Curriculum Map: Elementary Science Grade 6 Course: Gr 6 Science Course Description: Science & Technology & Engineering Education: Science & Technology & Engineering Education is taught through the inquirybased, handson, mindson approach of the FOSS Science Program. Throughout the elementary program, the students are learning in, the life science, earth science and physical science strands. The sixth grade curriculum includes a life science module (FOSS Diversity of Life), a physical science module (FOSS Models and Designs), and a measurement unit developed by district teachers. Through involvement in scientific investigations the students engage in: the use of process skills, problem solving, higherlevel thinking, real world learning experiences, and questioning. The application of literacy and math skills are integrated into the science curriculum. Environment & Ecology: Environment & Ecology is taught through the handson, mindson approach of the FOSS Science Program and through an Ecology MiniUnit developed by district teachers. The miniunit for grade six is PA Ecosystems. At all grade levels the focus is on engaging the students in: problem solving, higherlevel thinking, and real world learning experiences. This curriculum meets the criteria for a strong science program as outlined by: Science Matters, National Science Foundation, National Science Teachers Association and the National Science Resources Center. Competencies: l l l l l l l l l Big Ideas: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection. Diversity of Life l l l l l l All living things are made of parts that have specific functions. (SAS) The cell is the basic unit of structure and function for all living things. (SAS) Different characteristics of plants and animals help some populations survive and reproduce in greater numbers. (SAS) Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) Relevant information is used to predict and explain the possible results of an investigation. (NHSD) Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Measurement l l l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) Models & Designs l l l l l l An object’s motion is the result of all forces acting on it. (SAS) Technology is created, used and modified by humans. (SAS) Technological design is a creative process that anyone can do which may result in new inventions and innovations. (SAS) A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live. (SAS) Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants. (SAS) To gain or expand knowledge a variety of questions can be asked and investigated. (NHSD) Ecology Unit: Ecosystems l l l Essential Questions: Living things depend on their habitat to meet their basic needs. (SAS) Aquatic, terrestrial and humanmade ecosystems consist of diverse living and nonliving components that change over time and among geographic areas. (SAS) The survival of living things is dependent upon their adaptations and ability to respond to natural changes and human influences on the environment. (SAS) Diversity of Life l l l l l l l How do the structures and functions of living things allow them to meet their needs? (SAS) How can one cell function as an organism? (SAS) How can multiple cells function as a complete organism? (NHSD) How does the variation among individuals affect their survival? (SAS) How can technology aid scientists with investigations? ( NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) Why is the identification of critical variables important in creating an investigation that will yield meaningful results? (NHSD) Measurement l l l How do scientists choose an appropriate measurement for a given attribute? ( NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) Models & Designs l l What causes objects to move? (SAS) In what ways do humans create, use, and modify technologies? (SAS) Page 1 of 41 pages l l l l How does technological design help create inventions and innovations? (SAS) How do human wants and needs affect the products you use? ( SAS) What are different areas of technology? (SAS) What makes a question investigable? ( NHSD) Ecology Unit: Ecosystems l l l What factors affect and organism’s ability to meet its needs? (SAS) How do ecosystems differ and change over time? (SAS) How do adaptations enable an organism to survive? (SAS) Enrichment Strategies: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l l AIMS Resources books (found in the GATE room and/or library) Science Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of LifeThrough this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Models & Designs 1. Black BoxesThrough the investigation, students analyze a black box and design conceptual models to determine its contents. As an extension of the investigation, students analyze blueprints or floorplan and design a plan for a specified building or purpose. 2. Hum dingersThrough the investigation, students analyze and reconstruct a hum dinger, in an attempt to replicate certain actions of the machine. As an extension of the investigation, students write step by step directions for how to construct a hum dinger or another purpose such as the monster exchange program as an exercise in clear and precise written language. 3. GoCartsThrough the investigation, students work the build a selfpropelled cart. As an extension of the investigation, students analyze various modes of power to propel their car and determine the advantages and disadvantages to each power source. 4. Cart TricksThrough the investigation, students modify their selfpropelled carts to perform specific maneuvers. As an extension of the investigation, students experiment with constructing an advanced pin ball machine using very specific specifications to replicate the problem solving skills and inquiry skills needed in this investigation. Pin ball machines resources available in A World in Motion kit. Ecology MiniUnit: Ecosystems l Unit Project: Through the unit project, students create an “ alien ecosystem” and an “ alien organism” to demonstrate their understanding of the components of an ecosystem and how organisms rely on and interact with their ecosystem. As an extension to this project, students assume that this “ alien organism” arrives on Earth. Students investigate if this organism would be able to survive on Earth and if any of Earth’s ecosystems would provide a suitable and sustainable home for the organism and hypothesize how this organism would interact with the ecosystem and the other organisms that exist within the ecosystem ReTeaching Strategies: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessment small group reviews or games Summative Assessments: l l l l l l MidSummative Assessments for Diversity of Life FOSS Final Summative Exam for Diversity of Life (edited to remove snail investigation items) Scaffolded worksheets for Measurement Unit FOSS ICheck for Models and Designs FOSS Summary Test for Models and Designs Alien Ecosystem Project for PA Ecosystems Formative Assessments: l l l l FOSS Survey Test (posttest used as pretest) FOSS unit embedded assessments MidSummative Assessments for Diversity of Life FOSS ICheck for Models and Designs Page 2 of 41 pages l l l l Major Topics: Scaffolded worksheets for Measurement Unit Notebook rubrics Process Skill SelfAssessment Questioning for understanding Diversity of Life What is life? We know lots of things about life. It is a temporary condition experienced for various lengths of time by all living things. It is packaged in carbon based units of various sizes known as organisms. It is characterized by a handful of mandatory processes that require interaction with the environment. It is driven by electromagnetic force. It has the ability to assume millions and millions of physical forms. This course introduces students to the big picture of life on earth. It’s important for students to appreciate the fact that they live on a small crowded planet among millions of other kinds of organisms. Students investigate the essential question – What is life? Measurement The ten activities have been developed by the North Hills School District to develop skills for the accurate measurement of objects/substances using the SI system. Triple beam balances and graduated cylinders are introduced, stressing percent of error and significant figure concepts across all measurable attributes. Models & Designs The four investigations in the Models and Designs Module provide experiences that develop the concept of a scientific model and engage students in design and construction. This module focuses on engineering practices and engages students in the use of models to analyze existing systems just as engineers do to see where or under what conditions flaws might develop or to test possible solutions to a new problem. The atmosphere generated by this module is one of open discussion, free exchange of ideas, and development of ideas into products. Ecology Unit: PA Ecosystems This mini unit consists of three classroom lessons and a twoday field experience. As they engage in the learning the students will determine factors that affect an organisms’ ability to meet its needs; analyze how ecosystems differ and change over time; and explain how adaptations enable an organism to survive. Objectives: Diversity of Life l l l l l Given an organism, students will distinguish the function of each component of the organism based on how the component meets its basic needs with 80% accuracy. S: 3.1.7.A1. AA: S8.B.1.1 EC: S8.B.1.1.1 Given a list, students will classify cellular structures based on the components’ contributions to the cell’s functions. S: 3.1.6.A4. AA: S8.B.1.1 EC: S8.B.1.1.2 Using a specific organism, students will analyze how its specific characteristics contribute to the organism’s survival when faced with environmental challenges with 80% accuracy. S: 3.1.6.A5. AA: S8.B.1.1 EC: S8.B.1.1.1 When conducting an investigation, students will examine a specimen with a microscope with appropriate magnification, placement, and clarity. S: 3.1.6.A8. AA: S8.A.2.2 EC: S8.A.2.2.3 Having