Aligning Objectives to Standards

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Shelby County Schools Science Vision Shelby County Schools’ vision of science education is to ensure that from early childhood to the end of the 12th grade, all students have heightened curiosity and an increased wonder of science; possess sufficient knowledge of science and engineering to engage in discussions; are able to learn and apply scientific and technological information in their everyday lives; and have the skills such as critical thinking, problem solving, and communication to enter careers of their choice, while having access to connections to science, engineering, and technology.

To achieve this, Shelby County Schools has employed The Tennessee Academic Standards for Science to craft meaningful curricula that is innovative and provide a myriad of learning opportunities that extend beyond mastery of basic scientific principles.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality standards aligned instruction. The Tennessee Academic Standards for Science provide a common set of expectations for what students will know and be able to do at the end of each grade, can be located in the Tennessee Science Standards Reference. Tennessee Academic Standards for Science are rooted in the knowledge and skills that students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curricula provide instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. Being College and Career Ready entails, many aspects of teaching and learning. We want our students to apply their scientific learning in the classroom and beyond. These valuable experiences include students being facilitators of their own learning through problem solving and thinking critically. The Science and Engineering Practices are valuable tools used by students to engage in understanding how scientific knowledge develops. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The science maps contain components to ensure that instruction focuses students toward understanding how science and engineering can contribute to meeting many of the major challenges that confront society today. The maps are centered around five basic components: the Tennessee Academic Standards for Science, Science and Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts, and Phenomena.

The Tennessee Academic Standards for Science were developed using the National Research Council’s 2012 publication, A Framework for K-12 Science Education as their foundation. The framework presents a new model for science instruction that is a stark contrast to what has come to be the norm in science classrooms. Thinking about science had become memorizing concepts and solving mathematical formulae. Practicing science had become prescribed lab situations with predetermined outcomes. The framework proposes a three-dimensional approach to science education that capitalizes on a child’s natural curiosity. The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from kindergarten through grade twelve. Key to the vision expressed in the Framework is for

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students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. There are seven crosscutting concepts that bridge disciplinary boundaries, uniting core ideas throughout the fields of science and engineering. Their purpose is to help students deepen their understanding of the disciplinary core ideas and develop a coherent and scientifically based view of the world.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

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Learning Progression At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

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Structure of the Standards • Grade Level/Course Overview: An overview that describes that specific content and themes for each grade level or high school course. • Disciplinary Core Idea: Scientific and foundational ideas that permeate all grades and connect common themes that bridge scientific disciplines. • Standard: Statements of what students can do to demonstrate knowledge of the conceptual understanding. Each performance indicator includes a specific science and

engineering practice paired with the content knowledge and skills that students should demonstrate to meet the grade level or high school course standards.

Purpose of Science Curriculum Maps This map is a guide to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the Tennessee Academic Standards for Science, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content (scope) and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

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Suggested Station Rotation Activities Teacher Led Whole Group (start of class)

Prior to releasing the students into their initial station, the teacher will address them whole group. This time will be used to introduce the lesson, discuss the TN Academic Standard(s) for Science. Annotate the performance-based objective(s) and familiarize the students with the academic vocabulary.

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Teacher Led Station

Online Station (Tech-Infused)

Offline Station (Small Group Collaboration)

The teacher could utilize this time for such tasks as listed below:

During students’ time at this station, the teacher could engage their students in any of the tasks found below:

During students’ time at this station, the teacher could engage their students in any of the tasks found below:

Tasks

• Modeling a task/skill needed in the lesson. • Having a class discussion about that evening’s

HW assignment, or morning’s BW assignment. Ensuring that students understand the concepts covered in the lesson.

• Conducting a teacher demo (brief quick labs) • Face to face chat with students to answer

questions and address misconceptions. • Teacher facilitated discussion. Teacher can

prompt students with open-ended questions to gauge mastery and conceptual understanding of students.

• Flipgrid (teacher could leave a video recording of instructions, specific details surrounding the tasks provided at this station)

• Self-paced Nearpod lesson • Conduct research • Create presentations (PowerPoint, Sway) • Collaborative tasks on Padlet • Kahoot (quizzes, CFU) • Quizlet • FLVS (Florida Virtual School in the Canvas

Platform). • Students can engage in a learning opportunity

in EdPuzzle https://bit.ly/3djEFOU • Students can engage in an online simulations

or interactives such as, o PhET Simulations o Virtual Labs

• Flipgrid (teacher could leave a video recording of instructions, specific details surrounding the tasks provided at this station)

• Read, annotate a scientific text • Conduct research • Performance Tasks • Group discussions (Teacher can have a

prompt posted at the station to guide student discussions.)

• Writing tasks (Read a scientific text and write a summary, reflection, construct an explanation, indicate cause and effect, argue from evidence).

• Student presentations • Independent tasks (Read a scientific text,

write a reflection) • Inquiry Labs • Collaborative tasks (projects) • Interactive Notebooks (composition

Notebooks)

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Resources

Area in the class that the teacher can interface with a small group of students.

• Laptops, desktops, computer lab • Microsoft Forms • Microsoft Teams (Class Notebook) • Padlet https://bit.ly/2RC7zBA • Nearpod https://bit.ly/3uSjk55 • Flipgrid https://bit.ly/32hOJ4F • Kahoot https://bit.ly/2OVAaRo • Florida Virtual Schools (in Canvas) • HMH ThinkCentral https://clever.com/in/scs

Printed articles, scientific journals, textbooks. *These resources are online so the teacher can provide printed copies of text from the following sources: Newsela https://bit.ly/3acZ06O DOGO news https://bit.ly/3skpXLX Scholastic Classroom Magazine https://bit.ly/2RDMeHW Science News for Students https://bit.ly/3uTNwNf

Supplementary resources to support each station can be found by clicking on the Additional Resources section of each lesson within this curriculum map. Teacher Led Whole Group (Class Wrap-Up)

The teacher will wrap up the lesson and provide details/instruction on homework if assigned. Answer any lingering questions that students may have. Give students an exit ticket.

o Modeling a task/skill needed for the next days’ lesson. o Discussing that evening’s HW assignment. Ensuring that students understand the task. o Modeling a task/skill needed for the homework to be assigned that evening.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 4: Earth’s Resources (3 weeks)

Overarching Question(s) How do the Earth’s surface processes and human activities affect each other?

Unit 4, Lesson 1 Lesson Length Essential Question Vocabulary 30-30-30 Nonrenewable Resources 1 week How do we use nonrenewable energy resources? energy resource, nuclear energy, fossil fuel, fission

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS3: Earth and Human Activity Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS3.1 Differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability. Explanation(s)and Support of Standard(s) from TN Science Reference Guide 6.ESS3.1 Renewable resources are resources that can be regenerated within a human lifetime. While this then infers that non-renewable resources must develop over longer periods of time. Beyond mere memorization of those parameters, students should recognize that the processes that create mineral, groundwater, and energy (fuels) happen at geologic rates as a result of geologic

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS3.1 SWBAT ask questions about renewable and nonrenewable resources IOT identify where humans get their resources and patterns in distribution. SWBAT define problems related to using resources that are limited IOT explain how resources are not stable and can change over time. SWBAT construct explanations and design solutions about renewable and nonrenewable resources IOT differentiate between them based on availability and sustainability. SWBAT obtain, evaluate, and communicate information about the distribution of resources around earth IOT

Curricular Materials HMH Tennessee Science TE, Unit 4, Lesson 3 pp. 268- 281 Engage • Engage Your Brain #s 1 and 2, SE p. 243 • Active Reading #s 3 and 4, SE p. 243 • Looking Ahead Probing Questions, TE p. 270 Explore Energy Resources • Modeling Nonrenewable Resources Quick Lab, TE

p. 271 • How Can We Measure the Impact of

Nonrenewable Energy? Virtual Lab, TE p. 271 Explain Energy Resources • Do the Math #5, SE p. 244 • Compare #6, SE p. 244 Fossil Fuels • Think Outside the Book #8, SE p. 246

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processes. Because geologic processes do not occur uniformly, there is not a uniform distribution of resources. (e.g., oil deposits in the middle east, coal deposits in the western United States, gold deposits in California, the use of Tennessee waterways for hydroelectric power generation.) As humans use nonrenewable resources, they are restored, but in amounts of time that greatly exceed those of near generations. Thus, these resources are considered limited. It is not intended that students memorize the processes for the formation of all non-renewables, but rather to understand that they are in some way connected to geologic processes. A limited number of examples can be used to establish this idea. Suggested Science and Engineering Practice(s) Constructing Explanations and Designing Solutions 6.ESS3.1 Suggested Crosscutting Concept(s) Cause and Effect 6.ESS3.1

explain the cause and effect relationship of geologic rate and geologic processes. Learning Outcomes • Differentiate between renewable and nonrenewable

resources. • Describe the characteristics of fossil fuels and

advantages and disadvantages of using them. • Explain how nuclear energy is created and used to

generate electricity. • Explain the advantages and disadvantages of using

nuclear energy.

