6th Grade Science Guide

Instructional Guide 2024-2025

SCIENCE

Grade

Grade6

SEEd Introduction

INTRODUCTION The 6th grade SEEd standards provide a framework for student understanding of the cycling of matter and the fow of energy through the study of observable phenomena on Earth. Students will explore the role of energy and gravity in the solar system as they compare the scale and properties of celestial objects and model the sun-Earth-moon system. These strands also emphasize heat energy as it affects some properties of matter - including states of matter and density. The relationship between heat energy and matter is observable in many phenomena on Earth such as seasons, the water cycle, weather, and climates. Types of ecosystems on Earth are dependent upon the interaction of organisms with each other and with the physical environment. By researching interactions between the living and nonliving components of ecosystems, students will understand how the fow of energy and cycling of matter affects stability and change within their environment. SCIENCE LITERACY FOR ALL STUDENTS Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. Engineering combines the felds of science, technology, and mathematics to provide solutions to real-world problems. The nature and process of developing scientifc knowledge and understanding includes constant questioning, testing, and refnement, which must be supported by evidence and has little to do with popular consensus. Since progress in the modern world is tied so closely to this way of knowing, scientifc literacy is essential for a society to be competitively engaged in a global economy. Students should be active learners who demonstrate their scientifc understanding by using it. It is not enough for students to read about science; they must participate in the three dimensions of science. They should observe, inquire, question, formulate and test hypotheses, analyze data, report, and evaluate fndings. The students, as scientists, should have hands-on, active experiences throughout the instruction of the science curriculum. These standards help students fnd value in developing novel solutions as they engage with complex problems. 3 DIMENSIONS OF SCIENCE Science education includes three dimensions of science understanding: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Every standard includes each of the three dimensions; Science and Engineering Practices are bolded, Crosscutting Concepts are underlined, and Disciplinary Core Ideas are in normal font. Standards with specifc engineering expectations are italicized. DISCIPLINARY CORE IDEAS SCIENCE & ENGINEERING PRACTICES CROSSCUTTING CONCEPTS

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DCI 1: Earth and Space science DCI 2: Life science

SEP 1: Asking questions or defning problems SEP 2: Developing and using models SEP 3: Planning and carrying out investigations SEP 4: Analyzing and interpreting data SEP 5: Using mathematics and computational thinking SEP 6: Constructing explanations and designing solutions SEP 7: Engaging in argument from evidence SEP 8: Obtaining, evaluating and communicating information

CCC 1: Patterns

CCC 2: Cause and effect: mechanism and explanation CCC 3: Scale, proportion, and quantity CCC 4: Systems and system models CCC 5: Energy and matter: fows, cycles, and conservation

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DCI 3: Physical science

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DCI 4: Engineering

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CCC 6: Structure and function

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CCC 7: Stability and change

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

GRADE 6 INTRODUCTION

The sixth-grade SEEd standards provide a framework for student understanding of the cycling of matter and the flow of energy through the study of observable phenomena on Earth. Students will explore the role of energy and gravity in the solar system as they compare the scale and properties of objects in the solar system and model the Sun-Earth Moon system. These strands also emphasize heat energy as it affects some properties of matter, including states of matter and density. The relationship between heat energy and matter is observable in many phenomena on Earth, such as seasons, the water cycle, weather, and climates. Types of ecosystems on Earth are dependent upon the interaction of organisms with each other and with the physical environment. By researching interac tions between the living and nonliving components of ecosystems, students will under stand how the flow of energy and cycling of matter affects stability and change within their environment.

GRADE 6 | 43

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 6.1: STRUCTURE AND MOTION WITHIN THE SOLAR SYSTEM The solar system consists of the Sun, planets, and other objects within Sun’s gravitational in fluence. Gravity is the force of attraction between masses. The Sun-Earth-Moon system pro vides an opportunity to study interactions between objects in the solar system that influence phenomena observed from Earth. Scientists use data from many sources to determine the scale and properties of objects in our solar system. „ Standard 6.1.1 Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. Examples of models could be physical, graphical, or conceptual. (ESS1.A, ESS1.B) „ Standard 6.1.2 Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. (ESS1.B) „ Standard 6.1.3 Use computational thinking to analyze data and determine the scale

and properties of objects in the solar system. Examples of scale could include size or distance. Examples of properties could include layers, temperature, surface features, or orbital radius. Data sources could include Earth and space-based instruments such as telescopes or satellites. Types of data could include graphs, data tables, drawings, photographs, or models. (ESS1.A, ESS1.B)