developed a hypothesis, the student will conduct a controlled experiment of his/her own design that includes an independent and dependent variable.. S: 3.1.6.B6. AA: S8.A.2.1 EC: S8.A.2.1.3, S8.2.1.5 Measurement l l Given the appropriate instrument, students will measure length, mass, and volume, and determine density based on the International System of Units (SI). S: 3.4.6.D3. AA: S8.A.2.2 EC: S8.A.2.2.1 Given a measurement problem involving length, mass, or volume, students will derive a numeric solution based on a relevant algorithm at the 80% accuracy level. Science S: 3.4.6.D3. AA: S8.A.2.2 EC: S8.A.2.2.1; Math 2.3.3.B, 2.3.6.A, 2.3.6.B, 2.3.6.C, 2.4.6.A, 2.5.6.A, 2.5.6.B, 2.6.6.C Common Core State Standards for Mathematics – Standards for Mathematical Practice: #1, 4, 5, 6 Models & Designs l l l l Presented with a model, the student will analyze the system for parts and the function of each part. S: 3.4.6.C1 AA: S8.A.3.1 EC: S8.A.3.1.1 Given a technological challenge, students will design a solution illustrated with a model in a collaborative, problem solving group demonstrated by successful performance of the model. S: 3.4.6.C2 AA: S8.A.1.1 EC: S8.A.1.1.4 Given a variety of technological developments, students will discuss the positive and negative aspects of the technology based on a support for their argument. S: 3.4.6.B1 AA: S8.A.1.2 EC: S8.A.1.2.1 While investigating a model or design, students will create questions that are investigable based on the terms “measurable,” “comparable,” or “what happens if…” S: 3.2.6.B7 AA: S8.A.1.1 EC: S8.A.1.1.2 Ecology Unit: Ecosystems: PA Ecosystems l l l IDEA Compliance: RESOURCES Process Skills Rubrics Science Notebook Scope and Sequence 20112012 Units of Instruction Given a discussion of the meaning of system, students will be able to suggest at least four components of a water ecosystem. S: 4.1, 4.2 AA: S8.A.3.1 EC: S8.A.3.1.1, S8.A.3.1.5 Using internet research and a guided worksheet, students will show on a series of posters or PowerPoint slides at least nine facts about the characteristics of an ecosystem, the organisms that live within an ecosystem, and the ways that ecosystem provides for organisms. S: 4.1 AA: S8.B.1.1, S8.D.1.3 EC: S8.B.1.1.1, S8.D.1.3.3, S8.D.1.3.4 After discussing videos about succession, students will hypothesize at least three changes that an ecosystem would undergo through the processes of succession. S: 4.1, 4.2 AA: S8.A.3.1, S8. B.2.1, S8.D.1.3 EC: S8.A.3.1.5, S8.B.2.1.5, S8.D.1.3.4 IDEA Compliance (Individuals With Disabilities Education Act) In compliance with 22pa code 14, 38 (2) (3) (5), there will be no separate curriculum for special education and gifted education students. Using the general curriculum, teachers will use the goals and objectives for special education students and gifted education students as addressed in the individual education program (IEPs) (including any adaptations, accommodations and modifications outlined in the IEPs of special education and enrichment and/or acceleration in gifted students' IEPs). Page 3 of 41 pages Grading Guidelines Unit: Unit 1: Diversity of Life Description of Unit: What is life? We know lots of things about life. It is a temporary condition experienced for various lengths of time by all living things. It is packaged in carbonbased units of various sizes known as organisms. It is characterized by a handful of mandatory processes that require interaction with the environment. It is driven by electromagnetic force. It has the ability to assume millions and millions of physical forms. This course introduces students to the big picture of life on earth. It’s important for students to appreciate the fact that they live on a small crowded planet among millions of other kinds of organisms. Students investigate the essential question – What is life? l Given an organism, students will distinguish the function of each component of the organism based on how the component meets its basic needs with 80% Unit Objectives: accuracy. S: 3.1.7.A1. AA: S8.B.1.1 EC: S8.B.1.1.1 l Given a list, students will classify cellular structures based on the components’ contributions to the cell’s functions. S: 3.1.6.A4. AA: S8.B.1.1 EC: S8.B.1.1.2 l Using a specific organism, students will analyze how its specific characteristics contribute to the organism’s survival when faced with environmental challenges with 80% accuracy. S: 3.1.6.A5. AA: S8.B.1.1 EC: S8.B.1.1.1 l When conducting an investigation, students will examine a specimen with a microscope with appropriate magnification, placement, and clarity. S: 3.1.6.A8. AA: S8.A.2.2 EC: S8.A.2.2.3 l Having developed a hypothesis, the student will conduct a controlled experiment of his/her own design that includes an independent and dependent variable.. S: 3.1.6.B6. AA: S8.A.2.1 EC: S8.A.2.1.3, S8.2.1.5 Big Ideas: l l l l l l Essential Questions: l l l l l l l Summative Assessments: l l l l l l Formative Assessments: l l l l l l l l Vocabulary: l All living things are made of parts that have specific functions. (SAS) The cell is the basic unit of structure and function for all living things. (SAS) Different characteristics of plants and animals help some populations survive and reproduce in greater numbers. (SAS) Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) Relevant information is used to predict and explain the possible results of an investigation. (NHSD) Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) How do the structures and functions of living things allow them to meet their needs? (SAS) How can one cell function as an organism? (SAS) How can multiple cells function as a complete organism? (NHSD) How does the variation among individuals affect their survival? (SAS) How can technology aid scientists with investigations? ( NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) Why is the identification of critical variables important in creating an investigation that will yield meaningful results? (NHSD) MidSummative Assessments for Diversity of Life FOSS Final Summative Exam for Diversity of Life (edited to remove snail investigation items) Scaffolded worksheets for Measurement Unit FOSS ICheck for Models and Designs FOSS Summary Test for Models and Designs Alien Ecosystem Project for PA Ecosystems FOSS Survey Test (posttest used as pretest) FOSS unit embedded assessments MidSummative Assessments for Diversity of Life FOSS ICheck for Models and Designs Scaffolded worksheets for Measurement Unit Notebook rubrics Process Skill SelfAssessment Questioning for understanding living, nonliving, biotic, abiotic, dormant, dead, organism, characteristics of life (needs: water, food, gas exchange, eliminate waste; behaviors: response to stimuli, growth, reproduction; made of cells)optical microscope, focal plane, optical power, field of view, inverted, magnify, total magnification, objective lens, eyepiece, stage, diaphragm, coarse and fine focus knobs, dry mount, wet mount, microorganism, elodea, chloroplasts, cytoplasm, paramecium, multicellular, protest, flagellate, amoeba, euglena, ribbon of life (atom, molecule, organelle, cell, tissue, organ, organ system, organism), nucleus, ribosome, cell membrane, cell wall, prokaryote, eukaryote, seed coat, embryo, cotyledon, monocot, dicot, endosperm, germination, root tip, root cap, root hairs, zone of elongation, zone of maturation, root, shoot, chlorophyll, transpiration, control, controlled experiment, vascular channels, stoma/stomata/stomates, guard cell, xylem, phloem, Dissection, ovary, ovules, pistil, fertilized, sperm, pollen grain, stamen, anther, filament, pollination, pollen tube, sexual reproduction, dispersal, adaptations, thorax, abdomen, antennae, predator, prey, proboscis, saliva, stimuli, habitat, kingdom, monera, protists, fungi, animal, plant, agar, petri dish, sterile, inoculate, spores, exponential, colony, Lesson Topic: Investigation #1: What is Life? Minutes for Lesson Topic: 225 Description of Lesson Topic: Lesson Objectives: Students think about characteristics that are common to all living organisms to develop an operational definition of life that will be used throughout the course. l Students will construct the concept that any freeliving thing—plant, animal, or other—is an organism. l Students will develop a list of common characteristics they grow, consume nutrients, exchange gases, respond to stimuli, reproduce, need water, eliminate waste, and are composed of cells that define an organism as living. l Students will differentiate the concepts of living, nonliving, dead, and dormant. Essential Questions: l l How can technology aid scientists with investigations? (NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) How do the structures and functions of living things allow them to meet their needs? (SAS) Big Ideas: l All living things are made of parts that have specific functions. (SAS) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Page 4 of 41 pages l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Instructional Procedures: Reteaching • peer coaching Strategies/Adaptations: • continue use of handson models and activities • word banks • provide concrete examples and nonexamples • adapt portions of notebooks to meet student needs • adapt assessments • small group reviews or games Enrichment Strategies: Refer to Conducting sections in the folio for Investigation 1: Pt. 1 pp. 4751; Pt. 2 pp. 5763 Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of LifeThrough this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l Inv. 1 Part 1: p. 43 Inv. 1 Part 2: pp. 5253 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 1 Part 1: How can you tell when something is living and something is nonliving? l Inv. 1 Part 2: Which of these five different materials are living, and which are not? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the distinctions between living, nonliving, dormant, and dead. Follow Up: Read and discuss article starting p. 21 in Diversity of Life Resources book, as per step 28 of procedure. l Page 5 of 41 pages Lesson Topic: Investigation #2: Introduction to the Microscope Minutes for Lesson Topic: 180 Description of Lesson Topic: Students develop their skills with an important piece of scientific technology. They use a microscope to observe and study microorganisms. Lesson Objectives: Students begin to develop fundamental skills in using a microscope and interpreting what they are doing. Essential Questions: How can technology aid scientists with investigations? (NHSD) Big Ideas: Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) Instructional Procedures: Refer to Conducting sections in the folio for Investigation 2: Pt. 1 pp. 7578; Pt. 2 pp. 8184; Pt. 3 pp. 8891 Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessments small group reviews or games Enrichment Strategies: Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Module l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of LifeThrough this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l l l Anticipatory Set: Inv. 2 Part 1: p. 72 Inv. 2 Part 2: p. 79 Inv. 2 Part 3: p. 85 Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Page 6 of 41 pages Focus Questions: l Inv. 2 Part 1: What rules do we follow when we use a microscope? l Inv. 2 Part 2: How does the field of view change at different magnifications? l Inv. 2 Part 3: How does the microscope help establish that brine shrimp are living organisms? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the components and proper use of the microscope. Page 7 of 41 pages Lesson Topic: Investigation #3: Microscopic Life Minutes for Lesson Topic: 270 Description of Lesson Topic: Students discover cells and begin to understand their importance as the basic units of life. Elodea and paramecia are studied in depth, and students search for other microorganisms in pond water. Lesson Objectives: l l l l Using a microscope, the students will observe the structures and behaviors of singlecelled microorganisms. The students will generate evidence to support the idea that singlecelled paramecia are organisms. Through the study of several microorganisms, students will determine that cells have the same needs and perform the same functions as more complex organisms. Through the investigations they conduct, students will modify the working definition of life to include the cell as the basic unit of life. Essential Questions: Big Ideas: Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: l How can one cell function as an organism? (SAS) How do structures and functions of living things allow them to meet their needs? (SAS) How can technology aid scientists with investigations? (NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) l All living things are made of parts that have specific functions. (SAS) l The cell is the basic unit of structure and function for all living things. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) l l l Refer to Conducting sections in the folio for Investigation 3: Pt. 1 pp. 015108; Pt. 2 pp. 110115; Pt. 3 pp. 119122 l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. Page 8 of 41 pages 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of LifeThrough this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l l Inv. 3 Part 1: p. 102 Inv. 3 Part 2: p. 108 Inv. 3 Part 3: p. 116 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 3 Part 1: What do you see when you look at the Elodea? l Inv. 3 Part 2: What characteristics of life do paramecia have? l Inv. 3 Part 3: How do other microorganisms compare to paramecia? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the ideas that paramecia are organisms, that there is a difference between living cells that are organisms and those that are part of a multicellular organism, and that the cell is the basic unit of life. l Page 9 of 41 pages Lesson Topic: Investigation #4: The Cell Minutes for Lesson Topic: 90 Description of Lesson Topic: Lesson Objectives: l Students will recognize that humans, and all other complex lifeforms, are made of cells – the basic unit of life. l Students will be able to illustrate the defining structures of a cell: membranes, cell walls, nuclei, chloroplasts, ribosomes, mitochondria, and cytoplasm. Essential Questions: l l How can one cell function as an organism? (SAS) How can multiple cells function as a complete organism? (NHSD) How can technology aid scientists with investigations? (NHSD) Big Ideas: l All living things are made of parts that have specific functions. (SAS) l The cell is the basic unit of structure and function for all living things. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Students become familiar with biological structures and functions at different levels of organization: cells, organs, tissues, organ systems, and whole organisms. Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: l Refer to Conducting sections in the folio for Investigation 4: Pt. 1 pp. 135136; Pt. 2 pp. 139141 l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessment l small group reviews or games Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate Page 10 of 41 pages how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of LifeThrough this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l Inv. 4 Part 1: p. 134 Inv. 4 Part 2: p. 137 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 4 Part 1: What evidence do you have that humans are made of cells? l Inv. 4 Part 2: What is the Ribbon of Life? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon The Ribbon of Life, the difference between structures found in prokaryotic and eukaryotic cells, and that all life is aquatic at the cellular level. l Page 11 of 41 pages Lesson Topic: Investigation #5: Seeds of Life Minutes for Lesson Topic: 225 Description of Lesson Topic: Students recognize that seeds are living organisms in a dormant state. They observe and describe the first development stages of a plant. Lesson Objectives: l l l l l Students dissect seeds to discover that seeds contain the dormant, living embryo of a plant. Students use good lab procedures and data recording to track the process of germination in monocots and dicots. The students identify the cotyledon as the primary source of energy for seed germination and early plant growth. Using a microscope, students examine growing roots to distinguish the root tip, the zone of elongation, and the zone of maturation. Students conduct an investigation on the effect of light on germinated seeds. Essential Questions: l l l l Big Ideas: Instructional Procedures: How do the structures and functions of living things allow them to meet their needs? (SAS) How can technology aid scientists with investigations? (NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) Why is the identification of critical variables important in creating an investigation that will yield meaningful results? (NHSD) l All living things are made of parts that have specific functions. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Refer to Conducting sections in the folio for Investigation 5: Pt. 1 pp. 153156; Pt. 2 pp. 160164; Pt. 3 pp. 167170 Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessments small group reviews or games Enrichment Strategies: Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on Page 12 of 41 pages page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of LifeThrough this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l l l Anticipatory Set: Inv. 5 Part 1: p. 151 Inv. 5 Part 2: p. 157 Inv. 5 Part 3: p. 165 Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 5 Part 1: What structures might a seed have? l Inv. 5 Part 2: What do seeds need in order to germinate? l Inv. 5 Part 3: What function does each part of a root have? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the ideas: l that seeds are the dormant, living embryos of plants l that seeds need water and appropriate temperatures to germinate l that the cotyledon supplies energy to seedlings in the early days of growth l that growing roots have specific parts l that seeds can be monocots and dicots l that seeds grow plant structures in a specific order. Page 13 of 41 pages Lesson Topic: Investigation #6: Transpiration Minutes for Lesson Topic: 270 Description of Lesson Topic: Lesson Objectives: Essential Questions: Big Ideas: Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: Students conduct investigations to understand how the vascular system transports water through a plant and how leaves regulate the rate of water flow through a plant. l Students complete a microscopic study of celery to discover the function of xylem. l Students complete a microscopic study of celery to discover the function of stomates l Students will diagram transpiration as a component of the water cycle. l l How do the structures and functions of living things allow them to meet their needs? (SAS) How can multiple cells function as a complete organism? (NHSD) How can technology aid scientists with investigations? (NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) l All living things are made of parts that have specific functions. (SAS) l The cell is the basic unit of structure and function for all living things. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) l l Refer to Conducting sections in the folio for Investigation 6: Pt. 1 pp. 188192; Pt. 2 pp. 195197; Pt. 3 pp. 200202 l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate Page 14 of 41 pages how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of Life—Through this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l l l Inv. 6 Part 1: p. 186 Inv. 6 Part 2: p. 193 Inv. 6 Part 3: p. 198 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 6 Part 1 – What happened to the water in the celery stalk’s vial? l Inv. 6 Part 2 – How does water move through a plant? l Inv. 6 Part 3 – How did the water get inside the bag that was tied around the plant? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the structure and function of specific leaf parts and the process of transpiration. Follow Up: Read and discuss the article starting on p. 35 in the Diversity of Life Resources book. Page 15 of 41 pages Lesson Topic: Investigation #7: Plant Reproduction Minutes for Lesson Topic: 135 Description of Lesson Topic: Students investigate the reproductive systems in flowers to understand the origin of seeds. They explore plant adaptations for seed dispersal. Lesson Objectives: l Students dissect and mount the structures of a flower and explain the function of those structures. l Students will identify pollen from the anthers on stamens and eggs in the ovules of the pistil as the male and female cells that combine during sexual reproduction to develop into a seed. l Students will explain how seed dispersal mechanisms contribute to a plant’s survival. l l How do the structures and functions of living things allow them to meet their needs? (SAS) How does the variation among individuals affect their survival? (SAS) How can technology aid scientists with investigations? (NHSD) l All living things are made of parts that have specific functions. (SAS) l Different characteristics of plants and animals help some populations survive and reproduce in greater numbers. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent Essential Questions: l Big Ideas: Instructional Procedures: Refer to Conducting sections in the folio for Investigation 7: Pt. 1 pp. 220224; Pt. 2 pp. 226229 Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessments small group reviews or games Enrichment Strategies: Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize Page 16 of 41 pages of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of Life—Through this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l Inv. 7 Part 1: p. 218 Inv. 7 Part 2: p. 224 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 7 Part 1 – What are the parts of a flower? What are their functions? l Inv. 7 Part 2 – Why does a plant want to disperse its seeds? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the structures of a flower, the functions of its parts, and the processes of pollination, sexual reproduction, and seed dispersal. Follow Up: Read and discuss the article starting on p. 46 of the Diversity of Life Resources book. l Page 17 of 41 pages Lesson Topic: Investigation #8: Roaches Minutes for Lesson Topic: 225 Description of Lesson Topic: Students design and conduct an experiment to determine environmental preferences of an insect – the Madagascar hissing cockroach (or Zophobas beetle). They observe structures and behaviors of a multicellular organism. Lesson Objectives: l l l Students will explain how the hissing cockroaches adaptations are structures or behaviors of organisms that enhance their chances to survive and reproduce in their habitat. Students pose questions about the purposes of behaviors of the hissing cockroach and design experiments to answer those questions. To solidify the concept of adaptation, the student will make inferences about the habitat of the hissing cockroaches and other insects based on observing their color, body shape, mouth parts, wings/lack of wings, response to stimuli, and speed of movement. Essential Questions: l l l l l l Big Ideas: l All living things are made of parts that have specific functions. (SAS) l Different characteristics of plants and animals help some populations survive and reproduce in greater numbers. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Instructional Procedures: How do the structures and functions of living things allow them to meet their needs? (SAS) How can multiple cells function as a complete organism? (NHSD) How does the variation among individuals affect their survival? (SAS) How can technology aid scientists with investigations? (NHSD) How can previous experience and evidence provide a foundation for a prediction? (NHSD) Why is the identification of critical variables important in creating an investigation that will yield meaningful results? (NHSD) Refer to Conducting sections in the folio for Investigation 9: Pt. 1 pp. 275277; Pt. 2 pp. 280285; Pt. 3 pp. 288289 Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessments small group reviews or games Enrichment Strategies: Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. Page 18 of 41 pages 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of Life—Through this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l l Inv. 9 Part 1: p. 273 Inv. 9 Part 2: p. 278 Inv. 9 Part 3: p. 286 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 9 Part 1: What unique characteristics do insects have? l Inv. 9 Part 2: What unique characteristics do hissing cockroaches have? l Inv. 9 Part 3: What natural features would a cockroach need in an ideal habitat? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon insect anatomy, adaptations of organisms that help them survive, and the specific adaptations of the hissing cockroach. l Page 19 of 41 pages Lesson Topic: Investigation #9: Kingdoms of Life Minutes for Lesson Topic: 225 Description of Lesson Topic: Students are introduced to the great diversity of microorganisms found all around us – bacteria and fungi. They are introduced to the system of five kingdoms of living organisms. Lesson Objectives: l l l The students will define a microbe as the general name for microscopic bacteria and fungi, especially those that cause disease and promote fermentation. Students will explain that bacteria, fungi, and algae have the characteristics of living organisms and are found all around us. Students will describe the role of microorganisms in transforming foods and recycling nutrients through decomposition. Essential Questions: l l How can one cell function as an organism? (SAS) How can technology aid scientists with investigations? (NHSD) Big Ideas: l All living things are made of parts that have specific functions. (SAS) l The cell is the basic unit of structure and function for all living things. (SAS) l Different characteristics of plants and animals help some populations survive and reproduce in greater numbers. (SAS) l Scientists require technological literacy to aid in the pursuit of knowledge. (NHSD) l Relevant information is used to predict and explain the possible results of an investigation. (NHSD) l Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Instructional Procedures: Refer to Conducting sections in the folio for Investigation 10: Pt. 1 pp. 305309; Pt. 2 pp. 312316; Pt. 3 pp. 320321 Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessments small group reviews or games Enrichment Strategies: Grade 6 Enrichment Activity Ideas: The following materials can be used throughout all units to provide enrichment opportunities to students as needed: l AIMS Resources books (found in the GATE room and/or library) l Science Extension Activities found in the Science Modules l Math Extension Activities found in the Science Modules Diversity of Life 1. What is Life?Through this investigation, students identify characteristics that are common to all living organisms. To extend this investigation, students investigate how the characteristics of living organisms change based upon how the environment is modified. 2. Introduction to the MicroscopeThrough this investigation, students develop their skills using a microscope. Students investigate how exactly a microscope works, paying special attention to the magnification features and investigate how this could be reversed to offer the opposite effect. Students maintain the brine shrimp as well, investigating different variables to develop the most optimum habitat for the brine shrimp. 3. Microscopic LifeThrough this investigation, students develop an understanding of the basic structure of life through the study of microscopic life. As an extension of the investigation, students create the model of Paramecium feeding as found within the Diversity of Life Course Teacher Guide Binder on page 123. 4. The Ribbon of LifeThrough this investigation, students develop an understanding of the basic biological structures and functions of cells. As an extension of this investigation, students examine the concept of genetics and analyze how different traits more frequently in nature and how organisms Page 20 of 41 pages evolved over time. 5. Seeds of LifeThrough this investigation, students describe the development stages of plants. As an extension of the investigation, students engage in the Pull a Few Weeds extensions found within the Diversity of Life Course Teacher Guide Binder on page 171. 6. TranspirationThrough this investigation, students develop an understanding of the vascular system and the flow of water throughout the plant. As an extension of the investigation, students engage in the Investigate Celery Further activity found within the Diversity of Life Course Teacher Guide Binder on page 203. 7. Plant ReproductionThrough this investigation, students investigate the reproductive systems in flowers to understand the origin of seeds. As an extension of the investigation, students participate in the dissection of additional flowers to identify various components of a flower. Students hypothesize of how the design of a flower can directly relate to the purpose of the flower. 9. CockroachesThrough this investigation, students design and conduct an experiment to determine environmental preferences of cockroaches. As an extension of this investigation, students investigate how cockroaches would interact with surrounding ecosystem and identify what positive or negative affects the introduction of cockroaches into the ecosystem would have on the ecosystem as a whole. 10. Kingdoms of Life—Through this investigation, students are introduced to the system of five kingdoms of living organisms. As an extension of the investigation, students select a living organism and investigate how it connects to at least one living organism in each kingdom. Materials: l l l Anticipatory Set: Inv. 10 Part 1: p. 302 Inv. 10 Part 2: p. 310 Inv. 10 Part 3: p. 317 Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 10 Part 1 – Where might bacteria or fungi live in our classroom? l Inv. 10 Part 2 – How would a colony of human settlers compare to a colony of bacteria? l Inv. 10 Part 3 – What impact do microbes have on our food supply? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon: l the places bacteria and fungi are found l the procedure for inoculating a dish of agar l the role of microbes in food and in decomposition l how bacteria and fungi demonstrate the characteristics of Page 21 of 41 pages Lesson Topic: Page 22 of 41 pages Unit: Unit 2: Measurement Description of Unit: The ten activities have been developed by the North Hills School District to develop skills for the accurate measurement of objects/substances using the SI system. Triple beam balances and graduated cylinders are introduced, stressing percent of error and significant figure concepts across all measurable attributes. Unit Objectives: l l Big Ideas: l l l Essential Questions: l Summative Assessments: l l l l l l l l Formative Assessments: l l l l l l l l Vocabulary: l Given the appropriate instrument, students will measure length, mass, and volume, and determine density based on the International System of Units (SI). S: 3.4.6.D3. A A: S8.A.2.2 EC: S8.A.2.2.1 Given a measurement problem involving length, mass, or volume, students will derive a numeric solution based on a relevant algorithm at the 80% accuracy level. Science S: 3.4.6.D3. A A: S8.A.2.2 EC: S8.A.2.2.1; Math 2.3.3.B, 2.3.6.A, 2.3.6.B, 2.3.6.C, 2.4.6.A, 2.5.6.A, 2.5.6.B, 2.6.6.C Common Core State Standards for Mathematics – Standards for Mathematical Practice: #1, 4, 5, 6 Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it. (SAS) Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) How do scientists choose an appropriate measurement for a given attribute? ( NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) MidSummative Assessments for Diversity of Life FOSS Final Summative Exam for Diversity of Life (edited to remove snail investigation items) Scaffolded worksheets for Measurement Unit FOSS ICheck for Models and Designs FOSS Summary Test for Models and Designs Alien Ecosystem Project for PA Ecosystems FOSS Survey Test (posttest used as pretest) FOSS unit embedded assessments MidSummative Assessments for Diversity of Life FOSS ICheck for Models and Designs Scaffolded worksheets for Measurement Unit Notebook rubrics Process Skill SelfAssessment Questioning for understanding significant figure, SI system, metric, percent of error, mass, weight, gravity, massing by difference, mean (average), discrepancy, precision, experimental value, actual value, volume, milliliters (mL), cubic centimeters (cc3), meniscus, graduated cylinder, adhesive forces, cohesive forces, parallax, regular solids, volume displacement, buoyancy, regular solids, irregular solids, density, xaxis, yaxis, origin, intensive properties, extensive properties, verify, solution, composition Lesson Topic: Investigation #1: Measuring Length Minutes for Lesson Topic: 90 Description of Lesson Topic: Lesson Objectives: Students explore the differences between measuring length with customary and SI units to understand why scientists have settled on SI as a common standard. They begin to use significant figures in their measurements. l Students will be able to measure length/distance in the International System of Units (SI) using an appropriate number of significant figures. l Students will be able to calculate an average hand span average for a group and a class. l l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) Essential Questions: Big Ideas: l Instructional Procedures: Reteaching Strategies/Adaptations: Read and discuss Science Explorer pp. 4448. Then refer to the steps in and teacher notes for Activity 1 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments Page 23 of 41 pages l small group reviews or games Materials: customary rulers, SI rulers, construction paper, packet activity 1 Anticipatory Set: Why is it important for scientists to use a standard measurement system? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the reasons scientists decided upon a standardized measurement system and how an instrument determines the significant figures of a measurement. Page 24 of 41 pages Lesson Topic: Investigation #2: Using the Best Length Unit Minutes for Lesson Topic: 135 Description of Lesson Topic: Students will learn to calculate the percent error after estimating and then measuring a distance. They also learn which SI unit is most appropriate for a given distance. Lesson Objectives: Essential Questions: l Student will be able to select the SI unit most appropriate to a particular distance. l Student will be able to calculate the percent of error as the difference between an estimate and the actual measurement. l l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l Big Ideas: Instructional Procedures: Read and discuss Science Explorer pp. 4448. Then refer to the steps in and teacher notes for Activity 2 of the Measurement unit. Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student needs adapt assessments small group reviews or games Materials: calculators, packet activity 2 Anticipatory Set: Could you measure the distance from Pittsburgh to Philadelphia in cm? Would you want to? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon how to select the most appropriate scale of SI unit and how to calculate percent of error. Page 25 of 41 pages Lesson Topic: Investigation #3: Measuring Mass Minutes for Lesson Topic: 45 Description of Lesson Topic: Students measure the mass of water using a triple beam balance and learn the procedure for massing by difference. Lesson Objectives: Students will be able to measure mass accurately using a triple beam balance to mass by difference. Essential Questions: Big Ideas: l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l l Instructional Procedures: Reteaching Strategies/Adaptations: Read and discuss Science Explorer pp. 4849. Then refer to the steps in and teacher notes for Activity 3 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: triple beam balance, plasticware kit, water, packet activity 3 Anticipatory Set: Can you lift a bicycle with one finger? (from text) Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the procedures for using a triple beam balance, the distinction between weight and mass, and the reasons for massing by difference. Page 26 of 41 pages Lesson Topic: Investigation #4: M&M Mass Minutes for Lesson Topic: 180 Description of Lesson Topic: Students determine the mean mass of an M&M by averaging individually measured M&M’s as well as M&M’s weighed as a total. They use the mean mass to calculate an amount of candy in an unknown quantity and determine which method of calculating the mean is more accurate. Lesson Objectives: Students will determine the average mass of an M&M in two ways. Essential Questions: Big Ideas: l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l l Instructional Procedures: Reteaching Strategies/Adaptations: Refer to the steps in and teacher notes for Activity 4 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: triple beam balance, paper cups, m&m’s, packet activity 4 Anticipatory Set: How many M&M’s are in this cup? How could you make an educated guess without actually counting? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the two different averaging procedures and how to use the average mass of an item to calculate a total quantity of an unknown amount. Page 27 of 41 pages Lesson Topic: Investigation #5: What is Volume? Minutes for Lesson Topic: 45 Description of Lesson Topic: Students construct and fill a cube with baking soda to find the relationship between measuring volume and calculating volume. Lesson Objectives: Students will relate the calculated volume of a cube to a measured volume of its contents. Essential Questions: Big Ideas: l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l l Instructional Procedures: Reteaching Strategies/Adaptations: Read and discuss Science Explorer pp. 5051. Then refer to the steps in and teacher notes for Activity 5 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: plasticware kit, baking soda, tape, scissors, packet activity 5 Anticipatory Set: How many definitions for volume can you think of? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the formula for calculating volume of a cube, how it relates to measuring volume with a graduated cylinder, and that 1cc = 1mL Page 28 of 41 pages Lesson Topic: Investigation #6: Measuring Volumes of Liquids and Solutions Using Graduated Cylinders Minutes for Lesson Topic: 90 Description of Lesson Topic: Lesson Objectives: Students read six graduated cylinders containing varying volumes of liquids using significant figure rules and compare the sum of their measurements with the actual total volume. They also compare the calculated estimate of volume in an unknown vessel with the actual volume and explain any discrepancies. l Students will measure the volume of various liquids by reading graduated cylinders using significant figure rules. l Students will estimate the volume of liquid that a bottle or vial can hold. l l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) Essential Questions: Big Ideas: l Instructional Procedures: Reteaching Strategies/Adaptations: Refer to the steps in and teacher notes for Activity 6 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: plasticware kit (or plastic vial from Diversity of Life extras), water, food coloring, 6 large graduated cylinders Anticipatory Set: View YouTube Video: Meniscus by teachinglearninguoit Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon how to accurately read liquid measures in a graduated cylinder and the reasons why an estimated sum of numbers that use significant figures might be different than a measured total. Page 29 of 41 pages Lesson Topic: Investigation #7: Measuring Volume of Solids Minutes for Lesson Topic: 45 Description of Lesson Topic: Students will calculate the volume of regular solids and compare the accuracy of their results with the objects’ volumes by displacement. They will also determine why it is easier to use volume by displacement for irregular solids. Lesson Objectives: Students will be able to measure volume by using a formula or by using volume displacement. Essential Questions: Big Ideas: l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l l Instructional Procedures: Reteaching Strategies/Adaptations: Refer to the steps in and teacher notes for Activity 7 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: plasticware kit, selection of objection for displacement, SI rulers, packet activity 7 Anticipatory Set: How could you find the volume of a shape that isn’t easy to measure? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the reasons for, the procedure of, and the problems with finding volume by displacement as opposed to calculating volume. Page 30 of 41 pages Lesson Topic: Investigation #8: Density of Water Minutes for Lesson Topic: 180 Description of Lesson Topic: The students will use a triple beam balance and a graduated cylinder to measure the mass of successively increasing volumes of water. They will calculate the density of water at each step and find an average density at the end. Lesson Objectives: Students will determine by experimentation that water has a density of 1 g/mL. Essential Questions: Big Ideas: l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l l Instructional Procedures: Reteaching Strategies/Adaptations: Read and discuss Science Explorer pp. 5253. Then refer to the steps in and teacher notes for Activity 8 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: triple beam balance, plasticware kit, water, packet activity 8 Anticipatory Set: Which weighs more: a pound of feathers or a pound of bb’s? Which takes up more space? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon how to calculate density and why the density of water is 1g/mL. Page 31 of 41 pages Lesson Topic: Investigation #9: Developing a Procedure for Determining the Density of a Pure Liquid or Solution Minutes for Lesson Topic: 180 Description of Lesson Topic: Students use knowledge and skills from previous activities to develop a procedure for determining the density of an unknown liquid. They will then decide if the liquid was pure or a solution. Lesson Objectives: Students will develop a procedure for determining the density of a pure liquid or solution Essential Questions: Big Ideas: l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l l Instructional Procedures: Reteaching Strategies/Adaptations: Read Science Explorer pp. 132133 and discuss. Then refer to the steps in and teacher notes for Activity 9 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: plasticware kit, triple beam balance, isopropyl alcohol, salt solution, Gatorade, cooking oil, corn syrup, food coloring, packet activity 9 Anticipatory Set: How do scientists conduct investigations? How would you conduct an investigation to compare the density of syrup with that of water? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus on how the student conclusion explains the procedure for determining the density of their given sample. Page 32 of 41 pages Lesson Topic: Investigation #10: The Densities of Pennies and Nickels Minutes for Lesson Topic: 90 Description of Lesson Topic: Lesson Objectives: Essential Questions: Big Ideas: The students will plan an investigation for experimentally determining the densities of a penny and a nickel. After obtaining results and given the densities of various pure metals, students will draw conclusions about the composition of the coins. l Students will be able to develop an investigation that determines the densities of pennies and nickels. l Students will be able to determine if a coin is made of a pure metal by calculating its density. l l How do scientists choose an appropriate measurement for a given attribute? (NHSD) How do scientists use mathematics skills in making measurements, collecting data, and analyzing data? (NHSD) How does identifying the question to be answered affect the method in which data is collected? (NHSD) l Scientists apply mathematics to practical situations. (NHSD) l Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified. (SAS) l Scientists use mathematics skills in making measurements, collecting data, and analyzing data. (NHSD) l Instructional Procedures: Reteaching Strategies/Adaptations: Refer to the steps in and teacher notes for Activity 10 of the Measurement unit. l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games Materials: 10 pennies & 10 nickels per group, triple beam balance, plasticware kit, ruler, packet activity 10 Anticipatory Set: How could you use what you’ve learned to find which of these two coins is more dense? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus on how the students’ desired results determined their procedure and what evidence supports their conclusions. Page 33 of 41 pages Unit: Unit 3: Models & Designs Description of Unit: The four investigations in the Models and Designs Module provide experiences that develop the concept of a scientific model and engage students in design and construction. This module focuses on engineering practices and engages students in the use of models to analyze existing systems just as engineers do to see where or under what conditions flaws might develop or to test possible solutions to a new problem. The atmosphere generated by this module is one of open discussion, free exchange of ideas, and development of ideas into products. Unit Objectives: l l l l Big Ideas: l l l l l l Essential Questions: l l l l l l Summative Assessments: l l l l l l Formative Assessments: l l l l l l l l Vocabulary: l Presented with a model, the student will analyze the system for parts and the function of each part. S: 3.4.6.C1 A A: S8.A.3.1 EC: S8.A.3.1.1 Given a technological challenge, students will design a solution illustrated with a model in a collaborative, problem solving group demonstrated by successful performance of the model. S: 3.4.6.C2 A A: S8.A.1.1 EC: S8.A.1.1.4 Given a variety of technological developments, students will discuss the positive and negative aspects of the technology based on a support for their argument. S: 3.4.6.B1 A A: S8.A.1.2 EC: S8.A.1.2.1 While investigating a model or design, students will create questions that are investigable based on the terms “measurable,” “comparable,” or “what happens if…” S: 3.2.6.B7 A A: S8.A.1.1 EC: S8.A.1.1.2 An object’s motion is the result of all forces acting on it. (SAS) Technology is created, used and modified by humans. (SAS) Technological design is a creative process that anyone can do which may result in new inventions and innovations. (SAS) A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live. (SAS) Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants. (SAS) To gain or expand knowledge a variety of questions can be asked and investigated. . (NHSD) What causes objects to move? (SAS) In what ways do humans create, use, and modify technologies? (SAS) How does technological design help create inventions and innovations? (SAS) How do human wants and needs affect the products you use? ( SAS) What are different areas of technology? (SAS) What makes a question investigable? ( NHSD) MidSummative Assessments for Diversity of Life FOSS Final Summative Exam for Diversity of Life (edited to remove snail investigation items) Scaffolded worksheets for Measurement Unit FOSS ICheck for Models and Designs FOSS Summary Test for Models and Designs Alien Ecosystem Project for PA Ecosystems FOSS Survey Test (posttest used as pretest) FOSS unit embedded assessments MidSummative Assessments for Diversity of Life FOSS ICheck for Models and Designs Scaffolded worksheets for Measurement Unit Notebook rubrics Process Skill SelfAssessment Questioning for understanding black box, conceptual model, physical model, siphon, technology, obsolete, emerging, coexisting, system, goal, input, process, output, feedback, circuit, collaborate, consensus, property, switch, amplify, brainstorming, constraints, tradeoff, prototype, troubleshoot, axle, bearing, design, engineer, friction, hub, traction, wheel, technology, variable, society, consequences, riskbenefit analysis, Lesson Topic: Investigation #1: Black Boxes Minutes for Lesson Topic: 225 Description of Lesson Topic: Lesson Objectives: After reading and discussing technology in the Science Explorer text, students make multisensory observations of sealed black boxes to determine what is inside. They develop conceptual models and construct physical models that they compare to the black boxes. The models help students explain what is in the black boxes. l Through a simulation, students begin to examine how engineers create technology that functions as a set of systems to improve and assist human life. l Students will develop models to explain how systems work. Students will communicate conceptual models through words and drawings. l Essential Questions: l An object’s motion is the result of all forces acting on it. (SAS) l Technology is created, used and modified by humans. (SAS) l Technological design is a creative process that anyone can do which may result in new inventions and innovations. (SAS) l A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live. (SAS) l Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants. (SAS) l l l Big Ideas: l What causes objects to move? (SAS) In what ways do humans create, use, and modify technologies? (SAS) How does technological design help create inventions and innovations? (SAS) What are different areas of technology? (SAS) What makes a question investigable? (NHSD) l Page 34 of 41 pages l Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: Read Science Explorer Chapter 3 Section 1. Refer to Guiding the Investigation sections in the folio for Investigation 1: Pt. 1 pp. 1217; Pt. 2 pp. 1221; Pt. 3 pp. 2425 l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games 1. Black BoxesThrough the investigation, students analyze a black box and design conceptual models to determine its contents. As an extension of the investigation, students analyze blueprints or floorplan and design a plan for a specified building or purpose. 