Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Matter and energy work together to support life in an environment.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will learn that ecosystems support life. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem. • 4.1.8.D: Use the theory of natural selection to examine the causes and consequences of extinction.
• Standard - 3.3.6.A2: Examine how soil fertility, composition, resistance to erosion, and texture are affected by many factors. • Anchor Descriptor - S8. D.1.1: Describe constructive and destructive natural processes that form different geologic structures and resources.
• • • •
ecology ecosystem biotic factor abiotic factor
• Biotic and Abiotic Factors Poster • Identifying Differences (biotic/abiotic)
• Paper • Markers • Colored pencis, crayons • Variety of abiotic and biotic materials • Ecology Textbook
• Biotic and Abiotic Factors Poster • Section quiz • Chapter 1 Ecology Test
• Cycle Videos • Nitrogen cycle board game • “My Life in the Nitrogen Cycle” story • Water cycle lab • Interactive internet activities
• • • • • • • • •
• “My Life in the Nitrogen Cycle” story • Section Quiz
Objective: 2: Students will learn that matter cycles through ecosystems. • 4.1.7.B: Explain biogeochemical cycles within an ecosystem.
Page: 1
• BIO.B.4.2: Describe interactions and relationships in an ecosystem.
• • • •
cycle water cycle carbon cycle nitrogen cycle
Game boards Plastic cups Gallon sized ziploc bags Food coloring Markers Water Computers Nitrogen Cycle game pieces Graphic organizers
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Matter and energy work together to support life in an environment.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 3: Students will learn that energy flows through ecosystems. • 3.1.6.A2: Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. • 4.1.7.C: Explain the flow of energy within an ecosystem.
• BIO.B.4.1: Describe ecological levels of organization in the biosphere. • S6.A.2.2: Apply appropriate instruments for specific purposes and describe the information the instruments can provide.
• • • • • •
producer consumer decomposer food chain food web energy pyramid
• Animal life in action video and guide • Section PPT • Tootsie Roll Lab • Food Chain Card Sort • Owl Pellets Lab • Owl Pellet Video
• video • tootsie rolls • tootsie roll lab organizer • food chain cards (producers, primary, secondary, tertiary, consumers, decomposers) • poster paper • glue • markers • owl pellets • probes • tweezers • magnifying lens • plastic bags • index cards • skeleton diagrams • bone sorting chart • owl pellet video and notes
• • • •
tootsie roll lab food chain card sort poster owl pellet lab owl pellet skeleton model
Objective: 4: Students will learn that biomes contain many ecosytems.
Page: 2
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Matter and energy work together to support life in an environment.
PA/Common Core Standards • 4.1.7.D: Explain how biological diversity relates to the viability of ecosystems. • 4.1.7.E: Identify factors that contribute to change in natural and human-made systems.
Page: 3
Assessment Anchors/ Eligible Content • BIO.B.4.1.1: Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, biosphere). • BIO.B.4.1.2: Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
Key Vocabulary
Learning Activities
• • • • • • • • • •
• biome iMovie • note-taking guide
biome coniferous forest deciduous forest estuary taiga tundra temperate forest tropical rainforest grassland desert
Materials/ Resources/ Technology Tools • laptops or ipads • note-taking guide • Biome PPT
Common Summative Assessments/ Targeted Outcomes • biome iMovie • section quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Living things within an ecosystem interact with each other and the environment.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will learn that groups of living things interact within ecosystems. • 4.1.8.D: Use the theory of natural selection to examine the causes and consequences of extinction. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem. • 4.1.7.E: Identify factors that contribute to change in natural and human-made systems.
• S7.B.3: Ecological Behavior and Systems • BIO.B.4: Ecology • 4.1.8.D: Use the theory of natural selection to examine the causes and consequences of extinction.
• • • • •
species population habitat niche community
• • • •
Bill Nye video Population lab Population poster Estimating population lab
• • • • • • • • •
Bill Nye video various types of beans graph paper rulers various types of candies turtle cards lab record sheets poster paper Ecology Textbook
• section quiz • student responses to critical thinking questions on labs
Objective: 2: Students will learn that organisms can interact in different ways. • 4.1.8.D: Use the theory of natural selection to examine the causes and consequences of extinction. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem. • 4.1.7.E: Identify factors that contribute to change in natural and human-made systems.
