|
Al González
6th grade Science
Topic: Earth Science
Email: al_gonzalez@csd49.org
|
Month
|
Curriculum Focus
|
Technology
Element or Non-Technology
|
Essential Learning and
Technology
Skill Focus
[EALR'S]
|
|
September
and
October
and
November
|
Volcanoes and Mt Saint Helens
(Prentice
Hall Science Explorer, Earth Science,
2001, Ch 6,
sections 1, 2, and 3)
Theme: Patterns and Interactions
Chapters 11 (Fresh Water, sections
1, 2, 3 and 4) and 12 (Freshwater Resources, 2, 3 and 4)
will be used as well to prepare students for the Middle School's
Water Quality Project
|
Reading the textbook (strategies)
& Internet activities (web
bytes and/or research).
Mount Saint Helens Video &
Bill Nye (Ordered from Olypmic
ESD 114).
Cispus trip to Mt Saint Helens (wk of Sept 23)
Water testing with Limnological
water quality kit and Palm IIIc's with Probes. We will also be using
the Benthic Index of Biological Integrity by classifying macro-invertebrates.
|
1.3 understand
how interactions within and among systems cause
changes in matter and energy.
Processes and
Interactions of the Earth System
Benchmark (BM)
#2 "Describe the processes of constructive and
destructive forces and how they continually change
landforms."
- Understand that
some earth changes occur abruptly
(earthquakes/volcanoes) while others are very
slow processes (mountain building and
erosion).
- Understand that
heat flow and material moving within the earth
cause earthquakes and volcanism. They also help
in building mountains and ocean basins. Volcanic
dust can change the atmosphere.
For Water quality testing and all other labs we
will be focusing on the following EALR's:
2. The students knows and applies
the skills and processes of science and technology.
To meet this standard, the student
will:
- develop abilities necessary
to do scientific inquiry
- apply science knowledge and
skills to solve problems or meet challenges
3. The student understands the
nature and contexts of science and technology.
To meet this standard, the student
will:
- understand the nature of scientific
inquiry
- know that science and technology
are human endeavors, interrelated to each other, to society, and
to the workplace
- skills to organize and express
science ideas
EALR's 2 and 3 in detail:
2.1 develop abilities necessary to do scientific
inquiry.
- Questioning
- Designing and conducting investigations
- Explanation, Modeling, Communication
2.2 apply science knowledge and skills to solve
problems or meet challenges.
- Identifying problems
- Designing and testing solutions
- Evaluating potential solutions
3.1 understand the nature of scientific inquiry;
Intellectual honesty.
- Limitations of science and technology
- Dealing with inconsistencies
- Evaluating methods of investigation
- Evolution of scientific ideas
3.2 know that science and technology are human
endeavors, interrelated to each other, to society, and to the workplace.
- All peoples contribute to science and technology
- Relationship of science and technology
- Careers and occupations using science, mathematics,
and technology
3.3 skills to organize and express science ideas.
- use effective communication strategies and tools
to prepare and present science information
|
|
December
and
January
|
Rocks and Minerals
Recommended Reading:
- Ch 3, Rocks (sections 3-1 to 3-5)
- Ch 3, Rocks (section 3-6)
- Ch 2, Minerals (sections 2-1 to 2-3)
- Ch 3, Rocks (sections 3-3 and 3-4)
- Ch 3, Rocks (section 3-5)
- Ch 7, Weathering and Soil Formation (sections
7-2 and 7-3)
- Ch 7, Weathering and Soil Formation (section
7-1)
- Ch 8, Erosion and Deposition (sections 8-1 to
8-3)
Theme: Earth
Properties
|
Web Research
& PowerPoint Presentations.
Global
Project?
|
1.1 use properties to identify,
describe, and categorize substances, materials, and objects, and
use characteristics to categorize living things.
Nature and Properties of Earth
materials
BM#2 "Classify rocks and soils
into groups based on their chemical and physical properties; describe
the processes by which rocks and soils are formed."
- Know and understand that rocks
are classified by the ways they are formed i.e. igneous, sedimentary
and metamorphic.
- Describe and explain how the rock
cycle relates to the earth
- Understand that minerals exist
in various quantities and that discovery, recovery, depletion
and recycling are important issues.
- Understand that sediments eventually
become buried and cement together with dissolved minerals and
become rock again.
- Understand that rocks show evidence
of pressure and temperature
- Know that soils are a combination
of weathered rocks, decomposed living things, water and air. Soil
layers often show differing composition and origin
- Understand that weathered rock
comprises the basic soil composition.
- Understand that texture, fertility
and erosion resistance of soil is influenced by plants and other
living organisms living there.
|
|
February
|
Plate Tectonics (Ch 4)
Earthquakes (Ch 5)
Recommended reading:
- Ch 4, Plate Tectonics (section 4-1)
- Ch4, Plate Tectonics (sections 4-2 to 4-5)
- Ch 14, Ocean Zones (sections 14-1 to 14-4) AND
Ch 15, The Atmosphere (section 15-4)
- Ch 4, Plate Tectonics (section 4-4)
- Ch 15, The Atmosphere (sections 15-1 and 15-2)
- Ch 15, The Atmosphere (section 15-3)
Theme: Systems
|
Earth Movement
lesson.
|
1.2 recognize the components, structure, and
organization of systems and the interconnections within and among
them.
Components and patterns of the earth system
BM#2 "Describe the components
and relationships of the earth system: solid earth - crust, hot
convecting mantle, metallic core; the hydrosphere - oceans, seas,
lakes, rivers, and streams; and the atmosphere - a mixture of gases
and biosphere."