2. Hum dingersThrough the investigation, students analyze and reconstruct a hum dinger, in an attempt to replicate certain actions of the machine. As an extension of the investigation, students write step by step directions for how to construct a hum dinger or another purpose such as the monster exchange program as an exercise in clear and precise written language. 3. GoCartsThrough the investigation, students work the build a selfpropelled cart. As an extension of the investigation, students analyze various modes of power to propel their car and determine the advantages and disadvantages to each power source. 4. Cart TricksThrough the investigation, students modify their selfpropelled carts to perform specific maneuvers. As an extension of the investigation, students experiment with constructing an advanced pin ball machine using very specific specifications to replicate the problem solving skills and inquiry skills needed in this investigation. Pin ball machines resources available in A World in Motion kit. Materials: Inv. 1 Part 1: p. 8 Inv. 1 Part 2: p. 18 Inv. 1 Part 3: p. 22 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Science Explorer: Is a shovel technology? l Inv. Part 1: What evidence can you acquire that will help you explain what a black box looks like inside? l Inv. Part 2: Can you build a physical model of a black box that behaves the same way? l Inv. Part 3: Can you draw a model that explains how a drought stopper works? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the distinction between a conceptual and physical model, the reasons why scientists use models, and how evidence is used to construct and revise models. Information to gain or expand knowledge can be acquired through a variety of investigable questions. (NHSD) Page 35 of 41 pages Lesson Topic: Investigation #2: HumDingers Minutes for Lesson Topic: 270 Description of Lesson Topic: Lesson Objectives: Students are presented with a device that hums when its string is pulled and dings when the string is released. They design and build a physical model of a humdinger, comparing the performance of the real device to their models. l Students will engage in engineering practices to solve a problem. l Students will collaborate to construct a humdinger. l Students will apply prior knowledge of electric circuits and levers to the creation of a model hum dinger. l l What causes objects to move? (SAS) In what ways do humans create, use, and modify technologies? (SAS) How does technological design help create inventions and innovations? (SAS) What makes a question investigable? (NHSD) l An object’s motion is the result of all forces acting on it. (SAS) l Technology is created, used and modified by humans. (SAS) l Technological design is a creative process that anyone can do which may result in new inventions and innovations. (SAS) l A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live. (SAS) l Information to gain or expand knowledge can be acquired through a variety of investigable questions. (NHSD) Essential Questions: Big Ideas: l l Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: Materials: l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games 1. Black BoxesThrough the investigation, students analyze a black box and design conceptual models to determine its contents. As an extension of the investigation, students analyze blueprints or floorplan and design a plan for a specified building or purpose. 2. Hum dingersThrough the investigation, students analyze and reconstruct a hum dinger, in an attempt to replicate certain actions of the machine. As an extension of the investigation, students write step by step directions for how to construct a hum dinger or another purpose such as the monster exchange program as an exercise in clear and precise written language. 3. GoCartsThrough the investigation, students work the build a selfpropelled cart. As an extension of the investigation, students analyze various modes of power to propel their car and determine the advantages and disadvantages to each power source. 4. Cart TricksThrough the investigation, students modify their selfpropelled carts to perform specific maneuvers. As an extension of the investigation, students experiment with constructing an advanced pin ball machine using very specific specifications to replicate the problem solving skills and inquiry skills needed in this investigation. Pin ball machines resources available in A World in Motion kit. l l l Inv. 2 Part 1: p. 8 Inv. 2 Part 2: p. 17 Inv. 2 Part 3: p. 22 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Science Explorer: If you wanted to invent a new cell phone, what is the first thing you would do? l Inv. Part 1: Can you make a model that hums when you pull the string and dings when you let go? l Inv. Part 2: Can you improve your model? l Inv. Part 3: How is the original humdinger constructed? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the steps for making their physical model of a humdinger, the systems required in the hum dinger, how collaborating aids in finding the solution to problems, and the distinction between a scientist and an engineer. Read Science Explorer Chapter 3 Section 2 or pp.134135. Refer to Guiding the Investigation sections in the folio for Investigation 2: Pt. 1 pp. 1216; Pt. 2 pp. 1921; Pt. 3 p. 24 Page 36 of 41 pages Lesson Topic: Investigation #3: GoCarts Minutes for Lesson Topic: 225 Description of Lesson Topic: Lesson Objectives: Students work in pairs to design and build a selfpropelled cart. They relate structures to functions as they design, test, and improve their rolling carts. l Students will engage in engineering practices to design a product. l In completing their design, students will investigate the function of the wheel and axle system. l In completing their design, students will understand that power turns an axle and thereby turns the wheels of a land vehicle. l l What causes objects to move? (SAS) In what ways do humans create, use, and modify technologies? (SAS) How does technological design help create inventions and innovations? (SAS) What makes a question investigable? (NHSD) l An object’s motion is the result of all forces acting on it. (SAS) l Technology is created, used and modified by humans. (SAS) l Technological design is a creative process that anyone can do which may result in new inventions and innovations. (SAS) l A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live. (SAS) l Information to gain or expand knowledge can be acquired through a variety of investigable questions. (NHSD) Essential Questions: Big Ideas: l l Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: Materials: l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games 1. Black BoxesThrough the investigation, students analyze a black box and design conceptual models to determine its contents. As an extension of the investigation, students analyze blueprints or floorplan and design a plan for a specified building or purpose. 2. Hum dingersThrough the investigation, students analyze and reconstruct a hum dinger, in an attempt to replicate certain actions of the machine. As an extension of the investigation, students write step by step directions for how to construct a hum dinger or another purpose such as the monster exchange program as an exercise in clear and precise written language. 3. GoCartsThrough the investigation, students work the build a selfpropelled cart. As an extension of the investigation, students analyze various modes of power to propel their car and determine the advantages and disadvantages to each power source. 4. Cart TricksThrough the investigation, students modify their selfpropelled carts to perform specific maneuvers. As an extension of the investigation, students experiment with constructing an advanced pin ball machine using very specific specifications to replicate the problem solving skills and inquiry skills needed in this investigation. Pin ball machines resources available in A World in Motion kit. l l l Inv. 3 Part 1: p. 8 Inv. 3 Part 2: p. 13 Inv. 3 Part 3: p. 20 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Inv. 3 Part 1: Can you design a gocart that can roll down a ramp and across the floor for a short distance? l Inv. 3 Part 2: Can you modify your gocart so that it will travel 2m on level ground without an external push or pull? l Inv. 3 Part 3: What factors go into the design of a selfpowered gocart that can travel 2m? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon how they used a designandtest approach in making a successful gocart, the important structures of a gocart, and the relationship between wheel size and distance traveled per axle revolution. Refer to Guiding the Investigation sections in the folio for Investigation 3: Pt. 1 pp. 1012; Pt. 2 pp. 1619; Pt. 3 pp. 2223 Page 37 of 41 pages Lesson Topic: Investigation #4: Cart Tricks Minutes for Lesson Topic: 360 Description of Lesson Topic: Students work in pairs to modify their selfpropelled carts to perform interesting maneuvers such as turn corners, bob up and down, and wobble from side to side. Students gain experience with design and engineering tasks as they investigate the relationships among gocart variables. Lesson Objectives: l l l Students will design a system to perform a specified function. Given a problem students will design, construct, test, evaluate, and redesign based on evidence from the testing. Students will determine which variable will change the specified performance of the gocart. Essential Questions: l What causes objects to move? (SAS) In what ways do humans create, use, and modify technologies? (SAS) How does technological design help create inventions and innovations? (SAS) How do human wants and needs affect the products you use? (SAS) What makes a question investigable? (NHSD) l An object’s motion is the result of all forces acting on it. (SAS) l Technology is created, used and modified by humans. (SAS) l Technological design is a creative process that anyone can do which may result in new inventions and innovations. (SAS) l A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live. (SAS) l Information to gain or expand knowledge can be acquired through a variety of investigable questions. (NHSD) l l l l Big Ideas: Instructional Procedures: Reteaching Strategies/Adaptations: Enrichment Strategies: Materials: l peer coaching l continue use of handson models and activities l word banks l provide concrete examples and nonexamples l adapt portions of notebooks to meet student needs l adapt assessments l small group reviews or games 1. Black BoxesThrough the investigation, students analyze a black box and design conceptual models to determine its contents. As an extension of the investigation, students analyze blueprints or floorplan and design a plan for a specified building or purpose. 