• Active Reading #9, SE p. 247 • Active Reading #11, SE p. 248 Nuclear Energy • Compare #12, SE p. 249 • Active Reading #13, SE p. 250 • Visualize It! #14, SE p. 250 • Evaluate #15, SE p. 251 • Is It Safe? Discussion, TE p. 270 Extend Reinforce and Review • Process Chart Graphic Organizer, TE p. 274 • Visual Summary, SE p. 252 Going Further • Health Connection, TE p. 274 • Physical Science Connection, TE p. 274 Evaluate Formative Assessment • Reteach, TE p. 275 • Throughout TE • Lesson Review, SE p. 253 Summative Assessment • Nonrenewable Energy Resources Alternative

Assessment, TE p. 275 • Lesson Quiz

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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Suggested Phenomenon

The Earth has many natural resources that can be renewed in our lifetime, however, many cannot. Discuss this idea with students, giving them time to generate and record ideas.

Click on the picture to find out how a dairy farm is using a methane digester to turn cow poop into electricity. Students can complete a See Think Wonder Template after watching the video.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 4: Earth’s Resources (3 weeks)

Overarching Question(s) How do the Earth’s surface processes and human activities affect each other?

Unit 4, Lesson 2 Lesson Length Essential Question Vocabulary 30-30-30 Renewable Energy

Resources 1 week How do humans use renewable energy resources?

energy resources, hydroelectric energy, wind energy, biomass, solar energy, geothermal energy

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS3: Earth and Human Activity Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS3.1 Differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability. 6.ESS3.2 Investigate and compare existing and developing technologies that will utilize renewable and alternate energy sources.

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS3.1 SWBAT ask questions about renewable and nonrenewable resources IOT identify where humans get their resources and patterns in distribution. SWBAT define problems related to using resources that are limited IOT explain how resources are not stable and can change over time. SWBAT construct explanations and design solutions about renewable and nonrenewable resources IOT differentiate between them based on availability and sustainability.

Curricular Materials HMH Tennessee Science TE, Unit 4, Lesson 4 pp. 282- 295 Engage • New Again Activity, TE p. 284 • Engage Your Brain #s 1 and 2, SE p. 257 • Active Reading #s 3 and 4, SE p. 257 • Pick Your Resources Daily Demo, TE p. 285 Explore Energy Resources • How Can We Use Renewable Energy Resources

Virtual Lab, TE p. 285 Energy from the Sun • Design a Turbine Quick Lab, TE p. 284 • Understanding Solar Panels Quick Lab, TE p. 285 Explain Energy Resources • Contrast #5, SE p. 258

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Explanation(s)and Support of Standard(s) from TN Science Reference Guide 6.ESS3.1 Renewable resources are resources that can be regenerated within a human lifetime. While this then infers that non-renewable resources must develop over longer periods of time. Beyond mere memorization of those parameters, students should recognize that the processes that create mineral, groundwater, and energy (fuels) happen at geologic rates as a result of geologic processes. Because geologic processes do not occur uniformly, there is not a uniform distribution of resources. (e.g., oil deposits in the middle east, coal deposits in the western United States, gold deposits in California, the use of Tennessee waterways for hydroelectric power generation.) As humans use nonrenewable resources, they are restored, but in amounts of time that greatly exceed those of near generations. Thus, these resources are considered limited. It is not intended that students memorize the processes for the formation of all non-renewables, but rather to understand that they are in some way connected to geologic processes. A limited number of examples can be used to establish this idea. 6.ESS3.2 Utilization of natural resources involves weighing environmental, economic, and oftentimes political conversations. Environmental discussions should include models which help to predict effects and gains of using a natural resource on the environment. Economic considerations include the amount of energy which can be harvested for the cost. For example, the economy of installing residential photovoltaic systems depends on the availability of sunlight in a person’s location or on

SWBAT obtain, evaluate, and communicate information about the distribution of resources around earth IOT explain the cause and effect relationship of geologic rate and geologic processes. 6.ESS3.2 SWBAT obtain, evaluate, and communicate information about the pros and cons for specific renewable energy sources IOT explain the benefits of renewable energy sources and their impacts on the environment and ecosystems. SWBAT create an argument from evidence comparing existing and developing technologies that will utilize renewable and alternate energy sources IOT explain the effects and gains of using a natural resource on the environment. Learning Outcomes • Describe how humans use energy resources. • Explain the difference between renewable and

nonrenewable energy resources. • Identify the two main kinds of renewable energy

resources. • Describe solar energy and how it is harnessed and

used. • Explain how energy from wind and flowing water is

harnessed and used. • Describe how biomass and alcohol form and how

their energy is harnessed and used. • Describe what geothermal energy is and how it is

used.

• Distinguish #7, SE p. 259 • Think Outside the Book #8, SE p. 259 Energy from the Sun • Infer #9, SE p. 260 • Active Reading #10, SE p. 261 • Visualize It! #11, SE p. 261 • Infer #12, SE p. 262 • Visualize It! #14, SE p. 263 • Active Reading #15, SE p. 264 • List #16, SE p. 264 • How It Works Activity, TE p. 284 Energy from Earth • List #17, SE p. 265 • The Future of Renewables Activity, TE p. 284 Extend Reinforce and Review • Pyramid Fold Note, TE p. 288 • Visual Summary, SE p. 266 Going Further • Life Science Connection, TE p. 288 • Social Studies Connection, TE p. 288 Evaluate Formative Assessment • Throughout TE • Lesson Review, SE p. 267 Summative Assessment • Renewable Energy Resources Alternative

Assessment, TE p. 289 • Lesson Quiz • Alternate Thinking: Different Forms of Energy

S.T.E.M., TE pp. 296-299

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their property. Political conversations are impacted by considering global distributions of energy sources. As technologies progress, energy harvesting becomes less expensive and more efficient such that conversations regarding the utilization of renewable and alternate energy sources may shift over time. Suggested Science and Engineering Practice(s) Obtaining, Evaluating, and Communicating Information 6.ESS3.2 Constructing Explanations and Designing Solutions 6.ESS3.1 Suggested Crosscutting Concept(s) Energy ad Matter 6.ESS3.2 Cause and Effect 6.ESS3.1

Suggested Phenomenon

The Earth has many natural resources that can be renewed in our lifetime, however, many cannot. Discuss this idea with students, giving them time to generate and record ideas.

Click on the picture to find out how a dairy farm is using a methane digester to turn cow poop into electricity. Students can complete a See Think Wonder Template after watching the video.

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 4: Earth’s Resources (3 weeks)

Overarching Question(s) How do the Earth’s surface processes and human activities affect each other?

Unit 4, Lesson 3 Lesson Length Essential Question Vocabulary 30-30-30

Managing Resources 1 week Why should natural resources be managed? natural resource, nonrenewable resource, renewable

resource, conservation, stewardship

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS3: Earth and Human Activity Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS3.1 Differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability. 6.ESS3.2 Investigate and compare existing and developing technologies that will utilize renewable and alternate energy sources. 6.ESS3.3 Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS3.1 SWBAT ask questions about renewable and nonrenewable resources IOT identify where humans get their resources and patterns in distribution. SWBAT define problems related to using resources that are limited IOT explain how resources are not stable and can change over time. SWBAT construct explanations and design solutions about renewable and nonrenewable resources IOT differentiate between them based on availability and sustainability.

