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6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.
6-5.2 Explain how energy can be
transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
5 Days
McDougal SE/ATE pgs. 351-355; 358-361
• Explore p. 351 “How Can You Demonstrate Energy?”
Instructional Activities
Energy Detectives at Work http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_e
nergy2/cub_energy2_lesson01_activity2.xml#mats
Energy Transformation http://wwwbioc.rice.edu/pblclass/6th%20grade/Matter%20&%20Energy/energy_transformation.htm
Energy Conversion Lab Stations http://www.dentonisd.org/54520612114644827/lib/54520612114644827/EnergyConversionLab.pdf
Instructional Videos
Getting to Know Energy http://www.discoveryeducation.com/
Heat: The flow of energy from one thing to another (Segment 3) ETV Streamline SC
SCHOOL-BASED COMMON ASSESSMENT
Lesson 2
6-5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors.
6-5.4 Illustrate energy
transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
15 Days
McDougal SE/ATE pgs. 536-542, 544
Explore p. 536 “What Is The Source Of Magnetism?”
Investigate p. 538 “How Can You Make An Electromagnet?”
Instructional Activities
STC Magnets and Motors Kit, Lesson 7, “Creating Magnetism through Electricity”
STC Magnets and Motors Kit, Lesson 8, “Making Magnets with Electricity”
STC Magnets and Motors Kit, Lesson 12, “Making a Motor”
STC Magnets and Motors Kit, Lesson 14, “What is Inside an Electric Motor?”
STC Magnets and Motors Kit, Lesson 15, “How Does a Motor Work?”
S3 Science Module, 6-5.4, Lesson A
Instructional Videos:
ETV Streamline videos: o Junior Electrician: Current Electricity (Segments 1 and 6)
SC Streamline Video: “Getting to Know Electricity - Generators,
SC Streamline Video: Electricity and Magnetism: Magic of Magnets, Segment 3: Electromagnets
6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
School-Based Unit Assessment, Conservation of Energy, Part I
Earth’s Atmosphere and Weather
LESSON 1
6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers).
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
5 Days
McDougal SE/ATE pgs. 218-221
• Explore The Big Idea p. 205 “Internet Activity: Atmosphere”
• Investigate p. 208 “How Do You Know That Air Has Different Gases?”
Instructional Activities
FOSS Weather and Water Kit, Investigation 2, Part 2, Earth’s Atmosphere
Layers of the Atmosphere Activity http://mjksciteachingideas.com/pdf/AtmosphereLayers.pdf
Layers of the Atmosphere http://www.geosociety.org/educate/LessonPlans/Layers_of_Atmosphere.pdf
Layers of the Atmosphere Foldable http://www.campaignforcleanair.org/tl_files/cfca/docs/No_Idling_Toolkit/Lesson_Plans/Stage%201%20Activity%202%202%20Foldable.pdf
Instructional Videos
Composition of the Atmosphere (Discovery Education)
interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water.
6-4.3 Classify shapes and types of
clouds according to elevation and their associated weather conditions and patterns.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
6-4.5 Use appropriate instruments and
tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure).
6-4.6 Predict weather conditions and
patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar.
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
• Explore The Big Idea p. 275 “How Does Cold Air Move?”
• Explore The Big Idea p. 275 “How Does Weather Move?”
• 3 Minute Warm-Up “Transparency 21”
• Investigate p. 387 “How Does A Thermometer Work?”
• Investigate p. 302 “Design A Weather Center”
• Explore p. 296 “What Does A Weather Map Show?”
• Reteach (ATE) p.301
Instructional Activities
FOSS Weather and Water, Investigation 9: Weather and Climate
FOSS Weather and Water, Investigation 8: Air Pressure and Wind (Parts 1, 3, 4)
FOSS Weather and Water, Investigation 1: What is Weather? (Part 2)
FOSS Weather and Water, Investigation 6: Water in the Air (Part 2) Instructional Videos (Discovery Education):
Exploring Weather: The Atmosphere in Motion
Exploring Weather: Severe Weather
Rain or Shine: Understanding the Weather
Weather Smart: Forecasting and Weather Instruments
SCHOOL-BASED COMMON ASSESSMENT
Lesson 2
6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).
6-4.8 Explain how convection affects
weather patterns and climate. 6-4.9 Explain the influence of global
winds and the jet stream on weather and climatic conditions.
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
6-2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development).
6-2.2 Recognize the hierarchical
structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things—kingdom, phylum, class, order, family, genus, and species).
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE pgs. 9-13; 16, 23-30, 34-35
• Investigate p. 13 “How Do These Organisms Respond To Their Environment?”
• Explore p. 23 “What do you need to identify objects”
• Investigate p. 24 “Binomial Nomenclature”
Instructional Activities
The Martian and the Car (http://www.biologycorner.com/worksheets/martian.html)
Characteristics of Living Things (http://www.uen.org/Lessonplan/preview.cgi?LPid=1996)
The Basics of Biology: How Living Things are Classified
SCHOOL-BASED COMMON ASSESSMENT LESSON 4
6-2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot).
