Middleton School District #134
Course:
Science
Curriculum Map
Grade: 6th
Unit//Topic
Length/Pacing
State Standards (#)
Unit 1/Nature of Science
16 Days
Weeks 1-4
(Week one is 2 days of
Safety and testing)
Week 1​ - Seating Chart,
Warm-Ups, Introductory
Activity, Syllabus,
SEMESTER 1 PRETEST; Introduction, ,
Safety Contracts
Week 2- ​Pre-test,
Hypothesis Pre-Write,
Unit Pre-test, Labs, order
of the scientific method
and scientific language.
Week 3 - ​Purpose?
Hypothesis? Write on
Hypothesis. Can the SM
be done in any order?
Week 4 - ​Each step,
Controls, Variables, Data,
Inference, Conclusions,
labs (Friday)
Standard 1: Nature of
Science
Goal 1.1 (6.S.1.1.1)
Goal 1.2 (6.S.1.2.1,
6.S.1.2.2, 6.S.1.2.3)
Goal 1.3 (6.S.1.3.1,
6.S.1.3.2)
Goal 1.5 (6.S.1.5.1)
Goal 1.6 (6.S.1.6.1,
6.S.1.6.2, 6.S.1.6.3,
6.S.1.6.4, 6.S.1.6.5)
Goal 1.8 (6.S.1.8.1)
Content
1. Safety in the Science Classroom
2. The Scientific Method
Revised June 2016Page 1
Essential & Guiding Questions
1. Why is safety important?
2. What is safe behavior?
3. Why do scientists conduct
experiments?
4. What are the steps of the
scientific method?
5. Why do scientists use this
process?
6. Can the scientific method be
completed in any order?
7. What is the difference
between writing a purpose vs
a hypothesis for an
experiment?
8. What is supporting data?
9. Why do scientists use models?
10. How do scientists use
predictions?
11. How do scientists use
observations?
12. What is observable evidence?
13. What is the difference
between an observation and
an inference?
Middleton School District #134
Skills
1. The process of the Scientific
Method
o
o
o
o
o
o
o
·​ ​State the problem or question
. State the purpose of the
experiment
·​ ​Form a testable hypothesis
·​ ​Design an experiment
·​ ​Collect and analyze data
·​ ​Draw conclusions
·​ ​Communicate results
2. The skill scientists use when
conducting experiments.
o
o
o
o
o
Observe
Predict
Classify
Model
Compare and contrast
3. Key scientific definitions.
o
o
o
A Theory is: A well tested
explanation of something that
occurs.
A Hypothesis is: A prediction
that can be tested. (If, then,
because)
A System is: A collection of
interrelated parts that perform a
specific function.
4. How to read and follow technical
instructions to conduct an
experiment.
5. The tools scientists use to collect
data.
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Formative
Assessments
Unit 1 Pre-test
Hypothesis Pre-write
Order of the Scientific
Method
Curriculum Map
Summative Assessments
Unit 1 Post-test
Hypothesis Post-write
Order of the Scientific
Method
Activities/Strategies
Guided Unit includes Order of the
Scientific Method Pre-test, Science
Songs Experiment, Labs,
Vocabulary, How to write a
hypothesis.
https://goo.gl/4SNueG
Safety Contract:
https://goo.gl/oDvyhW
Middleton School District #134
Materials/Resources/Equipment
Stations for labs:
Straw, 6-8 varied objects to blow with straw, measuring stick,
masking tape
Bin, Water, Sand, water bottle, confetti, blocks if needed to raise one
side of bin.
Measuring cup, zip lock bag (Per experiment), warm water, Vinegar,
tissue, baking soda (access to outside needed)
Safety Unit:
https://goo.gl/esQO8g
Scientific Method Unit
https://goo.gl/4SNueG
Explicit Standards
Standard 1: Nature of Science
Goal 1.1: Understand Systems, Order, and Organization
6.S.1.1.1 Analyze different systems. (618.01.a)
Goal 1.2: Understand Concepts and Processes of Evidence, Models, and
Explanations
6.S.1.2.1 Explain how observations and data are used as evidence on
which to base scientific explanations and predictions. (618.02.a)
6.S.1.2.2 Use observations to make inferences. (618.02.b)
6.S.1.2.3 Use models to explain or demonstrate a concept.