Curricular Materials HMH Tennessee Science TE, Unit 4, Lesson 5 pp. 300- 313 Engage • Engage Your Brain #s 1 and 2, SE p. 275 • Active Reading #s 3 and 4, SE p. 275 Explore Resources • The Impact of Resource Extraction Quick Lab, TE

p. 303 Explain Resources • Compare #5, SE p. 276 • Visualize It! #6, SE p. 277 • Active Reading #7 SE p. 277 • Visualize It! #s 8-10, SE p. 277 • Renewable or Not? Probing Questions, TE p. 302

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Explanation(s)and Support of standard(s) from TN Science Reference Guide 6.ESS3.1 Renewable resources are resources that can be regenerated within a human lifetime. While this then infers that non-renewable resources must develop over longer periods of time. Beyond mere memorization of those parameters, students should recognize that the processes that create mineral, groundwater, and energy (fuels) happen at geologic rates as a result of geologic processes. Because geologic processes do not occur uniformly, there is not a uniform distribution of resources. (e.g., oil deposits in the middle east, coal deposits in the western United States, gold deposits in California, the use of Tennessee waterways for hydroelectric power generation.) As humans use nonrenewable resources, they are restored, but in amounts of time that greatly exceed those of near generations. Thus, these resources are considered limited. It is not intended that students memorize the processes for the formation of all non-renewables, but rather to understand that they are in some way connected to geologic processes. A limited number of examples can be used to establish this idea. 6.ESS3.2 Utilization of natural resources involves weighing environmental, economic, and oftentimes political conversations. Environmental discussions should include models which help to predict effects and gains of using a natural resource on the environment. Economic considerations include the amount of energy which can be harvested for the cost. For example, the economy of installing residential photovoltaic systems depends on the availability of sunlight in a person’s location or on their

SWBAT obtain, evaluate, and communicate information about the distribution of resources around earth IOT explain the cause and effect relationship of geologic rate and geologic processes. 6.ESS3.2 SWBAT obtain, evaluate, and communicate information about the pros and cons for specific renewable energy sources IOT explain the benefits of renewable energy sources and their impacts on the environment and ecosystems. SWBAT create an argument from evidence comparing existing and developing technologies that will utilize renewable and alternate energy sources IOT explain the effects and gains of using a natural resource on the environment. 6.ESS3.3 SWBAT obtain, evaluate, and communicate information about human activities IOT explain how humans negatively and positively impact an area. SWBAT construct an explanation describing the impacts of human activities on the biosphere IOT explain the cause and effect relationship of human activities in relation to conservation, habitat management, species endangerment, and extinction. SWBAT plan and carryout an investigation to test possible solutions IOT explain how to minimize human impact on the wetland environment.

Managing Resources • How Resourceful Are You? Activity, TE p. 302 • Active Reading #11, SE p. 278 • Visualize It! #12, SE p. 278 • Apply #13, SE p. 279 • Changing Habits Take It Home, TE p. 302 Advantages and Disadvantages of Managing Resources • Active Reading #14, SE p. 280 • Visualize It! #15, SE p. 280 • Making Changes Discussion, TE p. 302 • Visualize It! #17, SE p. 281 Extend Reinforce and Review • Magnet Word Graphic Organizer, TE p. 306 • Visual Summary, SE p. 282 Going Further • Math Connection, TE p. 306 • Earth Science Connection, TE p. 306 Evaluate Formative Assessment • Reteach, TE p. 307 • Throughout TE • Lesson Review, SE p. 283 Summative Assessment • Managing Resources Alternative Assessment, TE

p. 307 • Lesson Quiz • Unit 4 Big Idea, SE p. 286 • Unit 4 Review, SE pp. 287-290

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property. Political conversations are impacted by considering global distributions of energy sources. As technologies progress, energy harvesting becomes less expensive and more efficient such that conversations regarding the utilization of renewable and alternate energy sources may shift over time. 6.ESS3.3 Beyond creating explanations for observations of changes to the environment, this standard can also be interpreted treated as a design task where students are developing a device to monitor human impacts, similar to 6.ESS2.4. Part of the design process should involve recognizing that many human activities are necessary but analyzing the impacts of the activities can help to development responsible constraints. Human activities have greatly altered rates of change to Earth’s surface. As humans develop land and build roads, large amounts of natural habitat are lost, affecting the species indigenous to that habitat. Students can obtain and evaluate evidence that increases in human populations or increases in the amount of energy consumed per person also increase negative effects, but engineered solutions can mitigate some of these negative effects. For example, development of low energy consumption lightbulbs (such as LED) can reduce the amount of energy used in a home. Assessments of human activities should include models which can assist in making predictions for the efficacy of conservation efforts with competing interests. Suggested Science and Engineering Practice(s) Obtaining, Evaluating, and Communicating Information 6.ESS3.2

SWBAT design a solution or device to monitor human impacts IOT analyze the impacts of the human activities to develop responsible constraints. Learning Outcomes • Describe the impacts of resource extraction, use,

and disposal. • Explain why resources need to be managed and the

role of stewardship and conservation. • Describe the management practices for renewable

and nonrenewable resources. • Explain the advantages and disadvantages of

managing resources. Suggested Phenomenon

The Earth has many natural resources that can be renewed in our lifetime, however, many cannot. Discuss this idea with students, giving them time to generate and record ideas.

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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Constructing Explanations and Designing Solutions 6.ESS3.1 Suggested Crosscutting Concept(s) Energy ad Matter 6.ESS3.2 Cause and Effect 6.ESS3.1, 6.ESS3.3

Click on the picture to find out how a dairy farm is using a methane digester to turn cow poop into electricity. Students can complete a See Think Wonder Template after watching the video.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 5: Earth’s Water (1 weeks)

Overarching Question(s) How and why is Earth constantly changing?

Unit 5, Lesson 1 Lesson Length Essential Question Vocabulary 30-30-30

The Water Cycle 0.5 weeks

(about 3 days) How does water change state and move around on

Earth? water cycle, sublimation, evaporation,

condensation, transpiration, precipitation

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.4 Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle. Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.4 In 4.ESS2.3, student consider the ways that living organisms impact the land. This standard advances that idea, noting that the increase in the number of organisms present on the planet means that changes to the Earth

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.4 SWBAT create a model of the hydrologic cycle IOT display the components of the hydrologic cycle and how it functions as a system. SWBAT obtain, evaluate, and communicate information about the negative impacts humans have on the hydrologic cycle IOT explain the effects on drinkability, rivers and lakes, aquifers, ground water, surface water, reservoirs, oceans, water temperature, fresh water, and water quality. SWBAT develop and design a solution based on collected data (i.e., measurements of precipitation and runoff) IOT

Curricular Materials HMH Tennessee Science TE, Unit 6, Lesson 2 pp. 400- 413 Engage • Engage Your Brain #s 1 and 2, SE p. 361 • Active Reading #s 3 and 4, SE p. 361 Explore • How Does Water Move Through the Water Cycle?

Virtual Lab, TE p. 403 Explain Water Cycle and Change of State • Visualize It! #5, SE p. 362 • Active Reading #6, SE p. 363 • Visualize It! #7, SE p. 363 Water in the Atmosphere • Visualize It! #9, SE p. 364

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will occur at a faster rate. Some effects on the land are inevitable as humans attempt to meet their needs, however analysis of impacts can inform sustainable use of resources. Impacts on the hydrologic cycle might include impacts on runoff, use or contamination of aquifers, etc. Students designs might focus on how to minimize impacts as a consequence of what their monitoring suggests, however emphasis should be on types of data to be collected and how students might collect data on factors such as location, frequency, purpose for data, in order to begin to define or resolve a design task. Suggested Science and Engineering Practice(s) Using Mathematical and Computational Thinking 6.ESS2.4 Suggested Crosscutting Concept(s) Scale, Proportion, and Quantity 6.ESS2.4

explain how it will reduce human impact on water usage, land usage, or pollution and create a stable area to live. Learning Outcomes • Describe the water cycle including how water

reaches the atmosphere and what happens after it falls to Earth.

Suggested Phenomenon

The Earth has a certain amount of water that is continuously moving over and under the Earth’s surface. Humans affect the water cycle by polluting and taking water out of the system. Students can complete a See Think Wonder Template after examining the picture. Possible Guiding Question(s): Based on the picture, give specific examples of how humans are affecting the water cycle? How can this be prevented or minimized?

• Visualize It! #10, SE p. 365 • Summarize #11, SE p. 365 Water in the Oceans and on Land • Active Reading #12, SE p. 366 • Visualize It! #13, SE p. 366 Transport of Matter and Energy • Think Outside the Book #14, SE p. 367 Extend Reinforce and Review • Water Moves Activity, TE p. 406 • Mind Map Graphic Organizer, TE p. 406 • Visual Summary, SE p. 370 Evaluate Formative Assessment • Reteach, TE p. 407 • Throughout TE • Lesson Review, SE p. 371 Summative Assessment • The Water Cycle Alternative Assessment, TE p.