Page: 4
• S7.B.3: Ecological Behavior and Systems • BIO.B.4: Ecology • Students will learn that ecosystems are always learning.
• • • • • • • •
predator prey competition cooperation symbiosis mutualism commensalism parasitism
• Oh Dear! game • Musk ox simulation • Internet interactive symbiotic games • Lioness article
• Directions for Oh Dear! and Musk ox simulation • laptops or ipads • “Lioness adopts third baby antelope” article
• Section quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Living things within an ecosystem interact with each other and the environment.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
• Population activity • Graphing skills
• graphing paper • blind folds
• section quiz • Chapter 2 Ecology Test
Objective: 3: Students will learn that ecosystems are always learning. • 4.1.8.D: Use the theory of natural selection to examine the causes and consequences of extinction. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem. • 4.1.7.E: Identify factors that contribute to change in natural and human-made systems.
Page: 5
• S7.B.3: Ecological Behavior and Systems • BIO.B.4: Ecology • Students will learn that ecosystems are always learning.
• • • •
limiting factor carrying capacity succession pioneer species
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Humans impact ecosystems.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will learn that human population growth presents challenges. • 4.1.6.D: Explain the costs and benefits of recycling in controlling resource use. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem.
• 4.1.6.D: Explain the costs and benefits of recycling in controlling resource use. • Intentionally left blank by PDE SAS Portal.
• natural resource • population • density
• Identification of Natural Resources vs. non resources • Oh Dear! game
• • • •
Oh Dear! rules Cards for ID activity Graph paper Ecology textbook
• Section quiz
• • • • • • • •
index cards markers hole punch string scissors petroleum jelly hand lens note-taking guides
• Section quiz • Student written responses
Objective: 2: Students will learn that human activities affect the environment. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem. • 4.2.8.A: Describe factors that affect the quality of ground and surface waters. • 4.5.6.A: Examine how historical events have shaped the sustainable use of natural resources.
Page: 6
• S6.B.3: Ecological Behavior and Systems • BIO.B.4.1: Describe ecological levels of organization in the biosphere. • S6.B.3.1: Identify evidence of change to infer and explain the ways different variables may affect change in natural or human-made systems.
• polution • biodiversity
• particles in the air investigation • renewable vs. nonrenewable identification • note-taking guides
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Ecology Big Idea: Humans impact ecosystems.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 3: Students will learn that humans are working to protect ecosystems. • 4.1.6.D: Explain the costs and benefits of recycling in controlling resource use. • 4.1.7.A: Describe the relationships between biotic and abiotic components of an ecosystem. • 4.2.8.A: Describe factors that affect the quality of ground and surface waters.
Page: 7
• BIO.B.4.1: Describe ecological levels of organization in the biosphere.
• conservation • sustainable
• advertisement poster • ecology problem/solution activity • renewable and nonrenewable resources article
• poster paper • magazines • markers • laptops • ecology problem/solution directions sheet • renewable and nonrenewable resources article and study guide
• Section quiz • poster • article study guide
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Earth’s Surface Big Idea: Minerals are the basic building blocks of earth.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will learn that minerals are all around us. • 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties.
• Assessment Anchor - S6. A.3: Systems, Models, and Patterns • S3.D.1: Earth Features and Processes that Change Earth and Its Resources • S3.D.1.2: Identify and describe the types of Earth’s natural resources.
• mineral • element • crystal
• Characteristics of a mineral activity • Salt crystal lab • crystal shape mobiles
• • • • • • • • • • • • • • • •
color paper table salt epsom salt magnifying class pie pans black paper water stirring rods scissors crystal shape patterns glue string hangers colored pencils hole punch Earth’s Surface textbook
• Section quiz • Salt lab results • Minerals Test
• • • • • • • • • • •
mineral samples streak plates steel files pennies dated before 1985 UV lamp magnifying lens charts gallon bags magnets Moh’s scale mineral identification key
• Mineral identification labs • Section quiz
Objective: 2: Students will learn that a mineral is identified by its properties. • 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties.