(618.02.c)
Goal 1.3: Understand Constancy, Change, and Measurement
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Curriculum Map
Key Vocabulary
Analyze
Concept
Conclusion
Control
Critical Thinking
Data
Evaluate
Evidence
Experiment
Form and function
Hypothesis
Inference
Investigation
Measure
Metric
Model
Observations
Predictions
Scientific Procedures
Scientific explanation
Systems
Tools
U.S. customary measurement
Variable: Dependent/Independent (Basic understanding)
Objectives
1. ​ ​Science attempts to explain how and why things happen
in the natural world by collecting evidence and developing
theories that explain natural phenomena.
2. Understand the Scientific Method is a systematic way of
solving problems.
3. Understand that science is based on observable evidence
4. Understand there are certain skills that all scientist use to
solve problems or answer questions.
Middleton School District #134
Curriculum Map
6.S.1.3.1 Analyze changes that occur in and among systems.
(618.03.b)
5. Understand that a common scientific vocabulary facilitates
6.S.1.3.2 Measure in both U.S. Customary and International System communication
of Measurement (metric system) units with an emphasis on the
metric system. (618.03.c)
6. Understand the proper behavior and procedures to
Goal 1.5: Understand Concepts of Form and Function
maintain a safe environment
6.S.1.5.1 Analyze how the shape or form of an object or system is
frequently related to its use and/or function.
(618.05.a)
Goal 1.6: Understand Scientific Inquiry and Develop Critical Thinking
Skills
6.S.1.6.1 Write and analyze questions that can be answered by
conducting scientific experiments. (619.02.a)
6.S.1.6.2 Conduct scientific investigations using a control and
variables. Repeat same experiment using alternate variables.
(619.02.b)
6.S.1.6.3​ ​Select and use appropriate tools and techniques to gather
and display data. (619.02.c)
6.S.1.6.4 Use evidence to analyze data in order to develop
descriptions, explanations, predictions, and models. (619.2.d
6.S.1.6.5 Test a hypothesis based on observations. (619.02.e
Goal 1.8: Understand Technical Communication
6.S.1.8.1 Read, give, and execute technical instructions. (628.01a)
Notes:
3 Experiments to guide the scientific method go along with this unit and are embedded in the Google slideshow link provided. Students must
turn in their Science Safety Contract prior to participating in the experiments.
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Middleton School District #134
Unit//Topic
Unit 2/Nature of Matter
Content
This unit is designed to lay a foundational
understanding of matter and its interaction
with energy, which drives Earth’s systems
such as the water cycle and weather.
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Length/Pacing
26 Days
Week 5​ - Unit 2 Pre-test,
Labs, Vocabulary
Week 6​ - Density, Mass,
Volume - what are they,
how are they related, and
lab connections
Week 7​- Atoms,
Molecules, Water
Compound
Week 8​- Mini Energy
Unit
Week 9​- Solid, Liquids,
Gases, Water Cycle Basic
Week 10​- Physical vs
Chemical Change, Soft
Matter Discussion and
Lab
Curriculum Map
State Standards (#)
Standard 1:
Goal 1.1 (6.S.1.1.1)
Goal 1.3 (6.S.1.3.1,
6.S.1.3.2)
Goal 1.5 (6.S.1.5.1)
Goal 1.6 (6.S.1.6.3)
Standard 2:
Goal 2.1 (6.S.2.1.2,
6.S.2.1.3,
6.S.2.1.4, 6.S.2.1.5)
Essential & Guiding Questions
1. What is the definition of
matter?
2. What is density, mass, and
volume?
3.
What is the relationship
between the three?
What is an atom?
What is a molecule?
What atoms are contained
in a water molecule? (2
Hydrogen and 1 Oxygen)
7. What is the difference
between a physical and a
chemical change?
4.
5.
6.
Middleton School District #134
Curriculum Map
What are the common
states of matter?
9. How does amount of
thermal energy affect the
states of matter?
10. What is the relationship
between the amount of
energy in a system and the
movement of the particles?
11. How does temperature
affect the density of a
substance?
8.
Skills
Students will know that:
1. Atoms are the building blocks of
matter.
2. The parts of an atom.
3. The periodic table organizes the
elements.
4. Compounds are created when
elements chemically combine.
5. Physical properties of matter include
mass, density and states.
6. The relationship between
temperature, density, and volume
7. That a physical change in a substance
does not alter its chemical properties.
