Engineering, Force and Motion, Ecosystems (Copy)

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1 Engineering, Force and Motion, Ecosystems (Copy) Unit: Science, Grade(s) 06 Follow Pacing Guide Duration: 18 Weeks Unit Pacing Guide Adair County Middle School Curriculum Pacing Guide SCIENCE 6 th WADDELL, DEB Week Number of Inst. Days Standard Number Common Core Standard Learning Targets Standards Assessment Concurrence /Assessment Analysis (Unit Test and Question #) Aug Aug MS ETS1 Engineering Design 1 Science Methods and Lab Safety MS ETS1 Engineering Design 2 & MS ETS1 3 Define the criteria and *In all areas adjustments are constraints of a design made for those students problem with sufficient with IEP s. From shortening precision to ensure a the amount of work, to successful solution, taking reading help, etc. into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Includes writing in science. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differencesamong several design solutions to identify the best characteristics of Page 1 of 9

2 Aug Aug 29 Sept 2 5 Sept MS PS2 MS PS2 MS PS2 1 Motion and Stability: Forces Motion and Stability: Forces Motion and Stability: Forces each that can be combined into a new solution to better meet the criteria for success. Includes writing in science. Apply Newton s Third Law to design a solution to a problem involving the motion of two colliding objects. Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle. Math Graphing Included. Apply Newton s Third Law to design a solution to a problem involving the motion of two colliding objects. Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle. Math Graphing Included. Apply Newton s Third Law to design a solution to a problem involving the motion of two colliding objects. Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle. Math Page 2 of 9

3 Sept MS PS2 2 Motion and Stability: Forces Included. Includes writing in science. Plan an investigation to provide evidence that the change in an object s motion depends on the sum of the forces on the object and the mass of the object. Emphasis is on balanced (Newton s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton s Second Law), frame of reference, and specification of units. Math Graphing, Formulas and Statistics Included. Sept Sept MS PS2 2 Motion and Stability: Forces MS PS2 2 Motion and Stability: Forces Plan an investigation to provide evidence that the change in an object s motion depends on the sum of the forces on the object and the mass of the object. Emphasis is on balanced (Newton s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton s Second Law), frame of reference, and specification of units. Math Graphing, Formulas and Statistics Included. Plan an investigation to provide evidence that the change in an object s motion depends on the sum of the forces on the object and the mass of the Page 3 of 9

4 object. Emphasis is on balanced (Newton s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton s Second Law), frame of reference, and specification of units. Math Included. Includes writing in science. Oct MS ESS2 4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Includes writing in science. Oct Fall Break MS ESS2 4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Includes writing in science. Oct MS ESS2 5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. Math Included. Oct MS ESS2 5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. Math Included. Includes writing in science. Page 4 of 9

5 Oct 31 Nov 4 5 Nov MS ESS2 6 MS ESS2 6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Includes writing in science. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Includes writing in science. Nov MS ESS2 6 If needed and writing concepts. Nov WRITING CULMINATION Nov 28 Dec 2 5 Dec 5 Dec 9 5 MS LS2 1 Ecosystems: Interactions, Energy, and Dynamics MS LS2 2 Ecosystems: Interactions, Energy, and Dynamics Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Math Graphing and Statistics Included. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Math Included. Dec MS LS2 2 Ecosystems: Interactions, Energy, and Dynamics Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Page 5 of 9

6 Standards Covered 2.SC 6 MF: Motion and Forces (Physical Science) Engineering Design Middle School MS: Earth s Systems MS: Forces MS: Weather and Climate Organizers Characteristics of Highly Effective Teaching & Learning LEARNING CLIMATE 1. Teacher Characteristics: A. creates learning environments where students are active 6. Teacher Characteristics: G. effectively allocates time for students to engage in hands on 11. Student Characteristics: C. collaborates/teams with other students participants as individuals and as members of collaborative groups experiences, discuss and process content and make meaningful connections 2. Teacher Characteristics: B. motivates students and nurtures their desire to learn in a safe, 7. Teacher Characteristics: H. designs lessons that allow students to participate in 12. Student Characteristics: D. exhibits a sense of accomplishment and confidence healthy and supportive environment which develops compassion and mutual respect empowering activities in which they understand that learning is a process and mistakes are a natural part of learning 3. Teacher Characteristics: C. cultivates cross cultural 8. Teacher Characteristics: I. creates an environment where 13. Student Characteristics: E. takes educational risks in class understandings and the value of diversity student work is valued, appreciated and used as a learning tool 4. Teacher Characteristics: E. displays effective and efficient classroom management that includes classroom routines that 9. Student Characteristics: A. accepts responsibility for his/her own learning 14. Student Characteristics: F. Practices and engages in safe, responsible and ethical use of technology promote comfort, order and appropriate student behaviors 5. Teacher Characteristics: F. 10. Student Characteristics: B. provides students equitable accessactively participates and is to technology, space, tools and authentically engaged time Characteristics of Highly Effective Teaching & Learning CLASSROOM ASSESSMENT & REFLECTION 1. Teacher characteristics: A. Uses4. Teacher characteristics: F. 7. Student Characteristics: A. multiple methods to systematically Guides students to apply rubrics to Recognizes what proficient work gather data about student understanding and ability assess their performance and identify improvement strategies looks like and determines steps necessary for improving his/her work 2. Teacher characteristics: B. Uses5. Teacher characteristics: G. student work/data, observations ofprovides regular and timely 8. Student characteristics: B. Monitors progress toward reaching instruction, assignments and interactions with colleagues to feedback to students and parents that moves learners forward learning targets Page 6 of 9