407 • Lesson Quiz • Altering the Water Cycle S.T.E.M., TE pp. 414-417 The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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The Earth has a certain amount of water that is continuously moving over and under the Earth’s surface. Humans affect the water cycle by polluting and taking water out of the system. Students can complete a See Think Wonder Template after examining the picture.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 5: Earth’s Water (1 week)

Overarching Question(s) How and why is Earth constantly changing? How do Earth’s surface processes and human activities affect each other?

Unit 5, Lesson 2 Lesson Length Essential Question Vocabulary 30-30-30 Surface Water and

Groundwater 0.5 weeks

(about 3 days) How does fresh water flow on Earth?

surface water, channel, divide, groundwater, tributary, aquifer, permeability, water table, watershed

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems 6.ESS3: Earth and Human Activity Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.4 Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle. 6.ESS3.3 Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.4 SWBAT create a model of the hydrologic cycle IOT display the components of the hydrologic cycle and how it functions as a system. SWBAT obtain, evaluate, and communicate information about the negative impacts humans have on the hydrologic cycle IOT explain the effects on drinkability, rivers and lakes, aquifers, ground water, surface water, reservoirs, oceans, water temperature, fresh water, and water quality.

Curricular Materials HMH Tennessee Science TE, Unit 6, Lesson 3 pp. 418-431 Engage • Engage Your Brain #s 1 and 2, SE p. 379 • Active Reading #s 3 and 4, SE p. 379 Explore • Aquifers and Development Exploration Lab, TE p.

421 Explain Surface Water • Active Reading #6, SE p. 380 • Visualize It! #7, SE p. 381 Groundwater • Visualize It! #12, SE p. 385 • Active Reading #14, SE p. 386 • Not a Drop to Drink Probing Questions, TE p. 420

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Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.4 In 4.ESS2.3, students consider the ways that living organisms impact the land. This standard advances that idea, noting that the increase in the number of organisms present on the planet means that changes to the Earth will occur at a faster rate. Some effects on the land are inevitable as humans attempt to meet their needs, however analysis of impacts can inform sustainable use of resources. Impacts on the hydrologic cycle might include impacts on runoff, use or contamination of aquifers, etc. Students designs might focus on how to minimize impacts as a consequence of what their monitoring suggests, however emphasis should be on types of data to be collected and how students might collect data on factors such as location, frequency, purpose for data, in order to begin to define or resolve a design task. 6.ESS3.3 Beyond creating explanations for observations of changes to the environment, this standard can also be interpreted treated as a design task where students are developing a device to monitor human impacts, similar to 6.ESS2.4. Part of the design process should involve recognizing that many human activities are necessary, but analyzing the impacts of the activities can help to development responsible constraints. Human activities have greatly altered rates of change to Earth’s surface. As humans develop land and build roads, large amounts of natural habitat are lost, affecting the species indigenous to that habitat. Students can obtain and evaluate evidence that increases in human populations or increases in the amount of energy

SWBAT develop and design a solution based on collected data (i.e., measurements of precipitation and runoff) IOT explain how it will reduce human impact on water usage, land usage, or pollution and create a stable area to live. 6.ESS3.3 SWBAT obtain, evaluate, and communicate information about human activities IOT explain how humans negatively and positively impact an area. SWBAT construct an explanation describing the impacts of human activities on the biosphere IOT explain the cause and effect relationship of human activities in relation to conservation, habitat management, species endangerment, and extinction. SWBAT plan and carryout an investigation to test possible solutions IOT explain how to minimize human impact on the wetland environment. SWBAT design a solution or device to monitor human impacts IOT analyze the impacts of the human activities to develop responsible constraints. Learning Outcomes • Explain where surface water comes from and why

living things depend on it. • Describe how humans use the water in

watersheds. • Describe how groundwater forms and how it flows. • Determine how aquifers are discharged and

recharged.

Extend Reinforce and Review • Cause and Effect Chain Graphic Organizer, TE p. 424 • Visual Summary, SE p. 388 Evaluate Formative Assessment • Reteach, TE p. 425 • Throughout TE • Lesson Review, SE p. 389 Summative Assessment • Surface Water and Groundwater Alternative

Assessment, TE p. 425 • Lesson Quiz

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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consumed per person also increase negative effects, but engineered solutions can mitigate some of these negative effects. For example, development of low energy consumption lightbulbs (such as LED) can reduce the amount of energy used in a home. Assessments of human activities should include models which can assist in making predictions for the efficacy of conservation efforts with competing interests. Suggested Science and Engineering Practice(s) Using Mathematical and Computational Thinking 6.ESS2.4 Constructing Explanations and Designing Solutions 6.ESS3.3 Suggested Crosscutting Concept(s) Scale, Proportion, and Quantity 6.ESS2.4 Cause and Effect 6.ESS3.3

Suggested Phenomenon

The Earth has a certain amount of water that is continuously moving over and under the Earth’s surface. Humans affect the water cycle by polluting and taking water out of the system. Students can complete a See Think Wonder Template after examining the picture. Possible Guiding Question(s): Based on the picture, give specific examples of how humans are affecting the water cycle? How can this be prevented or minimized?

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The Earth has a certain amount of water that is continuously moving over and under the Earth’s surface. Humans affect the water cycle by polluting and taking water out of the system. Students can complete a See Think Wonder Template after examining the picture.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 6: Human Impact on the Environment (2 weeks)

Overarching Question(s) How and why is Earth constantly changing?

Unit 6, Lesson 1 Lesson Length Essential Question Vocabulary 30-30-30

Human Impact on Water 1 week What impact can human

activities have on water resources?

urbanization, water pollution, point-source pollution, non-point source pollution, surface water,

groundwater, eutrophication

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.4 Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle. Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.4 In 4.ESS2.3, students consider the ways that living organisms impact the land. This standard advances that idea, noting that the increase in the number of organisms present on the planet means that changes to

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.4 SWBAT create a model of the hydrologic cycle IOT display the components of the hydrologic cycle and how it functions as a system. SWBAT obtain, evaluate, and communicate information about the negative impacts humans have on the hydrologic cycle IOT explain the effects on drinkability, rivers and lakes, aquifers, ground water, surface water, reservoirs, oceans, water temperature, fresh water, and water quality.

Curricular Materials HMH Tennessee Science TE, Unit 5, Lesson 1 pp. 326- 341 Engage • Engage Your Brain #s 1 and 2, SE p. 295 • Active Reading #s 3 and 4, SE p. 295 Explore • Ocean Pollution from Land Quick Lab, TE p. 329 Explain Water as a Resource • Active Reading #6, SE p. 297 Water Pollution • Active Reading #8, SE p. 298 • Visualize It! #s 9-10, SE p. 299 Water Quality • Predict #11, SE p. 300

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the Earth will occur at a faster rate. Some effects on the land are inevitable as humans attempt to meet their needs, however analysis of impacts can inform sustainable use of resources. Impacts on the hydrologic cycle might include impacts on runoff, use or contamination of aquifers, etc. Students designs might focus on how to minimize impacts as a consequence of what their monitoring suggests, however emphasis should be on types of data to be collected and how students might collect data on factors such as location, frequency, purpose for data, in order to begin to define or resolve a design task. Suggested Science and Engineering Practice(s) Using Mathematical and Computational Thinking 6.ESS2.4 Suggested Crosscutting Concept(s) Scale, Proportion, and Quantity 6.ESS2.4

SWBAT develop and design a solution based on collected data (i.e., measurements of precipitation and runoff) IOT explain how it will reduce human impact on water usage, land usage, or pollution and create a stable area to live. Learning Outcomes • Explain why fresh water is a limited resource and the

importance of water quality. • Describe the various ways in which water can be

polluted. • Describe how urbanization can affect water quality. • Explain how humans affect the fresh water flow and

supply. Suggested Phenomena

The Earth has a certain amount of water that is continuously moving over and under the Earth’s surface. Humans affect the water cycle by polluting and taking water out of the system. Students can complete a See Think Wonder Template after examining the picture. Possible Guiding Question(s): Based on the picture, give specific examples of how humans are affecting the water cycle? How can this be prevented or minimized?

• Active Reading #13, SE p. 301 • Water in the Community Probing Question, TE p.