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Formative
Assessments
Summative Assessments
Activities/Strategies
States of Matter Post-test:
Experiments showing Solid,
Liquid, and Gas using H2O
States of Matter
Pre-test:
Modified Testing:
Soft Matter Experiment
https://goo.gl/n5veLW
Energy Experiments (Energy Mini
unit)
Middleton School District #134
Materials/Resources/Equipment
States of Matter Google Slide show
https://goo.gl/nYZsUg
Four States of Matter Guided Reading
Guided Reading Questions
https://goo.gl/85Go6y
Unit Resources Page
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Curriculum Map
Key Vocabulary
Characteristics
Density
Electricity
Kinetic Energy
Mixtures
Molecules (basic)
Physical properties
Potential Energy
Solids
State
Vaporize
Water Vapor
Compound (basic)
Elements
Gas
Liquids
Mass
Physical change
Physics
Radiant Energy
Solar
Thermal Energy
Water cycle (basic)
Middleton School District #134
Explicit Standards
Standard 1 Nature of Science
Goal 1.1: Understand Systems, Order, and Organization
6.S.1.1.1 Analyze different systems. (618.01.a)
Goal 1.3: Understand Constancy, Change, and Measurement
6.S.1.3.1 Analyze changes that occur in and among systems.
(618.03.b)
6.S.1.3.2 Measure in both U.S. Customary and International System
of Measurement (metric system) units with an emphasis on the
metric system. (618.03.c)
Goal 1.5: Understand Concepts of Form and Function
6.S.1.5.1 Analyze how the shape or form of an object or system is
frequently related to its use and/or function. (618.05.a)
Goal 1.6: Understand Scientific Inquiry and Develop Critical
Thinking Skills
6.S.1.6.3​ ​Select and use appropriate tools and techniques to gather
and display data. (619.02.c)
Standard 2 Physical Science
Goal 2.1: Understand the Structure and Function of Matter and
Molecules and Their Interactions
6.S.2.1.2 Define the properties of matter. (620.01.b)
6.S.2.1.3 Compare densities of equal volumes of a solid, a liquid, or
a gas. (619.01.c)
6.S.2.1.4 Describe the effect of temperature on density.
(620.01.c6.S.2.1.5 Explain the nature of physical change and how it
relates to physical properties (the distance between molecules as water
changes from ice to liquid water, and to water vapor). (620.01.d)
Notes:
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Curriculum Map
Objectives
1. Matter can be defined by its properties.
2. The composition of matter varies and can change.
3. The common states of matter (solid, liquid, gas) are
determined by their densities.
Middleton School District #134
Unit//Topic
Unit 3/ Interactions of Water and Weather
Content
This unit is designed to foster an
understanding of the continuous
relationship between energy from
the sun and water on the earth to
drive the water cycle and weather
in the atmosphere. Students
should understand how those
factors determine climate.
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Curriculum Map
Length/Pacing
32 days
State Standards (#)
Standard 1
Week 11​- Unit 2 Post
Test, Unit 3 Pre-test,
Water Dance Poetry,
Water Cycle, Where is the
Water
Week 12​- My incredible
Journey, Clouds
Week 13​- Clouds
Identification, Rain
Shadows
Week 14​- Layers of the
Atmosphere
Week 15​- Layers of the
Atmosphere and Air
Masses
Week 16​- Fronts
Week 17​- Water as a
renewable resource and
impact on human and
physical interactions
Goal 1.1 (​6.S.1.1.1 )
Goal 1.6 (​6.S.1.6.3)
Standard 4
Goal 4.1 (​6.S.4.1.1,
6.S.4.1.2, 6.S.4.1.3)
Essential & Guiding
Questions
1. What is the energy source that
drives the water cycle? (sun)
2. What are the processes within
the water cycle? (evaporation,
condensation, precipitation,
transpiration, surface run off
and Infiltration)
3. What is weather?
4. What are the layers and
characteristics of the
atmosphere?
5. In which atmospheric layer
does weather take place?
6. What does the water cycle
contribute to a regions’
weather?
7. How does climate differ from
weather?
8. What are three main cloud
types? (cirrus, cumulus, and
stratus)
9. What type of weather does
each cloud type indicate?
10. How do land forms affect the
water cycle?
Middleton School District #134
Curriculum Map
11. How do large bodies of water
affect the water cycle?
12. How do organisms affect the
water cycle? (transpiration)
13. How does the water cycle
connect surface water, land
and organisms to the
atmosphere?
14. What types of technology are
currently available?
15. How does technology foster
scientific understanding?
16. What affects water quality?
17. How do humans affect water
quality?