GRADE 6 | 44

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 6.2: ENERGY AFFECTS MATTER Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between gen eral states of matter can occur through the transfer of energy. Density describes how closely matter is packed together. Substances with a higher density have more matter in a given space than substances with a lower density. Changes in heat energy can alter the density of a material. Insulators resist the transfer of heat energy, while conductors easily transfer heat energy. These differences in energy flow can be used to design products to meet the needs of society. „ Standard 6.2.1 Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), or carbon dioxide (CO2). (PS1.A) „ Standard 6.2.2 Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating). (PS1.A, PS3.A) „ Standard 6.2.3 Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicating the results of the investigation. (PS3.A) „ Standard 6.2.4 Design an object, tool, or process that minimizes or maximizes heat energy

transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution . Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. (PS3.A, PS3.B, ETS1.A, ETS1.B, ETS1.C)

GRADE 6 | 45

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 6.3: EARTH’S WEATHER PATTERNS AND CLIMATE All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle. Uneven heating across Earth’s surface causes changes in density, which result in convection currents in water and air, cre ating patterns of atmospheric and oceanic circulation that determine regional and global climates. „ Standard 6.3.1 Develop a model to describe how the cycling of water through Earth’s systems is driven by energy from the Sun, gravitational forces, and density. (ESS2.C) „ Standard 6.3.2 Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams. (ESS2.C, ESS2.D) „ Standard 6.3.3 Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional weather patterns such as lake-effect snow or wintertime temperature inversions. (ESS2.C, ESS2.D) „ Standard 6.3.4 Construct an explanation supported by evidence for the role of the

natural greenhouse effect in Earth’s energy balance, and how it enables life to exist on Earth. Examples could include comparisons between Earth and other planets such as Venus or Mars. (ESS2.D)

GRADE 6 | 46

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 6.4: STABILITY AND CHANGE IN ECOSYSTEMS The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are affected by the environment. This influences the flow of energy through an ecosystem, resulting in system variations. Additionally, ecosystems benefit humans through processes and resources, such as the production of food, water and air purification, and recreation opportunities. Scientists and engineers investigate interactions among organisms and evaluate design solutions to pre serve biodiversity and ecosystem resources. „ Standard 6.4.1 Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, or living space in Utah environments. (LS2.A) „ Standard 6.4.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments such as competition, predation, and mutualism. (LS2.A) „ Standard 6.4.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, or deserts. (LS2.B) „ Standard 6.4.4 Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, or deserts. (LS2.C) „ Standard 6.4.5 Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions

maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions. Examples could include policies affecting ecosystems, responding to invasive species, or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)

GRADE 6 | 47

SCOPE & SEQUENCE

Science Grade 6

YEARAT AGLANCE

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Suggested Pacing

3-6Weeks

4Weeks

8Weeks

8Weeks

9Weeks

Unit Overview

Moon & Seasons

Solar System Matter & Energy Weather & Climate Ecosystems

6.2.1 6.2.2 6.2.3 6.2.4

6.3.1 6.3.2 6.3.3 6.3.4

6.4.1 6.4.2 6.4.3 6.4.4

Science Performance Expectations

6.1.2 6.1.3

6.1.1

Plan & Carry Out Investigation & Communicate Findings

Constructing Explanations & Engaging In Argument

Develop & Use a Model Asking Questions

Mathematics & Computational Thinking

Defne problems &Design Solutions

Prioritized SEP

Writing Focus

Narrative

Informational

Argument

Information

Argument

Scale Evaluate Infer Bibliography Credibility Paraphrase

Claim Source Characteristic

Analyze Conclude Sequence

Compare Contrast Summarize

Discover Evidence Calculate

Prioritized Vocabulary

RISE Benchmark ● Cluster 6.2.2 ● Code: Test Two ● Dec/January

RISE Benchmark ● Cluster 6.4.2 ● Code: Test Three ● April/May

RISE Benchmark ● Cluster 6.1.1 ● Code: Test One ● October

DWSBA Information

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

PACING

RESOURCES

KEY LANGUAGE USES

● 3-6Weeks

● INFORM ● EXPLAIN ● ARGUE

● CSD Storyline ● State Resource ● OER Textbook ● Vocabulary Cards ● Additional Resource for Videos and Activities ● Interactive notebook link