328 Water Supply and Flow • Active Reading #14, SE p. 303 • Infer #15, SE p. 303 • Active Reading #17, SE p. 304 Extend Reinforce and Review • Process Chart Graphic Organizer, TE p. 332 • Visual Summary, SE p. 306 Going Further • Health Connection, TE p. 332 • Real World Connection, TE p. 332 • Why It Matters, SE p. 305 Evaluate Formative Assessment • Reteach, TE p. 333 • Throughout TE • Lesson Review, SE p. 307 Summative Assessment • Human Impact on Earth Alternative Assessment,

TE p. 333 • Lesson Quiz

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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Statues made of organic rocks, like limestone or marble, have changed over time. The change usually occurs over decades and affects things only in locations exposed to outside elements. Also, the problem is worsened in highly populated urban areas where pollution may be an issue. Students can complete a See Think Wonder Template after examining the picture. Possible Question(s): What caused the statues appearance to change?

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The Earth has a certain amount of water that is continuously moving over and under the Earth’s surface. Humans affect the water cycle by polluting and taking water out of the system. Students can complete a See Think Wonder Template after examining the picture.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 6: Human Impact on the Environment (2 weeks)

Overarching Question(s) How do the Earth’s surface processes and human activities affect each other?

Unit 6, Lesson 2 Lesson Length Essential Question Vocabulary 30-30-30

Human Impact on Land 0.5 weeks

(about 3 days) What impact can human activities have on land

resources? urbanization, urban sprawl, desertification,

land degradation, deforestation

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS3: Earth and Human Activity Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS3.3 Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction. Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS3.3 Beyond creating explanations for observations of changes to the environment, this standard can also be interpreted treated as a design task where students are developing a device to monitor human impacts,

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS3.3 SWBAT obtain, evaluate, and communicate information about human activities IOT explain how humans negatively and positively impact an area. SWBAT construct an explanation describing the impacts of human activities on the biosphere IOT explain the cause and effect relationship of human activities in relation to conservation, habitat management, species endangerment, and extinction. SWBAT plan and carryout an investigation to test possible solutions IOT explain how to minimize human impact on the wetland environment.

Curricular Materials HMH Tennessee Science TE, Unit 5, Lesson 2 pp. 344- 357 Engage • Engage Your Brain #s 1 and 2, SE p. 313 • Active Reading #s 3 and 4, SE p. 313 • Is Soil a Renewable Resource? Probing Question, TE

p. 346 Explore Land Degradation • Investigating Human Impact on the Land Quick Lab,

TE p. 347 Explain How Humans Use Land • Visualize It! #5, SE p. 314 • Active Reading #6, SE p. 315

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similar to 6.ESS2.4. Part of the design process should involve recognizing that many human activities are necessary, but analyzing the impacts of the activities can help to development responsible constraints. Human activities have greatly altered rates of change to Earth’s surface. As humans develop land and build roads, large amounts of natural habitat are lost, affecting the species indigenous to that habitat. Students can obtain and evaluate evidence that increases in human populations or increases in the amount of energy consumed per person also increase negative effects, but engineered solutions can mitigate some of these negative effects. For example, development of low energy consumption lightbulbs (such as LED) can reduce the amount of energy used in a home. Assessments of human activities should include models which can assist in making predictions for the efficacy of conservation efforts with competing interests. Suggested Science and Engineering Practice(s) Constructing Explanations and Designing Solutions 6.ESS3.3 Suggested Crosscutting Concept(s) Cause and Effect 6.ESS3.3

SWBAT design a solution or device to monitor human impacts IOT analyze the impacts of the human activities to develop responsible constraints. Learning Outcomes • Describe ways in which humans use land. • Describe how human activities affect land and soil

leading to land degradation. Suggested Phenomenon

Urbanization has replaced the forest area with a new neighborhood to support a growing community. Students can complete a See Think Wonder Template after examining the picture. Possible Guiding Question(s): What happened to the plants and animals that once lived in the area? How is the land in the surrounding area affected by the new neighborhood? What can be done to minimize the impact?

• Active Reading #7, SE p. 315 • Active Reading #8, SE p. 316 • Visualize It! #9, SE p. 316 Land Degradation • Think Outside the Book #13, SE p. 318 • Active Reading #14, SE p. 318 • Visualize It! #15, SE p. 319 • Land Degradation Posters Activity, TE p. 346 Extend Reinforce and Review • How Humans Use Land Graphic Organizer, TE p. 350 • Visual Summary, SE p. 320 Going Further • Geography Connection, TE p. 350 • Social Studies Connection, TE p. 350 • Why It Matters, SE p. 317 Evaluate Formative Assessment • Reteach, TE p. 351 • Throughout TE • Lesson Review, SE p. 321 Summative Assessment • Human Impact on Land Alternative Assessment, TE

p. 351 • Lesson Quiz

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 6: Human Impact on the Environment (2 weeks)

Overarching Question(s) How and why is Earth constantly changing? How do Earth’s surface processes and human activities affect each other?

Unit 6, Lesson 3 Lesson Length Essential Question Vocabulary 30-30-30 Protecting Earth’s Water,

Land, and Air 0.5 weeks

(about 3 days) How can Earth’s resources be used wisely?

conservation, stewardship, preservation, reforestation, reclamation

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems 6.ESS3: Earth and Human Activity Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.4 Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle. 6.ESS3.3 Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.4 SWBAT create a model of the hydrologic cycle IOT display the components of the hydrologic cycle and how it functions as a system. SWBAT obtain, evaluate, and communicate information about the negative impacts humans have on the hydrologic cycle IOT explain the effects on drinkability, rivers and lakes, aquifers, ground water, surface water, reservoirs, oceans, water temperature, fresh water, and water quality. SWBAT develop and design a solution based on collected data (i.e., measurements of precipitation and runoff) IOT

Curricular Materials HMH Tennessee Science TE, Unit 5, Lesson 3 pp. 358- 373 Engage • Engage Your Brain #s 1 and 2, SE p. 325 • Active Reading #s 3 and 4, SE p. 325 • Conservation at School Activity, TE p. 360 • Packaging Daily Demo, TE p. 361 Explore Conservation and Stewardship • Investigate the Value of Recycling Quick Lab, TE p.

361 Preservation and Conservation of Water • Filtering Water Exploration Lab, TE p. 361 Land Management and Conservation • Soil Erosion Quick Lab, SE p. 361

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Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.4 In 4.ESS2.3, students consider the ways that living organisms impact the land. This standard advances that idea, noting that the increase in the number of organisms present on the planet means that changes to the Earth will occur at a faster rate. Some effects on the land are inevitable as humans attempt to meet their needs, however analysis of impacts can inform sustainable use of resources. Impacts on the hydrologic cycle might include impacts on runoff, use or contamination of aquifers, etc. Students designs might focus on how to minimize impacts as a consequence of what their monitoring suggests, however emphasis should be on types of data to be collected and how students might collect data on factors such as location, frequency, purpose for data, in order to begin to define or resolve a design task. 6.ESS3.3 Beyond creating explanations for observations of changes to the environment, this standard can also be interpreted treated as a design task where students are developing a device to monitor human impacts, similar to 6.ESS2.4. Part of the design process should involve recognizing that many human activities are necessary but analyzing the impacts of the activities can help to development responsible constraints. Human activities have greatly altered rates of change to Earth’s surface. As humans develop land and build roads, large amounts of natural habitat are lost, affecting the species indigenous to that habitat. Students can obtain and evaluate evidence that increases in human populations or increases in the amount of energy

explain how it will reduce human impact on water usage, land usage, or pollution and create a stable area to live. 6.ESS3.3 SWBAT obtain, evaluate, and communicate information about human activities IOT explain how humans negatively and positively impact an area. SWBAT construct an explanation describing the impacts of human activities on the biosphere IOT explain the cause and effect relationship of human activities in relation to conservation, habitat management, species endangerment, and extinction. SWBAT plan and carryout an investigation to test possible solutions IOT explain how to minimize human impact on the wetland environment. SWBAT design a solution or device to monitor human impacts IOT analyze the impacts of the human activities to develop responsible constraints. Learning Outcomes • Describe conservation and explain the importance of

wise stewardship of Earth’s resources. • Explain the importance of maintaining water quality

and sustainable water use. • Describe ways to prevent water pollution. • Describe benefits of sustainable land management

and conservation. • Describe ways to prevent or repair land degradation. • Explain four ways people are working to reduce air

pollution.