18. How do natural processes
affect water quality?
19. How do we reuse water?
20. How can humans conserve
water?
Skills
Students Will know:
1. The sun is the energy source that
generates the water cycle.
2. How changes in energy level drive the
processes in the water cycle (evaporation,
condensation etc.)
3. The impact of land forms, oceans,
vegetation and human development on the
water cycle.
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Formative
Assessments
Pretest:
Water Cycle Task
Cards
Summative Assessments
Activities/Strategies
Post Test:
My incredible Journey
Where is the water?
Cloud Identification
Water Dance – ELA inclusion
Layers of the Atmosphere
Middleton School District #134
Curriculum Map
4. The definitions of weather and climate
5. The types of air masses
6. The types of clouds (cumulus, cirrus,
stratus)
7. Types of weather fronts
8. Water is a renewable resource
Materials/Resources/Equipment
Weather and Climate Google Folder
Atmosphere and the Water Cycle Google Folder
Explicit Standards
Standard 1 Nature of Science
Goal 1.1: Understand Systems, Order, and Organization
6.S.1.1.1 Analyze different systems. (618.01.a)
Goal 1.6: Understand Scientific Inquiry and Develop Critical
Thinking Skills
6.S.1.6.3​ ​Select and use appropriate tools and techniques to gather
and display data. (619.02.c)
Standard 4 Earth and Space Systems
Goal 4.1: Understand Scientific Theories of Origin and
Subsequent Changes in the Universe and Earth Systems
6.S.4.1.1 Explain the interactions among the solid earth,
oceans, atmosphere, and organisms. (624.01.a)
6.S.4.1.2 Explain the water cycle and its relationship to
weather and climate. (624.01.b)
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Key Vocabulary
Atmosphere
Cirrus cloud
Cumulus cloud
Exosphere
Precipitation
Stratus cloud
Transpiration
Water cycle: ​(extended)
Bernard Palissy
Climate
Evaporation
Mesosphere
Stratosphere
Thermosphere
Troposphere
Objectives
1. Energy from the sun causes water to move continually through the
water cycle.
2. The water cycle is related to weather and climate.
3. Clouds types are related to weather changes.
4. The water cycle is a dynamic cyclic process connecting the
earth’s surface water, its land and living things with the
atmosphere.
5. Technology is used to enhance the understanding of water and
weather.
6. Human modifications of the environment impact water quality
and the water cycle.
Middleton School District #134
Curriculum Map
6.S.4.1.3 Identify cumulus, cirrus, and stratus clouds and how
they relate to weather changes. (624.01.c)
Notes:
Unit//Topic
Unit 4/Earth’s Systems
Content
This unit introduces the idea that
earth is a dynamic system.
Students will know the structure
of the earth, how internal heating
causes convection currents which
move earth’s crust, and how that
crustal movement results in
earthquakes, volcanoes and
mountains. Students will
understand that rocks and
minerals are nonrenewable
resources that we use, and that
both move through the Rock
Cycle. Additionally, building on
prior knowledge that living things
can be classified, student will
understand that nonliving things
Revised June 2016Page 12
Length/Pacing
State Standards (#)
Standard 1
Goal 1.1 (​6.S.1.1.1 )
Goal 1.3 (​6.S.1.3.1)
Goal 1.2 (​6.S.1.2.1,
6.S.1.2.2 , 6.S.1.2.3)
Goal 1.3 (​6.S.1.3.1 )
Standard 4
Goal 4.1 (​6.S.4.1.1)
Goal 5.2 (​6.S.5.2.1,
6.S.5.2.2)
1.
2.
3.
4.
Essential & Guiding Questions
Describe a chair.
Describe a stool.
What defining characteristics make a chair
different from a stool?
5. Can we classify objects based on their
characteristics?
6. Can we classify animals by their
characteristics?
7. What are some of the characteristics of
rocks?
8. Can we classify rocks based on their
characteristics?
9. Do rocks and minerals move through a
cycle?
10. How does the rock cycle work?
11. Where does sand come from?
12. What did it used to be?
13. What is a resource?
14. What is a renewable resource?
15. How do we use rocks and minerals?
Middleton School District #134
(rocks) have defining
characteristics and can be
classified.
Curriculum Map
16. Can we grow new rocks and minerals?
17. Are rocks a renewable resource?
18. What is a theory?
19. Does the surface of the earth change?
20. How does it change?
21. What theories explain how the earth
changes?
22. What evidence is there to support those
theories?