7 reflect on and improve teaching practice 3. Teacher characteristics: C. 6. Teacher Characteristics: J. 9. Student characteristics: E. Revises instructional strategies Reflects on instruction and makes Reflects on work and makes based upon student achievement data adjustments as student learning occurs adjustments as learning occurs Characteristics of Highly Effective Teaching & Learning INSTRUCTIONAL RIGOR & STUDENT ENGAGEMENT 1. Teacher characteristics: A Teacher instructs the complex 5. Teacher characteristics: E Teacher challenges students to 9. Teacher characteristics: I Teacher clarifies and shares with processes, concepts and principlesthink deeply about problems and students learning contained in state and national standards using differentiated encourages/models a variety of approaches to a solution. intentions/targets and criteria for success. strategies that make instruction accessible to all students. 2. Teacher characteristics: B Teacher scaffolds instruction to 6. Teacher characteristics: F Teacher integrates a variety of 10. Student characteristics: B Student reads with understanding help students reason and develop learning resources with classroom a variety of texts. problem solving strategies. instruction to increase learning options. 3. Teacher characteristics: C Teacher orchestrates effective classroom discussions, questioning, and learning tasks 7. Teacher characteristics: G Teacher structures and facilitates ongoing formal and informal discussions based on a shared 11. Student characteristics: C Student applies and refines inquiry skills. that promote higher order thinking understanding of rules and skills. discourse. 4. Teacher characteristics: D Teacher provides meaningful 8. Teacher characteristics: H Teacher integrates the application learning opportunities for students. of inquiry skills into learning experiences. Characteristics of Highly Effective Teaching & Learning INSTRUCTIONAL RELEVANCE 1. Teacher characteristics: A Teacher designs learning opportunities that allow students to participate in empowering 5. Teacher characteristics: E Teacher effectively incorporates 21st Century Learning Skills that prepare students to meet future 9. Student characteristics: C Student develops descriptions, explanation, predictions, and models using evidence. activities in which they understand challenges. that learning is a process and mistakes are a natural part of the learning. 2. Teacher characteristics: B Teacher links concepts and key ideas to students prior experiences and understandings, uses multiple representations, examples and explanations. 3. Teacher characteristics: C Teacher incorporates student 6. Teacher characteristics: G 10. Student characteristics: D Teacher makes lesson connectionsstudent works collaboratively to to community, society, and current address complex, authentic events. problems which require innovative approaches to solve. 7. Student characteristics: A 11. Student characteristics: E Student poses and responds to Student communicates knowledge experiences, interests and real lifemeaningful questions. situations in instruction. and understanding in a variety of real world forms. 4. Teacher characteristics: D 8. Student characteristics: B 12. Student characteristics: F Teacher selects and utilizes a Student uses appropriate tools andstudent communicates knowledge Page 7 of 9

8 variety of technology that support techniques to gather, analyze and and understanding for a variety of student learning. interpret information from quantitative and qualitative evidence. purposes. Characteristics of Highly Effective Teaching & Learning KNOWLEDGE OF CONTENT 1. Teacher characteristics: A Teacher demonstrates an understanding and in depth 5. Teacher characteristics: E Teacher provides essential supports for students who are 8. Student characteristics: B Student uses and seeks to expand appropriate content vocabulary. knowledge of content and maintains an ability to convey this content to students. struggling with the content. 2. Teacher characteristics: B 6. Teacher characteristics: F 9. Student characteristics: C Teacher maintains on going Teacher accesses a rich repertoirestudent connects ideas across knowledge and awareness of of instructional practices, content areas. current content developments. strategies, resources and applies them appropriately. 3. Teacher characteristics: C Teacher designs and implements standards based 7. Student Characteristics: A Student demonstrates growth in content knowledge. 10. Student characteristics: D Student uses ideas in realistic problem solving situations. courses/lessons/units using state and national standards. 4. Teacher characteristics: D Teacher uses and promotes the understanding of appropriate content vocabulary. NCTM Process Standards 1. Problem Solving 3. Communication 5. Representation 2. Reasoning & Proof 4. Connections NCTE / IRA Standards for the English Language Arts 1. Guiding Visions: All students must have the opportunities and 4. NCTE / IRA Standard 5. Students employ a wide range of 7. NCTE / IRA Standard 8. Students use a variety of resources to develop the language strategies as they write and use technological and information skills they need to pursue life's goals and to participate fully as informed, productive members of different writing process elements resources (e.g., libraries, appropriately to communicate withdatabases, computer networks, different audiences for a variety of video) to gather and synthesize society. purposes. information and to create and communicate knowledge. 2. NCTE / IRA Standard 1. Students read a wide range of print and non print texts to build an understanding of texts, of 5. NCTE / IRA Standard 6. Students apply knowledge of language structure, language conventions (e.g., spelling and 8. NCTE / IRA Standard 11. Students participate as knowledgeable, reflective, creative, and critical members of a themselves, and of the cultures of punctuation), media techniques, variety of literacy communities. the United States and the world; to acquire new information; to respond to the needs and figurative language, and genre to create, critique, and discuss print and non print texts. demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Page 8 of 9

9 3. NCTE / IRA Standard 4. Students adjust their use of 6. NCTE / IRA Standard 7. Students conduct research on 9. NCTE / IRA Standard 12. Students use spoken, written, and spoken, written, and visual issues and interests by generating visual language to accomplish their language (e.g., conventions, style, ideas and questions, and by posingown purposes (e.g., for learning, vocabulary) to communicate problems. They gather, evaluate, enjoyment, persuasion, and the effectively with a variety of audiences and for different purposes. and synthesize data from a variety exchange of information). of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Additional Properties Author: Waddell, Debra Publisher: Kentucky Continuous Instructional Improvement Technology System Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: Waddell, Debra (8/22/2016 1:16:00 PM) Last modified by: Waddell, Debra (8/22/2016 1:16:00 PM) Other revisions of this resource: Page 9 of 9