Subject/Grade or Course: Science 6 Weeks Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Pacing: Trimester II– 3rd 6 ESTABLISHED GOALS: Idaho State Content Corresponding NGSS Standards Standard 1: Nature of MS.ESSEIP Earth’s Interior Processes Science Students who demonstrate understanding can: 6.S.1.1.2 Understand a. Use models to explain how the flow of energy Concepts and Processes drives a cycling of matter between Earth’s of Evidence, Models surface and deep interior. and Explanation [Assessment Boundary: The thermodynamic 6.S.1.1.3 processes that drive convection are not required, Understand Constancy, only a description of those motions. Explanations Change, and should include midocean ridges and ocean Measurement trenches.] 6.S.1.1.5 MS.ESSESP Earth’s Surface Processes Understand Concepts of Students who demonstrate understanding can: Form and Function a. Use models to explain how weathering, 6.S.1.1.6 Understand erosion, and deposition of Earth materials, by Scientific Inquiry and the movement of water, shape landscapes and Develop Critical create underground formations. [Clarification Thinking Skills Statement: Models may include maps.] b. Model multiple pathways for the cycling of Standard 4: Earth and water through the atmosphere, geosphere, and Space Systems hydrosphere as it changes phase and moves in 6.S.4.1.1 Explain the response to energy from the sun and the force interactions between the of gravity . [Assessment Boundary: Heat of solid earth, oceans, vaporization and heat of condensation are not to atmosphere and be addressed.] organisms. MS.LSMEOE Matter and Energy in Organisms and Ecosystems ICS ELA R.S. 68.1 Cite specific textual evidence to support analysis of science and technical texts. R.S 68.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. R.S 68.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. R.S 68.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. R.S 68.9 Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. R.S 68.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. W.S. 68.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.S. 68.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.S. 68.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Subject/Grade or Course: Science 6 Weeks Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Students who demonstrate understanding can: a. Develop an explanation for the role of photosynthesis in the cycling of matter and flow of energy on Earth. [Assessment Boundary: Limited to the explanation related to water, carbon dioxide, and light energy being used to produce sugars and release oxygen NOT the chemical equation for photosynthesis.] b. Investigate the cycling of matter among living and nonliving parts of ecosystems to explain the flow of energy and conservation of matter. [Clarification Statement: Investigations are qualitative observations of the cycling of water, carbon, and oxygen in the environment.] Pacing: Trimester II– 3rd 6 W.S. 68.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.S. 68.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.S. 68.9 Draw evidence from informational texts to support analysis reflection, and research. W.S. 68.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Subject/Grade or Course: Science 6 Weeks Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Pacing: Trimester II– 3rd 6 TRANSFER Students will be able to independently use their learning to… ● Evaluate scientific claims, analyze data, offer prediction(s), explain pattern(s), and examine current issues involving Science and Technology; ● Write arguments to support claims with clear reasons and relevant evidence; ● Draw evidence from literary or informational texts to support analysis, reflection, and research. MEANING Overarching Understandings(s): Essential Questions: Students will… ● How can evidence of movement on earth’s surface be used to make ● Recognize the positive and negative impact of natural cycles inferences about earth’s structure and its impact on our lives? on human life. ● How are earth’s systems interdependent? ● Analyze cause and effect relationships to predict phenomena ● What kinds of careers require a comprehensive understanding of in earth’s systems. earth’s systems? ● Determine positive and negative impact of human activity on ● Is it important for us to know about the different zones of the ocean the natural world. and human impact upon them? ● Identify the various ways in which weathering and erosion ● How does the organization of the ocean mirror the structure of the affect our environment. Earth’s interior? ● Analyze the connection between oceans zones, and the effect ● Where’d that mountain go? they have on each other. ● Why is there so little life at the bottom of the ocean? ACQUISITION OF KNOWLEDGE AND SKILL STUDENTFRIENDLY LEARNING TARGET STATEMENTS Knowledge, ● I can apply the steps of the scientific method. Reasoning, or Skill ● I can utilize scientific process skills through observation, inference, predictions. Targets ● I can discuss the physical characteristics of each layer of earth, ocean, and atmosphere. “What I need to know.” ● I can give examples of biotic and abiotic components of each environment. “What I can do with ● I can identify and explain the processes that shape the surface of the earth. what I know” ● I can explain how/why the sun is the energy source that drives earth’s cycles. Subject/Grade or Course: Science 6 Weeks “What I can demonstrate” ● ● ● ● Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Pacing: Trimester II– 3rd 6 I can explain the interactions among the solid earth, oceans, atmosphere, and organisms. I can explain the various types of weathering and erosion. I can compare and contrast the three ocean zones I can demonstrate understanding of the food web, and my place in it. ASSESSMENT EVIDENCE: Performance Targets: “What I can make to show my learning.” ● ● ● ● I can use the metric system, and I can convert measurements within the metric system. I can create a model showing the layers of the earth and label them. I can classify the different biomes and identify their biotic and abiotic parts. Using relevant information from multiple print and digital sources, I can write a report explaining the interactions among the solid earth, oceans, atmosphere, and organisms. ● I can create a model demonstrating the effects of weathering, erosion, or deposition. ● I can draw and label a detailed diagram of the ocean. ● Compare/Contrast various creatures from different ocean zones. Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Subject/Grade or Course: Science 6 Weeks Performance Task *surface of earth *model of the ocean structure Pacing: Trimester II– 3rd 6 Goal The goal of the project is to create a video documentary which informs concerned citizens about the differences between natural processes that shape the surface of the earth, ie weathering, erosion and deposition, versus the results of human activity, such as mining, fracking, deforestation, waste disposal or urbanization. Role You are an environmental researcher/film maker that has been contracted by the EPA to produce an informative film to increase awareness of related issues to the general public. Audience Your audience is the general public. Situation The EPA has contracted you to produce an informative film to increase awareness of the processes that change the surface of the earth, both natural and human related. You are responsible for researching, scripting, recording, editing and publishing an informative film, which informs about the differences between natural processes that shape the surface of the earth, ie weathering, erosion and deposition, versus the results of human Product/Performance activity, such as mining, fracking, deforestation, waste disposal or urbanization. Upon completion of the video, it will be submitted to the EPA for evaluation. ● possible product alternatives editorial, informative paper, powerpoint presentation Standards The completed video documentary must include a description of natural processes that cause changes to the earth’s surface, along with a comparison to a specific example of a surface changing human activity. The documentary may integrate text, still and video images, music and sound, and editing strategies to communicate your message in a 310 minute product. Subject/Grade or Course: Science 6 Weeks Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Pacing: Trimester II– 3rd 6 Materials/Resources ● ● ● ● ● ● ● ● ● ● ● ● ● ● Content Vocabulary Teacher Notes MATERIALS FOR LESSON PLANNING Textbook Resource: Houghton Mifflin Science, 2000 (Unit B & Unit E) Earth’s Layers Reference: http://pubs.usgs.gov/gip/dynamic/inside.html Earth’s Structure Brain Pop (Must be Member): http://www.brainpop.com/science/earthsystem/earthsstructure/preview.weml Interactive Website Water cycle: http://www.neok12.com/WaterCycle.htm http://www.solveyourproblem.com/emergencydisasters/6_steps_disaster_action_plan.shtml http://blogs.cdc.gov/publichealthmatters/2011/05/preparedness101zombieapocalypse/ (***) Ocean http://www.bbc.com/news/scienceenvironment17013285 Natural disasters http://www.ready.gov/naturaldisasters Information and Activities http://www.montessoritraining.net/elementary_program2/courses/physical_geography/sample_lessons.pdf Pictures http://www.doe.virginia.gov/instruction/gifted_ed/project_promise/science_curriculum/grade_two/hando uts/earth_science/weathering_erosion_pictures.pdf Textbook Chapter on Erosion & Weathering AWESOME!! http://www.somersetacademy.com/ourpages/auto/2014/8/21/47477614/chap_11.pdf Ocean Zones Article & Lessons: http://oceanexplorer.noaa.gov/edu/curriculum/section5.pdf Disney Ocean Educators Guide: http://cdn.dolimg.com/disneynature/chimpanzee/downloads/oceans/Disneynature_OCEANS_Educators_Guide_42 Page_FINAL.pdf Disney Ocean Documentary: http://www.youtube.com/watch?v=WPJsQ6lSdYo&edufilter=mpUUuqd9ClERbUbXxdDUw&safe=active crust, cycle, density, inner core, mantle, organization, outer core, erosion, deposition, weathering, landforms, salinity, zooplankton, nekton, benthos, continental shelf, continental edge, continental slope, continental rise, abyssal plain, midocean ridge, seamounts, currents, coriolis effect, trade winds, westerlies, upwelling, turbidity current, waves, crest, wavelength, period, fetch, tides, neap tides, spring tides, aquaculture, desalination, pollution Standard 1 (the Nature of Science) will be imbedded in this and other units. Students can make Earth’ Subject/Grade or Course: Science 6 Weeks Pocatello/Chubbuck School District #25 G6 Unit 2A: Earth Science – Features of the Earth Pacing: Trimester II– 3rd 6 Common Assessment Ideas Performance Assessment: While filling out a lab report, students will work through the steps of the scientific methods in performing an experiment. Compare & Contrast: Students will compare and contrast various types of weathering and erosion (using provided photographs), and determine which type has occurred..
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