23. What events / geological features are
explained by the theories?
24. What are the layers of the earth?
25. How do the layers of the earth interact with
the theories of Sea Floor spreading and
continental drift?
26. Do volcanoes change the surface of the
earth?
27. What types of volcanoes are there?
28. How do mountains form?
29. What is an earthquake?
30. what causes an earthquake to occur?
31. what types of faults are there?
32. How do plate boundaries interact with
faults?
33. How do these interactions affect occurances
on earth (i.e. volcanic activity, earthquakes,
ring of fire)?
Revised June 2016Page 13
Middleton School District #134
Skills
Students will know:
1. The layers of the earth.
2. The Theory of Plate Tectonics.
3. How the ocean floors are
affected by plate tectonics (the
Theory of Sea Floor
Spreading).
4. The causes of earthquakes.
5. How volcanoes and islands are
formed.
6. The stages of the Rock Cycle.
7. The classification of rocks.
8. The properties of igneous,
sedimentary, and metamorphic
rocks.
Formative
Assessments
Summative
Assessments
Pretest:
Post Test:
Materials/Resources/Equipment
Earth Science Google Folder:
Plate Tectonics
http://msnucleus.org/membership/html/k-6/pt/index.html
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Curriculum Map
Activities/Strategies
Rock Classification Activity (Student Rock
Collection – our area)
Rock Cycle Diagram
Idaho Geological Maps
Fault Models
Close Read on Articles
Plate Tectonics Activity
Key Vocabulary
Alfred Wegener
Astronomy
Climate
Convection Currents
Erosion
Harry Hess
Lithosphere
Mesosphere
Rigid
Sea Floor Spreading
Tectonic plates
Asthenosphere
Classification
Continental drift
Crust
Geology
Inner core
Mantle
Outer core
Rock cycle
Sediment
Weathering​
Middleton School District #134
Explicit Standards
Standard 1 Nature of Science
Goal 1.1: Understand Systems, Order, and
Organization
6.S.1.1.1 Analyze different systems. (618.01.a)
Goal 1.3: Understand Constancy, Change, and
Measurement​6.S.1.3.1 Analyze changes that occur in and among
ystems.
(618.03.b)
Goal 1.2: Understand Concepts and Processes of
Evidence,
Models, and Explanations
6.S.1.2.1 Explain how observations and data are used as
evidence on
which to base scientific explanations and
predictions. (618.02.a)
6.S.1.2.2 Use observations to make inferences. (618.02.b)
6.S.1.2.3 Use models to explain or demonstrate a concept.
(618.02.c)
Goal 1.3: Understand Constancy, Change, and
Measurement
6.S.1.3.1 Analyze changes that occur in and among
systems.
(618.03.b)
Standard 4 Earth and Space Systems
Goal 4.1: Understand Scientific Theories of Origin and
Subsequent Changes in the Universe and Earth
Systems
6.S.4.1.1 Explain the interactions among the solid earth,
oceans, atmosphere, and organisms. (624.01.a)
Goal 5.2: Understand the Relationship between Science
and Technology
6.S.5.2.1 Describe how science and technology are part of
our society. (625.01.a)
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Curriculum Map
Objectives
1. The earth is a dynamic system undergoing constant change.
2. We develop theories to explain how the earth system works based on
evidence.
3. Nonliving things can be classified based on their defining
characteristics
4. Rocks and minerals are nonrenewable resources that move through a
cycle.
Middleton School District #134
Curriculum Map
6.S.5.2.2 Describe how science and technology are
interrelated. (625.01.b)
Notes:
Unit//Topic
Unit 5/Space Systems
Content
Our Solar System is a collection of
gravitationally interacting bodies that
include Earth and the Moon. Universal
Revised June 2016Page 16
Length/Pacing
State Standards (#)
Standard 1
Goal 1.1 (​6.S.1.1.1)
Goal 1.2 (​6.S.1.2.1,
6.S.1.2.2 , 6.S.1.2.)
Goal 1.3 (​6.S.1.3.1,
6.S.1.3.2.)
Essential & Guiding
Questions
1. What predictable, observable
patterns occur as a result of
the interaction between the
Earth, Moon, and Sun?
Middleton School District #134
principles of gravitation allow
predictions regarding the motions of
objects within the Galaxy and beyond.