Page: 8
• Assessment Anchor - S6. A.3: Systems, Models, and Patterns • S3.D.1: Earth Features and Processes that Change Earth and Its Resources • S3.D.1.2: Identify and describe the types of Earth’s natural resources
• • • • • •
streak luster cleavage fracture density hardness
• streak test • identify color test • identify luster test • determine the way mineral breaks • identify hardness • special properties (magnetism and fluorescence) • Mineral Identification lab
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Earth’s Surface Big Idea: Minerals are the basic building blocks of earth.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 3: Students will learn that minerals are valuable resources. • 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties.
Page: 9
• Assessment Anchor - S6. A.3: Systems, Models, and Patterns • S3.D.1: Earth Features and Processes that Change Earth and Its Resources • S3.D.1.2: Identify and describe the types of Earth’s natural resources
• magma • lava • ore
• Videos to compare mining • Pencil activity • Mining activity
• videos • #2 and #4 pencils • paper • wild birdseed mix • shallow pan • small sized red, green, and blue beads • medium sized yellow beads • forks • mining lab charts
• mining lab • section quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Earth’s Surface Big Idea: Rocks change into other rocks over time.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will learn that the rock cycle shows how rocks change. • 3.3.7.A1: Define basic features of the rock cycle. • 3.3.7.A2: Explain land use in relation to soil type and topography.
• S6.A.3: Systems, Models, and Patterns • S7.D.1.1: Describe Earth structures and processes that characterize different biomes on Earth
• • • • •
rock rock cycle igneous rock sedimentary rock metamorphic rock
• How do rocks differ from minerals activity • BrainPop videos • Note-taking guides • How rocks can be classified
• • • • • •
mineral samples rock samples magnifying glass note-taking guides BrainPop videos BrainPop quiz and notes
• Rocks quiz • How rocks can be classified
• • • • • • •
Project requirements Organizers Laptops books markers paper rubric
• Rock presentation
• • • • • • • •
project requirements organizers text book rubric books laptops markers paper
• rock presentation
Objective: 2: Students will learn that igneous rocks form from molten rock. • 3.3.7.A1: Define basic features of the rock cycle.
• S6.A.3: Systems, Models, and Patterns • S7.D.1.1: Describe Earth structures and processes that characterize different biomes on Earth
• intrusive igneous rock • extrusive igneous rock
• Student created rocks presentation • Rock research
Objective: 3: Students will learn that sedimentary rocks form from earlier rocks. • 3.3.7.A1: Define basic features of the rock cycle.
Page: 10
• S6.A.3: Systems, Models, and Patterns • S7.D.1.1: Describe Earth structures and processes that characterize different biomes on Earth
• sediment
• Student created rocks presentation • Rock research
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Earth’s Surface Big Idea: Rocks change into other rocks over time.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 4: Students will learn that metamorphic rocks form as existing rocks change. • 3.3.7.A1: Define basic features of the rock cycle.
Page: 11
• S6.A.3: Systems, Models, and Patterns • S7.D.1.1: Describe Earth structures and processes that characterize different biomes on Earth
• metamorphism • recrystallization • foliation
• Student created rocks presentation • Rock research
• • • • • • • •
project requirements rubric organizers books laptops markers paper textbooks
• rock presentation
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Changing Earth Big Idea: The movement of tectonic plates causes geologic changes on Earth.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will learn Earth has several layers. • 3.3.10.A1: Relate plate tectonics to both slow and rapid changes in the earth’s surface.