2. Hum dingersThrough the investigation, students analyze and reconstruct a hum dinger, in an attempt to replicate certain actions of the machine. As an extension of the investigation, students write step by step directions for how to construct a hum dinger or another purpose such as the monster exchange program as an exercise in clear and precise written language. 3. GoCartsThrough the investigation, students work the build a selfpropelled cart. As an extension of the investigation, students analyze various modes of power to propel their car and determine the advantages and disadvantages to each power source. 4. Cart TricksThrough the investigation, students modify their selfpropelled carts to perform specific maneuvers. As an extension of the investigation, students experiment with constructing an advanced pin ball machine using very specific specifications to replicate the problem solving skills and inquiry skills needed in this investigation. Pin ball machines resources available in A World in Motion kit. l l l Inv. 4 Part 1: p. 6 Inv. 4 Part 2: p. 11 Inv. 4 Part 3: p. 16 Anticipatory Set: Refer to Introductory Activities found in the Guiding the Investigation section of each Investigation folio. Focus Questions: l Science Explorer: What are some risks of using a cell phone? l Inv. 4 Part 1: Can you design a cart that can turn a corner as well as travel 2m? l Inv. 4 Part 2: Can you modify your cart to perform additional tricks? l Inv. 4 Part 3: What other models can you design? Closure: In science notebook, select an activity: conclusion, power conclusion, claims and evidence, or line of learning. Focus upon the idea that systems can be designed to perform specific functions, that a variable is anything you change in a design that might affect the performance, that developing technology has benefits and risks that must be balanced, and focus on the importance of the design and test procedure. Read Science Explorer Chapter 3 Section 3. Refer to Guiding the Investigation sections in the folio for Investigation 4: Pt. 1 pp. 810; Pt. 2 pp. 1315; Pt. 3 pp. 1920 Page 38 of 41 pages Page 39 of 41 pages Unit: Unit 4: Ecosystems Description of Unit: This mini unit consists of three classroom lessons and a twoday field experience. As they engage in the learning the students will determine factors that affect an organisms’ ability to meet its needs; analyze how ecosystems differ and change over time; and explain how adaptations enable an organism to survive. Unit Objectives: l l l Big Ideas: l l l Essential Questions: l Summative Assessments: l l l l l l l l Formative Assessments: l l l l l l l l Vocabulary: l Given a discussion of the meaning of system, students will be able to suggest at least four components of a water ecosystem. S: 4.1, 4.2 A A: S8.A.3.1 EC: S8.A.3.1.1, S8.A.3.1.5 Using internet research and a guided worksheet, students will show on a series of posters or PowerPoint slides at least nine facts about the characteristics of an ecosystem, the organisms that live within an ecosystem, and the ways that ecosystem provides for organisms. S: 4.1 AA: S8.B.1.1, S8.D.1.3 EC: S8.B.1.1.1, S8.D.1.3.3, S8.D.1.3.4 After discussing videos about succession, students will hypothesize at least three changes that an ecosystem would undergo through the processes of succession. S: 4.1, 4.2 AA: S8.A.3.1, S8. B.2.1, S8.D.1.3 EC: S8.A.3.1.5, S8.B.2.1.5, S8.D.1.3.4 Living things depend on their habitat to meet their basic needs. (SAS) Aquatic, terrestrial and humanmade ecosystems consist of diverse living and nonliving components that change over time and among geographic areas. (SAS) The survival of living things is dependent upon their adaptations and ability to respond to natural changes and human influences on the environment. (SAS) What factors affect and organism’s ability to meet its needs? (SAS) How do ecosystems differ and change over time? (SAS) How do adaptations enable an organism to survive? (SAS) MidSummative Assessments for Diversity of Life FOSS Final Summative Exam for Diversity of Life (edited to remove snail investigation items) Scaffolded worksheets for Measurement Unit FOSS ICheck for Models and Designs FOSS Summary Test for Models and Designs Alien Ecosystem Project for PA Ecosystems FOSS Survey Test (posttest used as pretest) FOSS unit embedded assessments MidSummative Assessments for Diversity of Life FOSS ICheck for Models and Designs Scaffolded worksheets for Measurement Unit Notebook rubrics Process Skill SelfAssessment Questioning for understanding aquatic ecosystem, terrestrial ecosystem, biome, succession, primary succession, seral, climax, watershed, biotic, abiotic, deciduous forest, grassland, rivers/streams (lotic), ponds/lakes (lentic), wetlands Lesson Topic: Investigation #1: Ecosystems Minutes for Lesson Topic: 400 Description of Lesson Topic: Lesson Objectives: Lesson 1: Given a discussion of the meaning of system, students will be able to suggest at least four components of an aquatic ecosystem found in Pennsylvania. Lesson 2: Using internet research and a guide worksheet, students will present at least nine facts about the characteristics of a biome or ecosystem they select, the organisms that live within that biome or ecosystem, and the ways that the biome or ecosystem provides for organism, using either a series of posters or a PowerPoint slide presentation. Lesson 3: After discussing videos about succession, students will hypothesize at least three changes that a PA ecosystem would undergo through the processes of succession. Lesson 4: Day 1 of Lutherlyn Field Experience: Geology Hike, Stream Investigation; during field experiences at Lutherlyn, the students will investigate the functions and inhabitants of water and terrestrial ecosystems, actively participating in all activities. Lesson 5: Day 2 of Lutherlyn Field Experience: Ecosystem Investigation, Mine Seep Analysis; during the field experiences at Lutherlyn, the students will examine the similarities and differences between local ecosystems, and will observe attempts to reverse the effects of humans on an environment, actively participating in all activities. Culminating Project: After brainstorming characteristics of ecosystems and adaptations of organisms, students will: 1. design an alien ecosystem using at least four components of familiar ecosystems; 2. design an alien organism with at least three adaptations that allow it to live in the ecosystem; 3. theorize at least three changes to the ecosystem after a period of succession; 4. critique the ideas of their peers using a 15 scale. l l l l l l l Essential Questions: l Big Ideas: l l l l l Students will explain how a stream is an ecosystem made of parts that work together Students will use the Internet to research how different ecosystems provide for the organisms that reside within. Students will evaluate why organisms and ecosystems change over time. Groups of students will create an alien ecosystem comprised of any combination of characteristics found in PA ecosystems. Groups will create an alien organism with adaptations that allow it to survive within the new ecosystem Groups will theorize how the ecosystem will change due to succession processes. Groups will evaluate the suitability of other groups’ organisms and reasonability of other group succession theories. What factors affect an organisms ability to meet its basic needs? (SAS) How do ecosystems differ and change over time? (SAS) How do adaptations enable an organism to survive? (SAS) Living things depend on their habitat to meet their basic needs (SAS) Aquatic, terrestrial, and humanmade ecosystems consist of diverse living and nonliving components that change over time and among geographic areas (SAS) The survival of living things is dependent upon their adaptations and ability to respond to natural Page 40 of 41 pages changes and human influences on the environment (SAS) Instructional Procedures: Refer to the Ecology Miniunit on Ecosystems – p.p. 39 Reteaching Strategies/Adaptations: l l l l l l l peer coaching continue use of handson models and activities word banks provide concrete examples and nonexamples adapt portions of notebooks to meet student need adapt assessments small group reviews or games Enrichment Strategies: Unit Project: Through the unit project, students create an “alien ecosystem” and an “alien organism” to demonstrate their understanding of the components of an ecosystem and how organisms rely on and interact with their ecosystem. As an extension to this project, students assume that this “alien organism” arrives on Earth. Students investigate if this organism would be able to survive on Earth and if any of Earth’s ecosystems would provide a suitable and sustainable home for the organism and hypothesize how this organism would interact with the ecosystem and the other organisms that exist within the ecosystem Materials: Refer to the Miniunit on Ecosystems – see each activity for materials necessary Anticipatory Set: l l Closure: How will the interactions of an ecosystem’s components provide a suitable habitat for an organism, and what physical structures will that organism need to survive? What would reasonable changes be as the ecosystem ages and the composition of its community shifts? Refer to the culminating project on p.p. 79 Page 41 of 41 pages
© Copyright 2026 Paperzz