Earth’s motion, position, and posture
account for a variety of cyclic events
observable from Earth. While the
composition of planets vary
considerably, their components and
the applicable laws of science are
universal. The motions and
interactions of objects within the Solar
System are consistent with the
hypothesis that it emerged from a
large disk of gas and dust. Our Solar
System is part of the Milky Way
Galaxy, which, in turn, is one of many
galaxies in the known Universe.
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Curriculum Map
Goal 1.5 ​(6.S.1.5.1)
Standard 5
Goal 5.1 ​(6.S.5.1.1)
Goal 5.2 ​(6.S.5.2.1,
6.S.5.2.)
2. What causes these patterns?
3. What is Earth’s place in the
Solar System?
4. How does Earth’s physical
characteristics and motion
compare to other bodies in the
Solar System?
5. How has technology expanded
our knowledge of the Solar
System?
6. What are the characteristics of
the sun compared to the
planets in our solar system?
7. How do the stars and
constellations connect to
geography of the earth?
8. What type of renewable
energy can we use on earth
that is created by a body in the
Solar System? How can this
energy source affect the future
of the earth?
Middleton School District #134
Skills
1. Observe and describe the path of the
Sun at it appears to move across the
sky from east to west during the
course of a day.
2. Use models to describe how the
Earth’s rotation on its axis causes one
half of the Earth to always be
illuminated by the Sun (day) and one
half to not be illuminated by the Sun
(night). Apply this model of the
rotating Earth to explain why the Sun
appears to move across the sky each
day from east to west.
3. Identify the basic pattern of the
Moon’s appearance.
4. Classify the Moon’s appearance by
using the terms new, first quarter,
full, last (third) quarter.
5. Observe the size of the Sun and
Moon in the sky. Use models to
illustrate and explain the approximate
size and distance relationship
between the Sun and Moon.
6. Describe our Sun as a star that is
similar to other stars that are seen in
the night sky. Explain why our Sun
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Curriculum Map
Formative Assessments
Summative Assessments
Activities/Strategies
Pre assessment:
Students to draw a 2D
model of the solar
System.
Post assessment:
Students are to create a
model of the Solar
System.
Unit Pre Test – To be
created within the
2016/2017 school year
Unit Post Test – To be
created within the
2016/2017 school year
1) Moon Phases Lab (Black and
White Sphere’s)
2) Star Lab? [Identify Stars,
such as Polaris (The North Star),
Spica, etc. and how we have used
them in different situations in
history and present day. How do
Stars differ from one another?,
what is the celestial equator and
how does it relate to the position
of the planets in our solar
system]
3) Constellations of Ancient
Civilizations. (available in the
Star Lab also)
4) Student lead creation of planet
size vs distance model.
Middleton School District #134
Curriculum Map
appears to be larger in size than other
stars.
7. Identify and order the major planets
and describe how they all revolve
around the Sun, and the main
differences from the sun.
8. Solar energy is a renewable resource
that is created within our solar
system. By using solar power, we
can use a renewable resource that is
more environmentally friendly than
using non-renewable resources such
as coal and oil.
Materials/Resources/Equipment
TBD (New Unit)
Revised June 2016Page 19
Key Vocabulary
Asteroid
Celestial
Comet
Cosmonaut
Galaxy
Light year
Milky Way
Moon Phase
Neil Armstrong
Planet
Rotation
Solar System
Astronaut
Celestial Equator
Constellation
Double Star
Gravity
Meteor
Moon
Nasa
Orbit
Polaris
Solar Flares
Sound Waves
Middleton School District #134
Curriculum Map
Space Exploration
Spica
Sun Storms
Waxing
Zodiac
Explicit Standards
Standard 1: Nature of Science
Goal 1.1: Understand Systems, Order, and Organization
6.S.1.1.1 Analyze different systems. (618.01.a)
Goal 1.2: Understand Concepts and Processes of Evidence,
Models, and Explanations
6.S.1.2.1 Explain how observations and data are used as evidence on
which to base scientific explanations and predictions. (618.02.a)
6.S.1.2.2 Use observations to make inferences. (618.02.b)
6.S.1.2.3 Use models to explain or demonstrate a concept.
(618.02.c)
Goal 1.3: Understand Constancy, Change, and
Measurement
6.S.1.3.1 Analyze changes that occur in and among systems.