● Seasons UEN ● Science Court

● Seasons WebQuest ● Seasons PowerPoint ● Orbit Calendar

STRAND The solar system consists of the sun and other celestial objects within its gravitational infuence. Gravity is the force of attraction between masses. The sun-Earth-moon system provides an opportunity to study interactions between objects in the solar system that infuence phenomena observed from Earth. Scientists use data from many sources to determine the scale and properties of objects in our solar system. STANDARDS 6.1.1 Develop and use a model of the Sun-Earth-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Examples of models could be physical, graphical, or concept. MS-ESS1-1 Disciplinary Core Ideas (DCI) Science & Engineering Practices

● Patterns of the apparent motion of the sun, the moon and stars in the sky can be observed, described, predicted and explained with models. ● This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fxed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a results of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

● SEP 2: Develop and use models. ● SEP 3: Planning and carrying out investigations. Cross Cutting Concepts ● CCC 1: Patterns ● CCC 3: System & System Models

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

K-12 LEARNING PROGRESSIONS K-2 3-5

9-12

● Patterns of

● Stars range greatly in size and distance from Earth and this can explain their relative brightness. ● The Earth’s orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.

● Light spectra from stars are used to determine their characteristics, processes, and life cycles. Solar activity creates the elements through nuclear fusion. The development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang theory. ● Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Changes in Earth’s tilt and orbit cause climate changes such as Ice Ages.

movement of the sun, moon, and stars as seen from Earth can be observed, described, and predicted.

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

STANDARD 6.1.1

6.1.1 Develop and use a model of the Sun-Earth-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Examples of models could be physical, graphical, or concept. MS-ESS1-1

CONCEPTS

SKILLS

● Sun-Earth-Moon System ● Lunar Phases ● Eclipse of Sun/Moon ● Seasons

● Develop a model ● Describe patterns

LEARNING PROGRESSIONS

● Earth revolves around the Sun every 365 days ● Moon revolves around the Earth every 28 days ● Moon phases occur because of where the Moon is in relation to the Earth ● Earth Tilts on an Axis ● Amounts of direct/indirect sunlight determine seasons VOCABULARY

● Northern Hemisphere ● Southern Hemisphere ● Equator ● Polaris

● Direct/Indirect Light ● MoonPhase ● Eclipse ● Tilt ● Axis ● Solstice

● Waxing ● Waning ● Gibbous ● Crescent ● Tides ● Equinox ● Cycle

● Poles ● Lunar

POSSIBLE PHENOMENA

● When observed from Earth over the course of a month, the moon appears to change shape. ● At times somewhere on Earth during the day it goes completely dark. ● Summer in the Southern Hemisphere is winter in the Northern Hemisphere. ● Snow melts on the south slope of a hill before it melts on the north slope. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can explain how the tilt of the Earth’s axis and its yearly orbit around the sun produces seasons. ○ Language Supports: ■ verbs (ie. have, be, belong to) ■ statements (ie. the moon rotates around the earth)

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

■ connectors to show relationships (ie. as a result, therefore) ■ If/then clauses (ie. if the sun is … then light is … then the season is …) ● I can develop a model to demonstrate the movement and relative position of Earth, the moon, and the sun. ○ Language Supports: ■ nouns to introduce concepts, ideas, and technical terms to label a model (ie. eclipse, tilt, moon phases, indirect sunlight, direct sunlight, rotation, tilt relative to orbit, differential intensity of light) ■ verbs to demonstrate movement (ie. rotate, spin, orbit, tilt) ■ labeling and graphics (ie. arrows, lines)

SCAFFOLDING IN ACTION

Skill Building

Make a model of the Sun, Earth system showing that the tilt of the Earth doesn’t change, which leads to the amount of direct and indirect sunlight. This difference in direct and indirect sunlight is the reason for seasons. How does the Sun, Moon & Earth System contribute to ocean tides? Review these websites/resources: Create a fipgrid, poster, google slide presentation, etc. showing what you learned. Must include ● Claim about Sun, Moon & Earth system contribution to ocean tides. ● 3 pieces of evidence to support your claim. ● Reasons why your evidence supports your claim.

Extension

FORMATIVE ASSESSMENTS

● 6.1.1 Formative Assessment (Moon Phases) ● 6.1.1 Formative Assessment (Seasons)

ELA CONNECTIONS ● Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence and add interest.

MATH CONNECTIONS

● Model with mathematics ● Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities ● Recognize and represent proportional relationships between quantities

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

LESSON RESOURCES

Phenomena: The moon appears to change shape.

