer, grid, symbol, and key)
-Water as an agent in shaping landforms within the
use of stream tables (drainage basin, erosion,
landform, canyon, delta, plateau, deposition,
sediments, basin, channel)
-Variables that affect erosion and deposition
(slope, alluvial fan, flood, flash flood, levee,
dam, floor plan).
-Topographic maps and aerial photographs (base,
contour lines and intervals, elevation peak, sea
level, topographic map) |
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-Creating 3-D models
-Generating maps from models
-Transferring information to larger or smaller maps
-Compare maps and models
-Predict, measure, and observe the effects of water
flow (S4.B1.In1, S4.B1.In5)
-Differentiate between erosion and deposition
(S4.B1.In2, S4.B2.In1)
-Experiment to find the effect of slope and floods
on erosion and deposition (studying variables)
(S4.B1.In5)
-Communicate results and relate the stream table
results to natural processes. (S2.B1.In1, S2.B1.In2,
S4.B1.In1, S4.B1.In2)
-Organize information to create a topographic map
-Read USGS topographic maps
-Read all FOSS science stories for each
investigation to reinforce science discipline
(S5.B2.In1, S5,B2,In3) |
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*Formative assessments: teacher observation, student self
evaluations, class discussions, quizzes
*Summative assessments: student unit journals,
student designed projects, unit tests, rubrics |
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How can the two simple machines a lever and a pulley be used to
minimize your effort?
How would learning about levers and pulleys be
useful to me in everyday situations? |
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-Levers: Class 1, 2, 3
-Single pulley systems: single moveable pulley,
single fixed pulley
-Two pulley system |
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-Investigate
the fulcrum, effort and load of 3 types of lever
systems. (S2.B3.In7)
-Observe, use, and investigate with levers to show
the relationship among the load, fulcrum, and
effort.
-Compare the effort to lift loads and diagram
relative positions and sizes.
-Investigate, diagram, and analyze tools in the
application as levers.
-Observe, use and measure the effort to lift a load
with single-fixed and single-movable systems.
-Organize and record on data sheets.
-Diagram and compare the components of four kinds of
pulley systems.
-Graph and determine the relationship between the
number of ropes pulling on the load.
-Record and compare and eventually predict distances
moved by the load and effort in four pulley systems. |
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*Formative assessments: teacher observation, student self
evaluations, class discussions, quizzes
*Summative assessments: student unit journals,
student designed projects, unit tests, rubrics |
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How do living organisms depend on the conditions in their
environment?
What are the relationships between one organism and
its environment?
What kinds of changes in an environment are hard on
an organism? |
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-Terrestrial
environments with living and nonliving organisms
-Bugs and beetles-preferred environmental conditions
-Water tolerance-with corn, pea, barley, and radish
-Aquatic environments with fish and plants
-Brine shrimp hatching-with controlled
investigations with salt concentrations
-Salt of the earth-plant tolerance under different
salt conditions |
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-Observe, describe, organize, and communicate the changes in
terrarium.
-Construct a run-way to observe, communicate,
organize, and analyze data to relate certain animal
behaviors (S3.B3.In2).
-Conduct plant experiments to determine range of
tolerance, organize, and communicate results.
-Observe, monitor, identify, and relate some
environmental factors in an aquatic environment.
(S3.B2.In3)
-Investigate the range of tolerance to salinity and
organize and compare results. (S3.B3.In1)
-Design an investigation to test viability of brine
shrimp eggs.
-Conduct a controlled plant experiment. (S3.B5.In3)
-Relate different growth factors
-Discuss and explore the teacher made terrarium
(discussing ecosystems, producers, consumers,
decomposers, and energy flow from sun to producers.
(S3.B4.In1, S3.B4.In2, S3.B4.In3, S3.B4.In4,
S3.B5.In1, S3.B5.In2, S3.B5.In3) |
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*Formative assessments: teacher observation, student self
evaluations, class discussions, quizzes
*Summative assessments: student unit journals,
student designed projects, unit tests, rubrics |
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How can multisensory observations be used to clarify and explain
the unknown?
How are conceptual and physical models similar? How
are they different?
What modifications could be performed to improve an
existing system? |
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-Black box-explaining how systems work (black box, siphon, model)
-Hum dinger- construction of physical models,
electric devises, levers (conceptual model, physical
model, collaborate, circuit, switch)
-Go-carts-Designing and building self-propelled
objects, knowledge of power and turning axles that
turn wheels (design, axle, friction, traction,
engineer bearing, hub, wheel).
-Cart tricks-modifying self propelled carts to turn,
bob up and down, wobble side to side with different
wheel size and position, problem solving,
redesigning based on evidence (technology and
variable). |
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-Make
multisensory observations while participating in
teacher-centered demonstrations (S2.B3.In1)
-Design conceptual and make physical models with use
of observations.
-Observe, organize, and assemble components to
create a model
-Demonstrate how something works (S2.B3.In1).
-Communicate models through discussion
-Design a self propelled cart (S2.B3.In2)
-Explain the structures and arrangements of
materials for movement.
-Modify, adjust, test, and evaluate a redesign model
(S2.B3.In5)
-Relate cart design to cart performance.
-Investigate the relationship among certain
variables
-Modify, adjust, test, and evaluate a redesign of a
particular model |
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*Formative assessments: teacher observation, student self
evaluations, class discussions, quizzes
*Summative assessments: student unit journals,
student designed projects, unit tests, rubrics |
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| FOSS
addresses all indicators listed under standard 1
Science As Inquiry and all the benchmarks/indicators |
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| *Sixth grade teachers are expected to utilize the periodical
Current Science
to reinforce content area that may be assessed at
the 7th Grade Level. |
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This periodical is used to
expose students to new and changing science and health
issues. |
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| *Each
science kit takes 7-10 weeks to complete. Teachers
share kits; the kits are not sequential-teachers
will switch each new 9 week period. |
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How important is it to make good choices?
What consequences happen if I make bad choices? |
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