• S7.D.1: Earth Features and Processes that Change Earth and Its Resources
• • • • • • •
inner core outer core mantle crust lithosphere asthenosphere tectonic plate
• Will a denser material float activity • BrainPop videos • Monserrat video and guide
• clear plastic cups • water • table salt • plastic spoon • food coloring • Montserrat video • The Changing Earth textbook
• Section quiz
• Videos • Plate tectonic model activity • Convection current and plate movement lab
• • • • • • • • • • • •
• Convection current and plate movement lab • Section quiz
• Oreo activity
• oreos • direction guide • napkins
Objective: 2: Students will learn continents change position over time. • 3.3.10.A1: Relate plate tectonics to both slow and rapid changes in the earth’s surface.
• S7.D.1: Earth Features and Processes that Change Earth and Its Resources
• • • • • •
continental drift Pangea mid-ocean ridge convection convection current theory of plate tectonics
Videos (Alfred Wegener) Plate tectonic models handout oven glass cake pan two bread pans or bricks water food coloring small candles matches sponges scissors push pins
Objective: 3: Students will learn plates move apart. • 3.3.10.A1: Relate plate tectonics to both slow and rapid changes in the earth’s surface.
Page: 12
• S7.D.1: Earth Features and Processes that Change Earth and Its Resources
• • • • • •
divergent boundary convergent boundary transform boundary rift valley magnetic reversal hot spot
• Oreo lab • Section quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Changing Earth Big Idea: The movement of tectonic plates causes geologic changes on Earth.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 4: Students will learn plates converge or scrape past each other. • 3.3.10.A1: Relate plate tectonics to both slow and rapid changes in the earth’s surface.
Page: 13
• S7.D.1: Earth Features and Processes that Change Earth and Its Resources
• subduction • continental-continental collision • oceanic-oceanic subduction • oceanic-continental subduction
• Napkin lab • Plate movement in the Himalayas atlas activity • Continents adrift video and guide
• 6 square napkins • napkin plate guide • plate movement in the Himalayas atlas sheet • continents adrift video and guide • plate tectonic model
• Section quiz • Napkin lab responses • Chapter 1 Test
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Changing Earth Big Idea: Earthquakes release stress that has built up in rocks.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1.: Students will identify that earthquakes occur along faults. • 3.3.4.A1: Recognize that the surface of the earth changes due to slow processes and rapid processes. • 3.3.5.A1: Describe how landforms are the result of a combination of destructive forces.
• S5.C.1: Structure, Properties, and Interaction of Matter and Energy • S5.B.3: Ecological Behavior and Systems • S5.D.1.1: Describe constructive and destructive natural processes that form different geologic structures and resources.
• fault • stress • earthquake
• Natural Disaster Research Project • Survivor Interview Videos
• • • • • • • • • • •
Internet FactCite Worldbook Online SIRS Discover Library Books Computers Note-taking guides project requirements folders iPads rubric
• Natural Disaster PPT • Interview • Research notes
• Natural disaster research project • Survivor interview
• • • • • • • • • • •
Internet FactCite Worldbook Online SIRS Discover library books computers note-taking guide scoring rubric project requirements folders ipads
• Natural disaster PPT • Natural disaster interview • Research notes
Objective: 2: Students will explain that earthquakes release energy. • 3.3.4.A1: Recognize that the surface of the earth changes due to slow processes and rapid processes. • 3.3.5.A1: Describe how landforms are the result of a combination of destructive forces.
Page: 14
• S5.C.1: Structure, Properties, and Interaction of Matter and Energy • S5.B.3: Ecological Behavior and Systems • S5.D.1.1: Describe constructive and destructive natural processes that form different geologic structures and resources.
• • • •
seismic wave focus epicenter seismograph
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Changing Earth Big Idea: Earthquakes release stress that has built up in rocks.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 3: Students will explain that earthquake damage can be reduced. • 3.3.4.A1: Recognize that the surface of the earth changes due to slow processes and rapid processes. • 3.3.5.A1: Describe how landforms are the result of a combination of destructive forces.
Page: 15
• S5.C.1: Structure, Properties, and Interaction of Matter and Energy • S5.B.3: Ecological Behavior and Systems • S5.D.1.1: Describe constructive and destructive natural processes that form different geologic structures and resources.