Objective

Overview

Materials

● I can explain patterns of changes in the appearance of the moon as it orbits Earth. ● I can model the movement and relative position of Earth, the moon, and the sun.

● Students watch the video clip of the moon throughout a month, and try to describe why the moon appears to change shape over time.

● Moon Phases Time Lapse Video ● Worksheet ● CER resources

Activity: Lunar Phases

Objective

Overview

Materials

● I can explain patterns of changes in the appearance of the moon as it orbits Earth.

● Students will use a lamp, a styrofoam ball on a stick and themselves to model the moon phases. A demonstration of this is found here. Students should have the opportunity to work with a they rotated their arm around earth, and how the light on the styrofoam ball changed. ● Students will then be given a an empty diagram showing the moon rotating around earth, and asked to shade it, similar to what they saw in the activity. partner or small group to describe what they saw as

● Styrofoam ball on a stick ● Lamp ● Moon Phases Model

Activity: Gizmo - Phases of the Moon Simulation

Objective

Overview

Materials

● Defne rotation and revolution. ● Explain why we see Moon phases.

● Understand the phases of the Moon by observing the positions of the Moon, Earth and Sun. A view of the Moon

● Moon Phase Gizmo

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

● Relate Moon phases to the Moon's position. ● Name the phases of the Moon and list them in order. ● Notice that we always see the same face of the Moon. (Extension) ● Explain the meaning of a year and a day. (Extension) ● Find the length of a lunar year and day. (Extension)

from Earth is shown on the right as the Moon orbits Earth. Learn the names of Moon phases and in what order they occur. Click Play to watch the Moon go around, or click Pause and drag the Moon yourself.

Activity: Edible Lunar Phases (Moon Pies or Oreos)

Objective

Overview

Materials

● I can explain patterns of changes in the appearance of the moon as it orbits Earth.

● Students learn about the lunar cycle and then create a visible model out of oreos or moon pies.

● Pg. 19 Interactive Notebook ● Moon Phases Review Bill Nye (2.20 in length) ● Pg 13-16 Interactive Notebook ● MoonRap ● Bill Nye Moon

Activity: Lunar Phases Check for Understanding

Objective

Overview

Materials

● I can explain patterns of changes in the appearance of the moon as it orbits Earth.

● Students complete a worksheet as a check for understanding.

● Pg. 17-18 Interactive Notebook

Activity: Lunar Cycles & Tides (Optional for Extension)

Objective

Overview

Materials

● I can model the movement and relative position of Earth, the moon, and the sun.

● Students will learn through modeling why we have lunar tides.

● Pg. 20-27 Interactive Notebook

Activity: Solar & Lunar Eclipse

Objective

Overview

Materials

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

● I can model the movement and relative position of Earth, the moon, and the sun.

● Students make a model showing why we have tides, and how eclipses are formed.

● Pg. 30-42 Interactive notebook ● Tide & Eclipses Presentation ● Solar and Lunar Eclipse Webquest

Activity: Solar & Lunar Eclipse Check for Understanding

Objective

Overview

Materials

● I can model the movement and relative position of Earth, the moon, and the sun.

● Check for understanding on solar and lunar eclipses.

● Pg. 43-46 Interactive Notebook

Activity: Black Women Who Helped the Race to the Moon

Objective

Overview

Materials

● I can describe how technology expands our understanding of space.

● Students read about women who helped change the space race.

● Reading: Black women who helped the race to the moon ● GIST Summary Protocol

Phenomena Assessment: Moon Phases Written CER

Objective

Overview

Materials

● I can explain patterns of changes in the appearance of the moon as it orbits Earth. ● I can model the movement and relative position of Earth, the moon, and the sun.

● Students watch the video clip of the moon throughout a month, and review their initial response at the beginning of the unit for the same task. Students are asked to edit their original response, or create a new response using information from texts, readings, interactive notebooks, etc.

● Moon Phase Video ● Worksheet ● CER Scaffold for Writing

Multiple Choice Assessment: Moon Phases

● 6.1.1 Formative Assessment (Moon Phases)

Phenomena: Seasons

Objective

Overview

Materials

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

● Determine what knowledge students already have about the reasons we experience seasons on Earth.

● Students are asked to study a picture of the Earth as it rotates around the sun, make

● Worksheet

observations, and then attempt to explain which location would represent Summer and why.

Activity: Gizmo - Seasons: Why do we have them?

Objective

Overview

Materials

● I can use models to explain how amount of sunlight leads to seasons.