Explain Conservation and Stewardship • Visualize It! #6, SE p. 326 • Compare #7, SE p. 327 • Visualize It! #8, SE p. 327 Preservation and Conservation of Water • Identify #10, SE p. 328 • Visualize It! #11, SE p. 329 Land Management and Conservation • Active Reading #12, SE p. 330 • Think Outside the Book #13, SE p. 330 • Visualize It! #14, SE p. 331 • Apply #15, SE p. 332 • Active Reading #16, SE p. 333 • Human Impact Virtual Lab, TE p. 359 Reducing Air Pollution • Active Reading #19, SE p. 334 • Visualize It! #20, SE p. 335 • Summarize #21, SE p. 335 • The Cost of Energy Discussion, TE p. 360 Extend Reinforce and Review • Venn Diagram Graphic Organizer, TE p. 364 • Visual Summary, SE p. 336 Evaluate Formative Assessment • Reteach, TE p. 365 • Throughout TE • Lesson Review, SE p. 337 Summative Assessment • Protecting Earth’s Water, Land, and Air

Alternative Assessment, TE p. 365 • Lesson Quiz • Unit 5 Big Idea, SE p. 340

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consumed per person also increase negative effects, but engineered solutions can mitigate some of these negative effects. For example, development of low energy consumption lightbulbs (such as LED) can reduce the amount of energy used in a home. Assessments of human activities should include models which can assist in making predictions for the efficacy of conservation efforts with competing interests. Suggested Science and Engineering Practice(s) Using Mathematical and Computational Thinking 6.ESS2.4 Constructing Explanations and Designing Solutions 6.ESS3.3 Suggested Crosscutting Concept(s) Scale, Proportion, and Quantity 6.ESS2.4 Cause and Effect 6.ESS3.3

Suggested Phenomenon

Water conservation begins with you! Students can complete a See Think Wonder Template after examining the picture. Possible Guiding Question(s): What can you do to help conserve water? What can you do to lessen the impact of our activities on the biosphere?

• Unit 5 Review, SE pp. 341-344 The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 7: Earth’s Systems (3 weeks)

Overarching Question(s) How and why is Earth constantly changing?

Unit 7, Lesson 1 Lesson Length Essential Question Vocabulary 30-30-30

Energy Transfer 1 week How does energy move through Earth’s system? temperature, heat, conduction, thermal energy,

radiation, atmosphere, thermal expansion, convection

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.1 Gather evidence to justify that oceanic convection currents are caused by the sun’s transfer of heat energy and differences in salt concentration leading to global water movement. 6.ESS2.2 Diagram convection patterns that flow due to uneven heating of the earth. *6.PS3.4 Conduct an investigation to demonstrate the way heat (thermal energy) moves among objects through radiation, conduction, or convection.*

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.1 SWBAT obtain and communicate information about ocean currents, temperature, and density IOT describe the cause and effect relationship between ocean currents, temperature, and density. SWBAT create a model of oceanic convection currents IOT demonstrate how they originate and the patterns they form. SWBAT engage in an argument from evidence to justify that ocean currents are caused by the sun’s heat and salinity IOT demonstrate changes in water movement when temperature and salinity changes.

Curricular Materials HMH Tennessee Science TE, Unit 7, Lesson 1 pp. 444- 458 Engage • Engage Your Brain #s 1 and 2, SE p. 401 • Active Reading #s 3 and 4, SE p. 401 • Transfer Energy Daily Demo, TE p. 447 • Modeling Convection Quick Lab, TE p. 447 Explore Radiation • Heat from the Sun S.T.E.M. Lab, TE p. 446 • The Sun’s Angle and Temperature Quick Lab, TE p.

447 Explain Temperature, Heat, Thermal Energy, Thermal Expansion

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Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.1 Students should be able to use evidence to create models for how oceanic convection currents originate. Such a model should include not only the sun’s warming of equatorial waters, but also the impact ice at the poles causing water to descend. The primary factors influencing ocean currents are unequal heating of the earth’s surface, differences in energy transfer to land vs ocean, and density-related behaviors of heated or cooled water. Demonstrations of the temperature-based behavior can be performed by heating one side of a water-filled baking dish and cooling the opposite side. If the water is initially allowed to settle, drops of food coloring will trace out the convection patterns which develop. Pipets can be used to insert the food coloring into the lower currents. Demonstration of the effect of salt on creating a sinking mass of water can be accomplished by partially filling a large container with water then covering the surface of the water with plastic wrap and pouring an additional volume of salt containing, colored water onto the wrap. With the gentle removal of the plastic wrap, the mixing will be visible. Reversing the order that the waters are added will provide the opposite effect. (From third grade, students will have developed understandings of mass and volume; however, the topic of density will need to be explored to fully support 6.ESS2.1 and 6.ESS2.2. Calculations of density are beyond the scope of this standard.) 6.ESS2.2 Models for which demonstrate convection patterns should incorporate the Sun, Earth (rotating),

SWBAT plan an investigation to explore water movement IOT demonstrate how temperature effects water movement. SWBAT construct an explanation describing the water movement investigation IOT explain the patterns that occur between the sun’s heating and the movement of ocean water. SWBAT develop and communicate a scientific explanation of global water movement IOT describe how density and temperature are the major drivers of global water movement. 6.ESS2.2 SWBAT construct an explanation about convection patterns IOT describe how convection currents cause wind formation. SWBAT create a model of the sun’s uneven heating IOT illustrate how the sun’s uneven heating causes convection cells in Earth’s atmosphere and creates global winds. SWBAT model how wind forms, sources of energy that cause atmospheric movement, why air moves, how convection cells affect wind, and the Coriolis Effect IOT construct explanations and create illustrations of convection patterns. SWBAT develop models to show convection patterns and how they flow due to uneven heating from the sun IOT demonstrate that heat energy drives the movement of matter in a system.

• Visualize It! #5, SE p. 402 • Predict #6, SE p. 403 • Inquiry #7, SE p. 403 • Active Reading #8, SE p. 404 • Visualize It! #9, SE p. 404 • Predict #10, SE p. 405 Radiation • Visualize It! #11, SE p. 406 • Summarize #12, SE p. 407 Convection • Visualize It! #14, SE p. 408 • Active Reading #15, SE p. 409 • Visualize It! #16, SE p. 409 Conduction • Active Reading #17, SE p. 410 • Visualize It! #18, SE p. 410 • Summarize #19, SE p. 411 Extend Reinforce and Review • Energy Transfer Game, TE p. 450 • Pyramid Fold Note Graphic Organizer, TE p. 450 • Visual Summary, SE p. 412 Going Further • Real World Connection, TE p. 450 Evaluate Formative Assessment • Reteach, TE p. 451 • Throughout TE • Lesson Review, SE p. 413 Summative Assessment • Transfer of Energy Alternative Assessment, TE p.

451 • Lesson Quiz

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ocean, and land. The relationships between these components also make it possible to explain patterns in the distribution of climate types and resulting biomes (6.LS2.4). A model for heating of the Earth shows more direct heating of the earth’s equator relative to the poles creating two large convection cells which move ascend at the equator and descend at the poles north and south poles. The Coriolis force, due to the Earth’s spin breaks the two convection cells into a total of six cells, three in the southern hemisphere and three in the norther hemisphere. This breakup (Coriolis effect) can be modeled by a pair of students using a marker and a large sphere. If the sphere is stationary, a student can use a marker to draw a straight line from the equator to the poles. If the ball is rotated while drawing this same straight line, the resulting line drawn on the sphere will curve. Rate of rotation determines the severity of the curvature, Earth’s rate of spin results in three cells, with deserts focused at latitudes near 30 degrees and 60 degrees north and south, and predictable surface winds. (Memorization of the names of specific global winds and layers of the atmosphere are beyond the scope of this standard.) Suggested Science and Engineering Practice(s) Engaging in Argument from Evidence 6.ESS2.1 Developing and Using Models 6.ESS2.2 Suggested Crosscutting Concept(s) Cause and Effect 6.ESS2.1 Systems and System Models 6.ESS2.2

Learning Outcomes • Describe what happens when objects at different

temperatures come into contact. • Summarize the process of radiation and identify

examples of radiation on Earth. • Describe the sun as the main source of energy on

Earth’s surface. • Summarize the process of convection and identify

examples of convection on Earth. • Summarize conduction and identify examples of

conduction on Earth. Suggested Phenomenon

Possible Guiding Question(s): How is energy being transferred?