6-2.4 Summarize the basic functions of
the structures of a flowering plant for defense, survival, and reproduction.
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
Structures, Processes, and Responses of Plants, continued
Lesson 1
6-2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).
6-2.6 Differentiate between the
processes of sexual and asexual reproduction of flowering plants.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
8 Days
McDougal SE/ATE pgs. 105-106, 115; 54-55
• South Carolina Essentials p. 562 “Reproduction Of Flowering Plants”
Instructional Activities
The Life Cycle of Flowering Plants http://www.crickweb.co.uk/ks2science.html
Plant Life Cycle http://www.ngfl-cymru.org.uk/vtc/plant_life_cycles/eng/Introduct/mains.htm
Plant Life Cycles http://www.teachercreatedmaterials.com/curriculum_files/free/activities/march2012/Plant_Life_Cycles.pdf
S3 Science Module, 6-2.6, Lesson A Instructional Videos
Biology: The Science of Life: The World of Plants (8:54 to 13:57
Biology: The Science of Life: Making New Life: The Basics of Reproduction Asexual and Sexual Reproduction(1:14 to 2:35)
SCHOOL-BASED COMMON ASSESSMENT Lesson 2
6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE pgs. 57-59; 94-96
• Investigate p. 58 “Where Does The Material For Plant Growth Come
From?”
• Appendix p. R60-R61 “Photosynthesis and Cellular Respiration”
• Explore p. 37 “Stored Energy”
Instructional Activities
Injecting Inquiry Into Photosynthesis http://biochemistry.ucsf.edu/programs/sep/pdfs/NSTA_photosynthesis.pdf
Investigating Photosynthesis: Discovering What Plants Need for Photosynthesis http://serc.carleton.edu/sp/mnstep/activities/35653.html
Evidence of Photosynthesis http://www.science-class.net/Lessons/Photosynthesis_Cell_Resp/evidence_of_photosynthesis.pdf
6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE
• South Carolina Essentials p. 563 “Plant Responses”
• NOTE: Utilize Support Document for essentials with this indicator.
Instructional Activities
Phototropism: Do Plant Prefer the Blues? http://www.carolina.com/text/pdf/WFP/physiology/photodoplantsprefertheblues.pdf
6-2.9 Explain how disease-causing fungi can affect plants.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
Fungal Diseases of Plants with Major Impact on Humans http://www.sbs.utexas.edu/mbierner/BIO305E/Lectures,%20etc/Fungi%20II.pdf
Instructional Videos (Discovery Education)
Biology: The Science of Life: The World of Fungi Helpful Fungi
SCHOOL-BASED COMMON ASSESSMENT STRUCTURES, PROCESSES, AND RESPONSES OF PLANTS UNIT ASSESSMENT
STRUCTURES, PROCESSES, AND RESPONSES OF ANIMALS
LESSON 1
6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals)
6-3.2 Summarize the basic functions of
the structures of animals that allow them to defend themselves, to move, and to obtain resources.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
Structures, Processes, and Responses of Animals, Continued
Lesson 2 6-3.3 Compare the response that a
warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
3 Days
McDougal SE/ATE pgs. 176-177; 180-181; 189
• Teacher Demo (ATE) p.181
Instructional Activities
Characteristics and Functions of Observable Body Parts https://www.msu.edu/user/sellmerr/inquiry_investigation_2.htm
6-3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).
6-3.5 Illustrate animal behavioral
responses (including hibernation, migration, defense, and courtship) to environmental stimuli.
6-3.6 Summarize how the internal
stimuli (including hunger, thirst, and sleep) of animals ensure their survival.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
6 Days
NOTE: Utilize Support Document for essentials with indicator 6-3.4 and 6-3.6
6-3.5: McDougal SE/ATE pgs. 3; 70
Instructional Activities
S3 Science Module, 6-3.4, Lesson A
S3 Science Module, 6-3.5, Lesson A
S3 Science Module, 6-3.6, Lesson A Instructional Videos
In Control: Our Brain and Nervous System Animal Instincts
Animal Intelligence
Biomes: Adapting to Deserts and Other Ecosystems
Concepts in Nature: Adapting to Changes in Nature
Science of the Sea: Dolphins, Rays, and Other Adaptations
Animals on Defense
SCHOOL-BASED COMMON ASSESSMENT
Lesson 4
6-3.7 Compare learned to inherited behaviors in animals.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
2 Days
McDougal SE/ATE pgs. 68; • NOTE: Utilize Support Document for essentials with this indicator
6-5.6 Recognize that energy is the ability to do work (force exerted over a distance).
6-5.7 Explain how the design of simple
machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work.
6-5.8 Illustrate ways that simple
machines exist in common tools and in complex machines.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.