● Learn why the temperature in the summertime is higher than it is in the winter by studying the amount of light striking the Earth. Experiment with a plate detector to measure the amount of light striking the plate as the angle of the plate is adjusted (and then use a group of plates placed at different locations on the Earth) and measure the incoming radiation on each plate.

● Seasons, why do we have them?

Activity: Direct vs. Indirect Sunlight

Objective

Overview

Materials

● Students will model the intensity of the Sun’s rays striking Earth at different places, by using a fashlight and graph paper.

● I can use models to explain how the tilt of the Earth’s axis and its yearly orbit around the sun produce seasons. ● I can identify the differences in direct and indirect light using models.

● Lesson Plan ● Flashlight or other light source ● Colored pencils ● Graph paper ● Protractors ● Textbooks and tape

Activity: Earth’s Tilt

Objective

Overview

Materials

● Students watch a video clip of the Earth rotating around the sun and are asked to make

● VideoClip

● I can describe the yearly orbit of Earth around the sun.

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

● I can explain how the tilt of Earth’s axis and its yearly orbit around the sun produce seasons.

observations about what they see. Ideas should be shared and added to a common brainstorming document or on the board. Student’s try to link this new learning, to the learning from the Direct vs. Indirect sunlight lab.

Activity: Reasons for Seasons

Objective

Overview

Materials

● I can describe the yearly orbit of Earth around the sun. ● I can explain how the tilt of Earth’s axis and its yearly orbit around the sun produce seasons.

● Students read an article about the reasons for seasons. All students read the article, and use a specifc text marking strategy. Once complete, students are assigned to work in small groups. Around the classroom, there should be a large post -it note or poster board for each main topic in the article (tilted rotation, concentrated light and heat, cause of tilt). Students should then rotate around in their small groups and add the main ideas from each section of the text onto the post-it note or poster board. When they rotate to a new group, they read what the group before them wrote, and edit or add to it as necessary. ● Teacher should then have students go back to their seats, and review each post-it note with the class, looking for accuracy, and prompting students to write down main ideas in a graphic organizer in their interactive notebooks.

● What causes seasons? ● Gallery Walk

Phenomena Assessment: Seasons - Written CER

6.1.1: Moon & Seasons 3 Dimensions & Progressions

Unit 1

Objective

Overview

Materials

● Interactive Notebook ● CER Scaffold for Writing

● Students should be given a writing prompt, and a word bank, and are asked to pull evidence from the 4 activities that were completed to describe the reasons for seasons. ● To make grading easier, students can complete this activity in Canvas where it can be graded using speedgrader, or if students are recording in their interactive notebooks, they should underline words from the word bank in red to draw attention to important concepts for grading purposes.

● I can describe the relationship between the tilt of Earth’s axis and its yearly orbit around the sun. ● I can use models to explain how the tilt of the Earth’s axis and its yearly orbit around the sun produce seasons. ● I can describe the yearly revolution (orbit) of Earth around the sun. ● I can identify the differences in direct and indirect light using models.

Multiple Choice Assessment: Seasons

● 6.1.1 Formative Assessment (Seasons)

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

PACING

RESOURCES KEY LANGUAGE USES

● 4Weeks

● CSD Storyline ● State Resource ● OER Textbook ● Vocabulary Cards ● Interactive Notebook

● INFORM ● EXPLAIN ● ARGUE

STRAND The solar system consists of the sun and other celestial objects within its gravitational infuence. Gravity is the force of attraction between masses. The sun-Earth-moon system provides an opportunity to study interactions between objects in the solar system that infuence phenomena observed from Earth. Scientists use data from many sources to determine the scale and properties of objects in our solar system. STANDARDS 6.1.2 Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. MS-ESS1-1 6.1.3 Use computational thinking to analyze data and determine the scale and properties of objects in the solar system . Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models. MS-ESS1-3 Disciplinary Core Ideas (DCI) Science & Engineering Practices ● The solar system consists of the sun and a

● SEP 2: Developing and using models. ● SEP 4: Analyzing and interpreting data. ● SEP 5: Using mathematics and computational thinking Cross Cutting Concepts ● CCC 1: Patterns ● CCC 3: Scale, proportion, and quantity

collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. ● The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. ● The solar system appears to have formed

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

● CCC 4: Systems and system models

from a disk of dust and gas, drawn together by gravity.