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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The Earth is not heated evenly. Students can complete a See Think Wonder Template after examining the picture.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 7: Earth’s Systems (3 weeks)

Overarching Question(s) How and why is Earth constantly changing?

Unit 7, Lesson 2 Lesson Length Essential Question Vocabulary 30-30-30

Wind in the Atmosphere 1 week What is wind? wind, jet stream, Coriolis effect,

local wind, global wind

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.2 Diagram convection patterns that flow due to uneven heating of the earth. 6.ESS2.3 Construct explanation for how atmospheric flow, geographic features, and ocean currents affect the climate of a region through heat transfer.

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.2 SWBAT construct an explanation about convection patterns IOT describe how convection currents cause wind formation. SWBAT create a model of the sun’s uneven heating IOT illustrate how the sun’s uneven heating causes convection cells in Earth’s atmosphere and creates global winds.

Curricular Materials HMH Tennessee Science TE, Unit 7, Lesson 2 pp. 464- 477 Engage • Engage Your Brain #s 1 and 2, SE p. 421 • Active Reading #s 3 and 4, SE p. 421 Explore The Movement of Air • Rising Heat Quick Lab, TE p. 467 Explain The Movement of Air • Visualize It! #5, SE p. 422 • Active Reading #6, SE p. 423 • Visualize It! #7, SE p. 423 • Modeling Air Movement by Convection Quick Lab,

TE p. 467

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Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.2 Models for which demonstrate convection patterns should incorporate the Sun, Earth (rotating), ocean, and land. The relationships between these components also make it possible to explain patterns in the distribution of climate types and resulting biomes (6.LS2.4). A model for heating of the Earth shows more direct heating of the earth’s equator relative to the poles creating two large convection cells which move ascend at the equator and descend at the poles north and south poles. The Coriolis force, due to the Earth’s spin breaks the two convection cells into a total of six cells, three in the southern hemisphere and three in the norther hemisphere. This breakup (Coriolis effect) can be modeled by a pair of students using a marker and a large sphere. If the sphere is stationary, a student can use a marker to draw a straight line from the equator to the poles. If the ball is rotated while drawing this same straight line, the resulting line drawn on the sphere will curve. Rate of rotation determines the severity of the curvature, Earth’s rate of spin results in three cells, with deserts focused at latitudes near 30 degrees and 60 degrees north and south, and predictable surface winds. (Memorization of the names of specific global winds and layers of the atmosphere are beyond the scope of this standard.) 6.ESS2.3 A number of interacting parts contribute to the distribution of similar climates across the globe. Such components include factors addressed in 6.ESS2.2, as

SWBAT model how wind forms, sources of energy that cause atmospheric movement, why air moves, how convection cells affect wind, and the Coriolis Effect IOT construct explanations and create illustrations of convection patterns. SWBAT develop models to show convection patterns and how they flow due to uneven heating from the sun IOT demonstrate that heat energy drives the movement of matter in a system. 6.ESS2.3 SWBAT obtain, evaluate, and communicate information about climate variations IOT explain how mountain ranges, bodies of water, and other geographic features cause climate variations. SWBAT create an explanation about weather and climate IOT describe how wind, surface ocean currents, and deep ocean currents affect weather and climate along coastal regions. SWBAT compare models of global winds and surface oceans currents IOT identify both common and unique model components, relationships, and mechanisms. SWBAT construct an explanation about global winds and surface ocean currents IOT compare the heat flow causing each.

Global Winds • Active Reading #8, SE p. 424 • Active Reading #11, SE p. 426 • Jet Streams and Weather Discussion, TE p. 466 • Journey of a Trade Wind Activity, TE p. 466 Local Winds • Active Reading #16, SE p. 428 • Visualize It! #17, SE p. 428 • Visualize It! #18, SE p. 429 Extend Reinforce and Review • Cluster Diagram Graphic Organizer, TE p. 470 • Visual Summary, SE p. 430 Going Further • Astronomy Connection, TE p. 470 • Environmental Science Connection, TE 470 • Why It Matters, TE p. 471 Evaluate Formative Assessment • Reteach, TE p. 471 • Throughout TE • Lesson Review, SE p. 431 Summative Assessment • Wind in the Atmosphere Alternative Assessment,

TE p. 471 • Lesson Quiz

The following resources can be accessed by clicking on the hyperlinks below: Additional Resources ESL Supports and Scaffolds

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well as the ocean, land masses, different land surfaces, and impacts of living organisms. Student explanations can include the impact of solar energy on relative changes in temperature occurring in land/ocean (e.g., land warms more quickly), high altitudes/low altitudes (e.g., high altitudes have lower temperatures), and earth surfaces (e.g., ice reflects sunlight). Living things alter the surface types in an area, thus impacting energy transfer to affected areas. On land, surface features such as mountains can direct the flow of air masses upwards, inducing temperature related effects such as rain. While the Coriolis effect creates general patterns for distribution of similar climates, it is possible for the climate in a region to vary from the climate seen at similar latitudes due to the presence of geographic features such as mountains or lakes. Coastal air rising over mountains will be depleted of its moisture and create deserts on the back side of the mountain. Likewise, large bodies of water can influence the temperature and humidity of a region due to the ability of water to store large amounts of thermal energy. Suggested Science and Engineering Practice(s) Developing and Using Models 6.ESS2.2 Constructing Explanations and Designing Solutions 6.ESS2.3 Suggested Crosscutting Concept(s) Systems and System Models 6.ESS2.2, 6.ESS2.3

Learning Outcomes • Explain why air moves and identify the source of

energy that causes air movement. • Describe how convection cells in Earth’s atmosphere

cause high- and low pressure belts at Earth’s surface.

• Summarize the Coriolis effect. • Describe two factors that produce global winds. • Explain differences in the way land and water absorb

and release energy cause local winds, such as sea, land, valley, and mountain breezes.

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Suggested Phenomenon

In the absence of the Coriolis effect in the fixed model of the Earth, you can see the cold air from the poles and the warm air from the equator create 4 distinct convection cells. Since Earth rotates on its axis these large cells do not actually form. Descending air is deflected on the right breaking the large convection current into 3 distinct cells. The wind cells are created as alternating high and lows. Students can complete a See Think Wonder Template after examining the picture.

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6th Grade Science Quarter 3 Curriculum Map Quarter 1 Quarter 2 Quarter 3 Quarter 4

Unit 1 Energy

Unit 2 Relationships Among

Organisms

Unit 3 Earth’s Biomes and

Ecosystems

Unit 4 Earth’s

Resources

Unit 5 Earth’s Water

Unit 6 Human

Impact on the

Environment

Unit 7 Earth’s

Systems

Unit 8 Weather and

Climate

5 weeks 6.5 weeks 5.5 weeks 3 weeks 1 week 2 weeks 3 weeks 9 weeks UNIT 7: Earth’s Systems (3 weeks)

Overarching Question(s) How and why is Earth constantly changing?

Unit 7, Lesson 3 Lesson Length Essential Question Vocabulary 30-30-30

Ocean Currents 1 week How does water move in the ocean? ocean current, deep current, surface current, convection current, Coriolis effect, upwelling

Standards and Related Background Information Instructional Focus Instructional Resources DCI(s) 6.ESS2: Earth Systems Standard(s) *All or a portion of the following standard(s) are introduced and/or addressed in this lesson and may be addressed again in future lessons.* 6.ESS2.1 Gather evidence to justify that oceanic convection currents are caused by the sun’s transfer of heat energy and differences in salt concentration leading to global water movement. 6.ESS2.2 Diagram convection patterns that flow due to uneven heating of the earth. 6.ESS2.3 Construct explanation for how atmospheric flow, geographic features, and ocean currents affect the climate of a region through heat transfer.

Performance-Based Objectives *All or a portion of the following PBO(s) are supported in this lesson and may be referenced again in future lessons.* 6.ESS2.1 SWBAT obtain and communicate information about ocean currents, temperature, and density IOT describe the cause and effect relationship between ocean currents, temperature, and density. SWBAT create a model of oceanic convection currents IOT demonstrate how they originate and the patterns they form.