(618.03.b)
6.S.1.3.2 Measure in both U.S. Customary and International
System of Measurement (metric system) units with an emphasis on
the
metric system. (618.03.c)
Goal 1.5: Understand Concepts of Form and Function
6.S.1.5.1 Analyze how the shape or form of an object or system is
frequently related to its use and/or function. (618.05.a)
Standard 5: Personal and Social Perspectives; Technology
Goal 5.1: Understand Common Environmental Quality Issues,
Both Natural and Human Induced
6.S.5.1.1 Identify issues for environmental studies. (626.01.a)
Goal 5.2: Understand the Relationship between Science and
Technology
Revised June 2016Page 20
Space Station
Sun
Universe
Waning
Objectives
1. There are observable, predictable patterns of movement in
the Sun, Earth, and Moon system that account for day/night.
2. Observable, predictable patterns of movement in the Sun,
Earth, Moon system occur because of gravitational
interaction and energy from the Sun
3. Earth is part of a system that includes other planets.
4. Most objects in the Solar System orbit the Sun and have
distinctive physical characteristics and orderly motion which
are a result of their formation and changes over time.
Middleton School District #134
Curriculum Map
6.S.5.2.1 Describe how science and technology are part of our
society. (625.01.a)
6.S.5.2.2 Describe how science and technology are interrelated.
(625.01.b)
Notes: Activities are contingent on rental of the Portable Star Lab. Using a Certified Star Lab Teacher (I.E. MéLinda Gage) will
decrease the cost of the rental. Cost for the 2016-2017 school year W/CSLT is as follows: 1 day $100, 1 week $150, 2 weeks $200.
Unit//Topic
Length/Pacing
State
Essential & Guiding Questions
Unit 6/ Oceanography
Standards (#)
1. What are the geological, physical
Standard 1
and ecological characteristics of the
Content
Goal 1.1
ocean?
The oceans influence the world's
(​6.S.1.1.1)
2. How are the features and systems of
climate by storing vast amounts of
Goal 1.2
Earth’s oceans interrelated?
solar energy and distributing that
(​6.S.1.2.1,
3. How have ocean environments been
energy around the planet through
6.S.1.2.2 ,
affected weather related factors? (El
currents and accompanying
6.S.1.2.)
Nino, global warming).
atmospheric winds. Dramatic weather
Goal 1.3
4. What characteristics change in the
(​6.S.1.3.1,
events like hurricanes originate at
Earth’s oceans? (pressure, salinity,
6.S.1.3.2.)
sea, and the oceans also influence
light, temperature, volcanoes,
Goal 1.5
long-term conditions such as average
tectonic movements, earthquakes).
(6.S.1.5.1)
daily temperature and rainfall. These
5. How do changes in the Earth’s
Standard 5
factors in turn affect the variety and
oceans affect the ocean’s
Goal 5.1
volume of crops that can be grown
ecosystems? How have organisms
(6.S.5.1.1)
and the number of fish that can be
adapted to the Earth’s ocean
Goal 5.2
caught. In fact, the oceans affect all
environments?
(6.S.5.2.1,
6. How have organisms adapted to the
life on our planet.
6.S.5.2.)
Earth’s ocean environments?
7. Who is the father of Oceanography?
How has he influenced practices in
Oceanography and exploration
today?
Revised June 2016Page 21
Middleton School District #134
Skills
1.
The Earth has one big ocean with
many features.
2.
Oceans cover about 70 percent of the
surface of Earth.
3.
Important features of the ocean floor
near the continents are the continental
shelf, the continental slope, and the
continental rise.
4.
Ocean trenches are very deep, and the
continental shelf is relatively shallow.
5.
Ocean water is a complex mixture of
gases (air) and dissolved solids (salts,
especially sodium chloride).
6.
Marine organisms are dependent on
dissolved gases for survival.
7.
The salinity of ocean water varies in
some places depending on rates of
evaporation and amount of runoff from
nearby land.
8.
The basic motions of ocean water are
the waves, currents, and tides.
9.
Ocean currents, including the Gulf
Stream, are caused by wind patterns
and the differences in water densities
Revised June 2016Page 22
Formative Assessments
Pre-Assessment:
Explain the physical and
ecological features of the
world’s oceans.
Unit Pre Test – To be
created within the
2016/2017 school year
Curriculum Map
Summative
Assessments
8. How do ocean currents and the
Great Pacific Garbage Patch interact
and affect each other?
9. Can the ocean be used as a
renewable resource? How? Is it a
good idea to use the ocean as a
renewable resource?
Activities/Strategies
1.
Post-Assessm
ent:
Create a piece
of work
(Either
written,
technological,
or physically
based) that
addresses
desalinization
of the oceans
and how it
effects the
ecological and
or/ physical
features of the
world’s
oceans.