K-12 LEARNING SEQUENCE K-2

3-5

9-12

● Patterns of

● Stars range

● Light spectra from stars are used to determine their characteristics, processes, and life cycles. Solar

movement of the sun, moon, and stars as seen from Earth canbe observed, described, and predicted.

greatly in size and distance from Earth and this can explain their relative brightness. ● The Earth’s orbit and rotation, and the orbit of the moon around the

activity creates the elements through nuclear fusion. The

development of technologies has provided the astronomical data that provide the empirical evidence for the Big Bang theory. ● Kepler’s laws describe common features of the motions of orbiting objects. Observations from astronomy and space probes provide evidence for explanations of solar system formation. Changes in Earth’s tilt and orbit cause climate changes such as Ice Ages.

Earth cause observable patterns.

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

STANDARD 6.1.2

6.1.2 Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system. MS-ESS1-1

CONCEPTS

SKILLS

● Role of Gravity & Intertia ● Orbital Motion of Objects

● Develop a Model

LEARNING PROGRESSIONS

● Gravity is a force that keeps smaller/less massive objects in orbit around larger/more massive objects ● Gravitational force of the sun causes planets and other bodies to orbit around it ● Inertia in the solar system is the tendency for planets to resist changes in their direction and speed of movement ● Gravity and Inertia working together are what keep the planets of the solar system in stable orbits ● Relationships and interactions between objects increases with mass increases ● Relationships and interactions between objects decreases as the distance increases VOCABULARY ● Celestial Object ● Planets ● Distance ● Scale ● Orbit ● Orbital Motion ● Ratio ● Gravity ● Inertia ● Earth orbits around the Sun and the Moon orbits around Earth. ● Celestial objects stay in orbital patterns around the sun. ● Saturn has over 80 moons that orbit it. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can use a model to describe the relationships and interactions between components of the solar systems including gravity and orbital motion. ○ Language Supports: ■ verbs (ie. have, be, belong to) ■ connectors to show relationships (ie. as a result, therefore) ■ If/then clauses (ie. Gravitational forces from planets cause smaller objects to ____. Gravitational force of the sun causes _______.) POSSIBLE PHENOMENA

DIFFERENTIATION IN ACTION

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

Skill Building

Use the article “Gravity on Different Astronomical Objects”. Give students some data on planets in the solar system. Have them make predictions about how the gravitational pull each planet may have based on its size and mass by drawing a picture like in the article. The Great Gravity Escape Engineering Activity - Students use their knowledge of gravity between two objects to hold a spacecraft in orbit.

Extension

FORMATIVE ASSESSMENT CLUSTER

● 6.1.2 Formative Assessment

ELA CONNECTIONS

● Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MATH CONNECTIONS ● Recognize and represent proportional relationships between quantities. ● Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. ● Model with mathematics.

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

STANDARD 6.1.3

6.1.3 Use computational thinking to analyze data and determine the scale and properties of objects in the solar system . Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models. MS-ESS1-3

CONCEPTS

SKILLS

● Scale and properties of objects in solar system ● Scale - size and distance ● Properties - layers, temperature, surface features and orbital radius

● Computational thinking ● Analyze data

LEARNING PROGRESSIONS

● Use a model to understand scale (a full size car vs. a scale model) ● Organize data on solar system objects from various Earth and space-based instruments. ● Compare Earth to other planets in the Solar System ● Describe differences among solar system objects by describing patterns and features of those objects ● Use ratios and determine how to ft the solar system into a football feld VOCABULARY ● Distance ● Celestial Objects ● Asteroids ● Scale ● Gravity ● Planets ● Satellites ● Telescope ● Comets ● Rover ● Proportion ● Inertia ● Diameter ● Meteors ● Humans can breathe on Earth, but breathing on other planets would result in death. ● Celestial objects have similarities and differences. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can analyze data to determine scale and properties of objects in the solar system. ○ Language Supports: ■ Connectors (therefore, consequently, this shows how, the data suggests) ● Orbit ● Probe POSSIBLE PHENOMENA

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

● I can create a scale model in order to compare the relative distance of objects in the solar system from the Sun. ○ Language Supports: ■ Nouns to add detail (ie. have, be, belong to, distance) ■ Labeling & Graphics (lines, scales) DIFFERENTIATION IN ACTION

Skill Building

Create a scaled model of the Solar System and allow students to draw comparisons between each planet. Have students create a space exploration guide for a passenger who would like to explore the Universe. The guide should include how long it would take to travel to each planet, what to expect when you arrive at each planet, a picture of each planet, etc.