- Describe the basic structural components
of the earth (core, mantle, crust, etc.)
- Demonstrate that the crust and
mantle of the earth act as a shell broken into plates that move
and cause land features where they collide, or spread apart.
- Know that a "thin" blanket of air
surrounds the earth and a "thin" layer of water covers 3/4 of
the earth.
- Understand that ocean floors are
thin plates spreading out from mid-ocean ridges, while continental
plates are thicker and less dense
- Know that the atmosphere is a mixture
- nitrogen, oxygen, carbon dioxide and trace gases
- Understand that the atmosphere
has different properties at different altitudes.
|
|
March
|
Chapter 9, A Trip Through Geologic Time
Theme: Interactions within
systems
|
Web Research
& create websites to publish what we are learning.
|
1.3 understand
how interactions within and among systems cause
changes in matter and energy.
History and evolution of the
earth
BM#2 "know the importance
of fossils in documenting life and environmental
changes over time."
- Fossils document the
existence of plant and animal life on earth over
long periods of time.
- Environmental changes,
species extinction or evolution, and climatic
variances can be tracked with fossil records.
Fossils taken from various layers of sedimentary
rock can provide a physical timeline of life on
earth.
- The importance of fossils
cannot be minimized. They provide physical
evidence of life as it existed before recorded
history, for example, the diversification of
earth environments or changes in species
diversification.
|
|
April
|
Conclude Water Quality Analysis
Theme: Earth
Properties
|
Report for Online
Magazine will be written and uploaded.
|
Refer to how we will
spiral
the main concepts
covered this year.
|
|
May
|
Ch 18, Climate and Climate
Change (sections 18-3 and 18-4)
Ch 7, Weathering and Soil
Formation (sections 7-3 and 7-4)
Ch 10, Energy Resources
Theme: Interactions within
systems
|
Web Research
& PowerPoint Presentations for the online
science magazine.
|
1.3 understand how
interactions within and among systems cause changes
in matter and energy
Environmental Resource
Issues
BM#2
"Explain how human societies use of natural
resources affects the quality of life and the
health of the ecosystems"
- Explain how
environmental degradation and resource depletion
is occurring at various rates worldwide, as a
result of overpopulation, laws, technology, and
a country's affluence.
- Understand and
explain that human activities cause
environmental change. (Activities involving
resource acquisition, urban growth, land-use
decisions, and waste disposal accelerate changes
in resource availability, ecosystem viability,
and carrying capacities.)
|
|
June
|
Ch 19, Earth, Moon, and Sun
Ch 20, The Solar System
Ch 21, Stars, Galaxies, and the
Universe
Theme: Interactions within
systems
|
Web Research
& PowerPoint Presentations for the online
science magazine.
|
1.3 understand
how interactions within and among systems cause
changes in matter and energy.
Interactions in the solar
system and beyond
BM#2 "describe how the
regular and predictable motions of most objects in
the solar system account for such phenomena as the
day, year, phases of the moon, eclipses, seasons,
and ocean tides."
- Seasons are explained by the
different angle at which the sunlight hits any
place on earth during the different times of the
year. There is an apparent motion of the stars
around the earth during each 24-hour day.
Although it appears that a starry sphere is
rotating, the motion is better explained by the
daily rotation of the earth. The north end of
the axis of that rotation points to the same
place (that's how the star Polaris got its name)
in the sky through the year and from year to
year. But, because that axis of rotation is not
inclined at 90 degrees (actually it is at about
67 degrees) with respect to the plane of motion
of the earth around the sun, the sunlight hits
the earth from directly over some northern
region of the earth during the months of April
to August and directly over some southern region
during the months October to February. This also
accounts for changes in the rising and setting
(times and places on the horizon) of the sun
during the different times of the year. Thus,
different latitudes get more or less sunlight
during the different parts of the year, and we
have seasons.
- The apparent motion of the
moon across the sky is a bit slower than the
sun, so moonrise happens nearly an hour later
each day. The sun illuminates half of the moon
at all times. But, because the moon orbits the
earth once in about 28 days, the portion of the
moon that we can see from day to day changes.
Thus, we observe a small change in the phase o
the moon from one day to the next.
- The angle formed between
sighting to the sun and sighting to the moon is
related to the phase of the moon that we can see
from earth. For example, a full moon occurs when
the sun and moon are approximately opposite of
each other, and a quarter moon occurs when the
angle is approximately 90 degrees. A new moon
happens when the sun and the moon are in
approximately the same part of the sky. That is
the condition when the opposite side of the moon
is illuminated, so we don't see it from
earth.
- Eclipses occur when the
earth or the moon get in the way of the sun's
light. If the earth is in the way of light
getting to the moon, the earth's shadow crosses
the face of the moon and we have a lunar
eclipse. If the moon is in the way of the
sunlight getting to the earth, the moon's shadow
crosses the face of the earth and we have a
solar eclipse. Eclipses generally occur rarely
(at most every few months) because the earth,
moon and sun are rarely exactly in
line.
- Gravity is the force that
keeps planets in orbit around the sun and
governs the rest of the motion in the solar
system. Gravity alone holds us to the earth's
surface and is the major mechanism for
explaining the phenomena of ocean tides. Since
gravitational force is stronger when an object
is closer, the moon's pull on a bit of water on
the moon side of earth is greater than the pull
on the water when it is on the side away from
the moon.
|
|