Unit Post Test
– To be
2.
3.
4.
5.
Create and interpret a model of
the ocean floor and label and
describe each of the major
features.
Describe the variation in depths
associated with ocean features,
including the continental shelf,
slope, rise, the abyssal plain, and
ocean trenches.
Interpret graphical data related
to physical characteristics of the
ocean. Explain the formation of
ocean currents and describe and
locate the Gulf Stream.
Create a model that shows the
ecological relationships of the
ocean environment.
Interpret graphical data related
to the ecological characteristics
of the ocean, such as the number
of organisms vs. the depth of the
water.
Middleton School District #134
(due to salinity and temperature
differences).
10.
Ocean currents affect the mixing of
ocean waters. This can affect plant and
animal populations. Currents also
affect navigation routes.
11.
As the depth of ocean water increases,
the temperature decreases, the pressure
increases, and the amount of light
decreases. These factors influence the
type of life forms that are present at a
given depth.
12.
Plankton
are tiny free-floating
organisms that live in water. Plankton
may be animal-like or plant-like.
Animal-like plankton are called
zooplankton.
Plant-like
plankton
(phytoplankton) carry out most of the
photosynthesis on Earth. Therefore,
they provide much of Earth’s oxygen.
Phytoplankton form the base of the
ocean food web. Plankton flourish in
areas where nutrient-rich water
upwells from the deep
Materials/Resources/Equipment
TBD (New Unit)
Revised June 2016Page 23
Curriculum Map
created within
the 2016/2017
school year
6.
7.
8.
Analyze how the physical
characteristics (depth, salinity,
and temperature) of the ocean
affect where marine organism
can live.
Create and interpret a model of a
basic marine food chain,
including floating organisms
(plankton), swimming
organisms, and organisms living
on the ocean floor.
Research and support an
argument supporting whether
we should or should not use
desalinization plants to obtain
clean fresh water from the
oceans. Explain your reasoning
using supporting evidence.
Key Vocabulary
Abiotic
Atoms
Combination (Combine)
Continental Slope
Current
Deep Water
Depth
Abyssal Plain
Biotic
Continental Shelf
Continental Rise
Current Vertical
Density
Ecosystem
Middleton School District #134
Curriculum Map
Evaporation
Mixture
NaCl Salt H2O Water Compound
Ocean trenches
Plankton
Saltwater Water
Surface Current
Waves
Explicit Standards
Standard 1: Nature of Science
Goal 1.1: Understand Systems, Order, and Organization
6.S.1.1.1 Analyze different systems. (618.01.a)
Goal 1.2: Understand Concepts and Processes of Evidence, Models,
and Explanations
6.S.1.2.1 Explain how observations and data are used as evidence
on
which to base scientific explanations and predictions.
(618.02.a)
6.S.1.2.2 Use observations to make inferences. (618.02.b)
6.S.1.2.3 Use models to explain or demonstrate a concept.
(618.02.c)
Goal 1.3: Understand Constancy, Change, and Measurement
6.S.1.3.1 Analyze changes that occur in and among systems.
(618.03.b)
6.S.1.3.2 Measure in both U.S. Customary and International System of
Measurement (metric system) units with an emphasis on the metric
system.
(618.03.c)
Goal 1.5: Understand Concepts of Form and Function
6.S.1.5.1 Analyze how the shape or form of an object or system is
frequently
related to its use and/or function. (618.05.a)
Standard 5: Personal and Social Perspectives; Technology
Goal 5.1: Understand Common Environmental Quality Issues,
Both Natural and Human Induced
6.S.5.1.1 Identify issues for environmental studies. (626.01.a)
Revised June 2016Page 24
Freshwater Water
Molecules
Oceans
Phytoplankton
Salinity
Solution
Tides
Objectives
1.
The Earth’s oceans are complex environments.
1.
The oceans are finite.
1.
Oceans affect weather.
1.
Without the oceans, there would be no life on
earth.
1.
People and oceans are interconnected.
1.
Matthew Maury is the father of Oceanography and
has influenced practices today.
Middleton School District #134
Goal 5.2: Understand the Relationship between Science and
Technology
6.S.5.2.1 Describe how science and technology are part of our society.
(625.01.a)
6.S.5.2.2 Describe how science and technology are interrelated. (625.01.b)
Notes: This is a new and working unit
Revised June 2016Page 25
Curriculum Map