Extension

FORMATIVE ASSESSMENT CLUSTER

● 6.1.3 Formative Assessment

ELA CONNECTIONS ● Cite specifc textual evidence to support analysis of science and technical texts. ● Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a fowchart, diagram, model, graph, or table). MATH CONNECTIONS ● Reason abstractly and quantitatively ● Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. ● Recognize and represent proportional relationships between quantities.

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

LESSON RESOURCES

Phenomena: Celestial objects revolve around the sun in elliptical orbits in the solar system.

Objective

Overview

Materials

● I can develop a model to describe the role of inertia and gravity in orbital motions of objects in our solar system.

● Have students watch the video of planets orbiting the sun. Ask students to write down observations as they are viewing the

● Video of planets orbiting ● CER resources

video, and share the observations with the class. Ask students to complete the following prompt: I think planets rotate around the sun because ____.

Activity: Gravity

Objective

Overview

Materials

● I can develop a model to describe the role of inertia and gravity in orbital motions of objects in our solar system.

● Students drop several

● Gravity Lab

different types of objects, and write down observations as they fall.

Activity: Gravity & Inertia

Objective

Overview

Materials

● Students build a model using a string, washers, and a spool/or straw to show how inertia impacts planetary motion. Students view different variables, such as mass, or distance from an object on planetary motion. ● Students then read about orbital motion.

● Planetary Inertia Inquiry Activity ● Washers ● String ● Straws/Thread Spools ● Textbook reading ● Summarizing Informational Text Worksheet

● I can develop a model to describe the role of inertia and gravity in orbital motions of objects in our solar system.

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

Activity: Gizmos - Gravity Pitch

Objective

Overview

Materials

● Observe that gravity causes objects to fall toward the center of Earth. ● Observe that when a ball is thrown, its path is bent by gravity toward Earth. ● Find the orbital velocity

● Imagine a gigantic pitcher standing on Earth, ready to hurl a huge baseball. What will happen as the ball is thrown harder and harder? Find out with the Gravity Pitch Gizmo. Observe the path of the ball when it is thrown at different velocities. Throw the ball on different planets to see how each planet's gravity affects the ball.

● Gizmo - Gravity Pitch

and escape velocity of objects on Earth and other planets.

Activity: How the Solar System Formed

Objective

Overview

Materials

● How Our Solar System Formed: A Close Look at the Planets Orbiting Our Sun ● Marking the Text Reading Strategy ● Use pages 16-22 in the Interactive Notebook.

● I can explain how the solar system formed.

● Students read an article describing the current understanding of the universe formation, and use pages 16-22 in the interactive notebook to create a model of the formation of the universe.

Multiple Choice Assessment: 6.1.2 Formative Assessment

Activity: Gizmo - Solar System

Objective

Overview

Materials

● Gizmo - Solar System

● List the planets in order from closest to the Sun to farthest away. ● Classify the planets as rocky planets or gas giants. ● Observe the scale of the solar system. ● Describe the shape of planetary orbits.

● Explore our solar system and learn the characteristics of each planet. Compare the sizes of planets and their

distances from the Sun. Observe the speeds of

planetary orbits and measure how long each planet takes to go around the Sun.

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

● Measure each planet's period of revolution. ● Compare the sizes of the planets. ● Relate the presence of an atmosphere to the size of a planet.

Activity: Weight and Mass Gizmo

Objective

Overview

Materials

● Use a balance to measure mass and a spring scale to measure the weight of

● Defne mass as the

● Gizmo - Weight & Mass

amount of matter in an object. ● Defne weight as the force of gravity on an object. ● Use a balance to measure mass. ● Use a spring scale to measure weight. ● Discover that the weight of an object changes when it is moved to another planet. ● Discover that the mass of an object is constant regardless of where it is located.

objects. Compare the masses and weights of objects on Earth, Mars, Jupiter, and the Moon.

Activity: Scale Model

Objective

Overview

Materials

● Various sphere objects (orange, marbles, sand, small pebbles, peppercorns, cereal) ● Sample

● I can create a scale model of the solar system.

● Using the spheres for the items in the solar system. Have students create a scale size model. Drawing the orbits (see picture). Go around to ask groups

why they created their model the way they did.

Activity: Scale Activity

Objective

Overview

Materials

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

● I can create a scale model of the solar system.