Curricular Materials HMH Tennessee Science TE, Unit 7, Lesson 3 pp.478- 492 Engage • Engage Your Brain #s 1 and 2, SE p. 435 • Active Reading #s 3 and 4, SE p. 435 Explore Surface Currents in the Ocean • Can Messages Travel on Ocean Water? Quick Lab,

TE p. 481 • Modeling the Coriolis Effect Quick Lab, TE p. 481 • Ocean Currents Virtual Lab, TE p. 481 Explain Surface Currents in the Ocean • Visualize #6, SE p. 436 • Identify #7, SE p. 437

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Explanation(s) and Support of Standard(s) from TN Science Reference Guide 6.ESS2.1 Students should be able to use evidence to create models for how oceanic convection currents originate. Such a model should include not only the sun’s warming of equatorial waters, but also the impact ice at the poles causing water to descend. The primary factors influencing ocean currents are unequal heating of the earth’s surface, differences in energy transfer to land vs ocean, and density-related behaviors of heated or cooled water. Demonstrations of the temperature-based behavior can be performed by heating one side of a water-filled baking dish and cooling the opposite side. If the water is initially allowed to settle, drops of food coloring will trace out the convection patterns which develop. Pipets can be used to insert the food coloring into the lower currents. Demonstration of the effect of salt on creating a sinking mass of water can be accomplished by partially filling a large container with water then covering the surface of the water with plastic wrap and pouring an additional volume of salt containing, colored water onto the wrap. With the gentle removal of the plastic wrap, the mixing will be visible. Reversing the order that the waters are added will provide the opposite effect. (From third grade, students will have developed understandings of mass and volume; however, the topic of density will need to be explored to fully support 6.ESS2.1 and 6.ESS2.2. Calculations of density are beyond the scope of this standard.)

SWBAT engage in an argument from evidence to justify that ocean currents are caused by the sun’s heat and salinity IOT demonstrate changes in water movement when temperature and salinity changes. SWBAT plan an investigation to explore water movement IOT demonstrate how temperature effects water movement. SWBAT construct an explanation describing the water movement investigation IOT explain the patterns that occur between the sun’s heating and the movement of ocean water. SWBAT develop and communicate a scientific explanation of global water movement IOT describe how density and temperature are the major drivers of global water movement. 6.ESS2.2 SWBAT construct an explanation about convection patterns IOT describe how convection currents cause wind formation. SWBAT create a model of the sun’s uneven heating IOT illustrate how the sun’s uneven heating causes convection cells in Earth’s atmosphere and creates global winds. SWBAT model how wind forms, sources of energy that cause atmospheric movement, why air moves, how convection cells affect wind, and the Coriolis Effect IOT construct explanations and create illustrations of convection patterns.

• Analyze #8, SE p. 438 • Visualize It! #9, SE p. 439 Deep Currents in the Ocean • Active Reading #10, SE p. • Visualize It! #11, SE p. 440 • Think Outside the Book #12, SE p. 441 • Inquiry #13, SE p. 441 • Salty Seawater Discussion, TE p. 480 • The Formation of Deep Currents Quick Lab, TE p.

481 Upwelling • Active Reading #14, SE p. 442 Ocean Circulation • Active Reading #19, SE p. 444 • Describe #20, SE p. 444 • List #21, SE p. 445 Extend Reinforce and Review • Idea Wheel Activity, TE p. 484 • Two-Panel Flipchart Fold Note, TE p. 484 • Visual Summary, SE p. 446 Going Further • Ecology Connection, TE p. 484 • Health Connection, TE p. 484 • Why It Matters, SE p. 443 Evaluate Formative Assessment • Reteach, TE p. 485 • Throughout TE • Lesson Review, SE p. 447 Summative Assessment • Ocean Currents Alternative Assessment, TE p. 485 • Lesson Quiz

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6.ESS2.2 Models for which demonstrate convection patterns should incorporate the Sun, Earth (rotating), ocean, and land. The relationships between these components also make it possible to explain patterns in the distribution of climate types and resulting biomes (6.LS2.4). A model for heating of the Earth shows more direct heating of the earth’s equator relative to the poles creating two large convection cells which move ascend at the equator and descend at the poles north and south poles. The Coriolis force, due to the Earth’s spin breaks the two convection cells into a total of six cells, three in the southern hemisphere and three in the norther hemisphere. This breakup (Coriolis effect) can be modeled by a pair of students using a marker and a large sphere. If the sphere is stationary, a student can use a marker to draw a straight line from the equator to the poles. If the ball is rotated while drawing this same straight line, the resulting line drawn on the sphere will curve. Rate of rotation determines the severity of the curvature, Earth’s rate of spin results in three cells, with deserts focused at latitudes near 30 degrees and 60 degrees north and south, and predictable surface winds. (Memorization of the names of specific global winds and layers of the atmosphere are beyond the scope of this standard.) 6.ESS2.3 A number of interacting parts contribute to the distribution of similar climates across the globe. Such components include factors addressed in 6.ESS2.2, as well as the ocean, land masses, different land surfaces,

SWBAT develop models to show convection patterns and how they flow due to uneven heating from the sun IOT demonstrate that heat energy drives the movement of matter in a system. 6.ESS2.3 SWBAT obtain, evaluate, and communicate information about climate variations IOT explain how mountain ranges, bodies of water, and other geographic features cause climate variations. SWBAT create an explanation about weather and climate IOT describe how wind, surface ocean currents, and deep ocean currents affect weather and climate along coastal regions. SWBAT compare models of global winds and surface oceans currents IOT identify both common and unique model components, relationships, and mechanisms. SWBAT construct an explanation about global winds and surface ocean currents IOT compare the heat flow causing each. Learning Outcomes • Define ocean currents and surface currents. • Define deep currents and explain how they form. • Describe convection current and explain how they

transfer energy. • Define upwelling and explain its importance to

ocean life. • Describe ocean circulation.

The following resources can be accessed by clicking on the hyperlinks below:

Additional Resources ESL Supports and Scaffolds

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and impacts of living organisms. Student explanations can include the impact of solar energy on relative changes in temperature occurring in land/ocean (e.g., land warms more quickly), high altitudes/low altitudes (e.g., high altitudes have lower temperatures), and earth surfaces (e.g., ice reflects sunlight). Living things alter the surface types in an area, thus impacting energy transfer to affected areas. On land, surface features such as mountains can direct the flow of air masses upwards, inducing temperature related effects such as rain. While the Coriolis effect creates general patterns for distribution of similar climates, it is possible for the climate in a region to vary from the climate seen at similar latitudes due to the presence of geographic features such as mountains or lakes. Coastal air rising over mountains will be depleted of its moisture and create deserts on the back side of the mountain. Likewise, large bodies of water can influence the temperature and humidity of a region due to the ability of water to store large amounts of thermal energy. Suggested Science and Engineering Practice(s) Engaging in Argument From Evidence 6.ESS2.1 Developing and Using Models 6.ESS2.2 Constructing Explanations and Designing Solutions 6.ESS2.3 Suggested Crosscutting Concept(s) Cause and Effect 6.ESS2.1 Systems and System Models 6.ESS2.2, 6.ESS2.3

Suggested Phenomenon

One special property of water is that it is able to absorb large amounts of heat. Because the oceans make up 70% of Earth, there is a lot of heat in the oceans (even though they feel cool). Ocean waters closer to the equator receive more of the Sun’s heat than ocean waters near the poles. Like the atmosphere, this temperature difference creates convection currents in the ocean. Warmer water rises up, and cooler water flows in to take its place, creating ocean currents. Students can complete a See Think Wonder Template after examining the picture. Possible Guiding Question(s): What is causes the arrows to move in a circular pattern? Why are some arrows red and others are blue?

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A ship travelling from Hong Kong encountered a severe storm, causing its cargo of over 28,000 rubber ducks to be lost at sea. Rubber ducks were discovered several months later in Alaska. Over the years, rubber ducks were found all over the world. Students can complete a See Think Wonder Template after examining the picture and reading the above statement. This Ducks overboard! video and What Can 28,000 Rubber Duckies Lost at Sea Teach Us About Our Oceans article can be used later in the lesson to support the phenomenon.

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The Eastern Australia Current (EAC) plays a critical role in transporting turtles between habitats across the southern Pacific Ocean. Click on the picture to see this phenomenon in action in Finding Nemo. Students can complete a See Think Wonder Template after watching. the video. Takin’ a Ride on the EAC… across the Southern Pacific Ocean article can be used later in the lesson to support the phenomenon.