● With your students

● Designated area for running. Ex. track or outdoor space.

calculate AU units for the planets. They will fll in a form of each planet with the number of AU units. Each group will make a poster for the AU units of each planet. I AU = 1 lap. In PE students will keep track of the number of laps they run. The PE instructor will have them run to certain planets as warm ups or as a goal they will need to run to Pluto in a month.

Activity: Paper folding Model of Solar System

Objective

Overview

Materials

● Reading: Planet Orbits in the Solar System

● I can create a scale model of the solar system.

● On one side of the strip of paper have students label the Sun on one end and Pluto on the other. Students will label where

● long strips of paper ● Pocket Solar System Worksheet

the other planets and Asteroid Belt go on the model. After students have had time to label their model. Teacher will have students use the opposite side of their paper to label the model correctly as teacher demonstrates

Activity: Solar System Toilet Paper Model

Objective

Overview

Materials

● Toilet paper ● construction paper ● Markers ● tape

● I can create a scale model of the solar system.

● Students create a scale

model of the solar system on toilet paper.

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

● Solar system scale math sheet

Activity 8: Nearpod Inner Planets, Outer Planets, Comets, Meteoroids, Asteroids (sign up as a teacher and search title of the nearpod, and then add it to your library nearpod.com)

Objective

Overview

Materials

● Inner Planets Nearpod ● Outer Planets Nearpod ● Asteroids Nearpod

● I can describe objects in the solar system.

● Nearpod interactive presentation

Activity 9: Comets, Meteors, and Asteroids Foldable

Objective

Overview

Materials

● Comet, Meteor, Asteroid Foldable Sample ● Comet, Meteor, Asteroid Graphic Organizer ● Comet and Meteors Experiment

● I can describe objects in the solar system.

●

Activity: Trading Card Review

Objective

Overview

Materials

● 8 note cards per student or pieces of white paper about the size of a note card. ● Notes from the unit ● Coloring supplies (crayons, markers, colored pencils)

● I can analyze and

● The students will create 8 trading cards on objects learned about during the unit. On the front they will need to draw a colored picture and on the back they will need to write at least 3 facts about it. The cards can be on asteroids, meteoroids, comets, sun, any of the planets, or an ancient Astronomer.

interpret data on the properties of objects in the solar system.

Activity 11: Space Mining Philosophical Chairs

Objective

Overview

Materials

6.1.2/3: Solar System 3 Dimensions & Progressions

Unit 2

● I can describe properties of objects in our Solar System

● Students participate in a Philosophical Chairs activity about whether or not we should be mining for resources in space.

● Space Mining ● Philosophical Chairs Directions

Phenomena Assessment: Written CER

Objective

Overview

Materials

● I can develop a model to describe the role of inertia and gravity in orbital motions of objects in our solar system.

● Have students watch the video of planets orbiting the sun. Ask students to write down observations as they are viewing the

● Video of planets orbiting ● CER resources

video, and share the observations with the class. Ask students to complete the following prompt: I think planets revolve around the sun because ____.

Multiple Choice Assessment: 6.1.3 Formative Assessment

6.2: Matter & Energy 3 Dimensions & Progressions

Unit 3

PACING

RESOURCES

KEY LANGUAGE USES

● CSD Storyline ● Utah Resource ● OER Textbook ● Vocabulary Cards

● 8Weeks

● INFORM ● EXPLAIN ● ARGUE

STRAND Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Density describes how closely matter is packed together. Substances with a higher density have more molecules in a given space than substances with a lower density. Changes in heat energy can alter the density of a material. Insulators resist the transfer of heat energy, while conductors easily transfer heat energy. These differences in energy fow can be used to design products to meet the needs of society. STANDARD ● 6.2.1 Develop models t o show that molecules are made of different kinds, proportions, and quantities of atoms . Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specifc molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). MS-PS1-1 ● 6.2.2 Develop a model to predict the effect of heat energy on states of matter and density . Emphasize the arrangement of particles in states of matter (solid, liquid or gas) and during phase changes (melting, freezing, condensing, and evaporating.) MS-PS1-4 ● 6.2.3 Plan and carry out an investigation to determine the relationship between temperature changes and varying types or amounts of matter . Emphasize recording and evaluating data, and communicating the results of the investigation. MS-PS1-4 ● 6.2.4 Design an object, tool, or process that minimizes or maximizes heat energy transfer . Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifcations for optimizing the design solution . Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators. MS-PS1-6 Disciplinary Core Ideas (DCI) Science& Engineering Practices ● Substances are made from different types of atoms, which combine ● SEP 2: Develop and use