• aftershock • tsunami
• natural disaster research project • survivor interview
• • • • • • • • • • •
Internet FactCite Worldbook Online SIRS Discover library books computers note-taking guide scoring rubric project requirements ipads folders
• Natural disaster PPT • Natural disaster interview • Research notes
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The scientific method is a process that is used to perform an experiment.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will be able to identify the steps of the scientific method. • S7.A.3.2.1: Make inferences based on scientific models (e.g., charts, graphs, diagrams). • 3.1.7.A9: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. • S7.A.1.1.4: Use evidence to develop descriptions, explanations, and models. • S7.A.1.1.3: Use evidence such as observations or experimental results to support inferences. • S7.A.1.1.2: Develop questions that can be answered through scientific inquiry and/or technological design.
Page: 16
• S7.A.2.1: Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems, and/or answer questions.
• • • • • • • • • •
problem research hypothesis experiment observations conclusion variable independent variable dependent variable constant
• Penny lab • Egg-citing bottle experiment
• penny • small beaker • medicine droppers • water • quarters • dimes • nickel • eggs • glass bottle with narrow opening (snapple) • small birthday candles • lighter • paper towels • ruler
• Egg lab • Penny lab • Scientific process quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The scientific method is a process that is used to perform an experiment.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
• See #1
• See #1
Objective: 2: Students will be able to use the steps of the scientific method in an experiment. • S7.A.3.2.1: Make inferences based on scientific models (e.g., charts, graphs, diagrams). • S7.A.1.1.2: Develop questions that can be answered through scientific inquiry and/or technological design. • S7.A.1.1.3: Use evidence such as observations or experimental results to support inferences. • S7.A.1.1.4: Use evidence to develop descriptions, explanations, and models. • 3.1.7.A9: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions.
Page: 17
• S7.A.2.1: Apply knowledge of scientific investigation or technological design in different contexts to make inferences to solve problems, and/or answer questions.
• • • • • • • • • •
problem research hypothesis experiment observations conclusion variable independent variable dependent variable constant
• See #1 • Labs use scientific method skills throughout the year
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The metric system can be used to measure mass, distance/length, volume, and temperature.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will be able to identify the difference between the American system vs. the Metric system. • S8.A.2.1.1: Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships. • S8.A.2.2.1: Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions. • S8.A.2.2.2: Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.
Page: 18
• • • • • • • • • • • • •
Metric system American system measurement meter liter gram kilo hecto deka base deci centi milli
• Metric vs. Standard articles • Metric vs. Standard debate
• • • •
Metric vs. Standard articles Venn diagrams note-taking guides debate materials
• Argumentative paragraph
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The metric system can be used to measure mass, distance/length, volume, and temperature.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 2: Students will be able to use grams for mass. • S8.A.2.1.1: Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships. • S8.A.2.2.1: Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions. • S8.A.2.2.2: Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.
Page: 19
• S7.A.2.2: Select and safely use appropriate tools and describe the information provided by each tool
• mass vs weight • grams • prefixes: kilo-, hecto-, deka-, deci-, centi-, and milli• conversion • triple beam balance
• Identify parts of triple beam balance • Metric mass lab • Practice sheets
• • • • • • •
metric mass lab ruler large beaker test tube holder beaker tongs pencil triple beam balance
• Metric mass lab • Measuring quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The metric system can be used to measure mass, distance/length, volume, and temperature.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
• metric length/mass review • dollar bill lab • measurement activities
• metric ruler • meter stick • dollar bills
• Dollar bill lab • Practice sheets • Measuring quiz
Objective: 3: Students will be able to use meters for distance and length. • S8.A.2.1.1: Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships. • S8.A.2.2.1: Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions. • S8.A.2.2.2: Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.
Page: 20
• S7.A.2.2: Select and safely use appropriate tools and describe the information provided by each tool.
• distance • length • meter • prefixes: kilo-, hecto-, deka-, deci-, centi-, and milli• conversion • meter stick • ruler
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The metric system can be used to measure mass, distance/length, volume, and temperature.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 4: Students will be able to use liters for volume. • S8.A.2.1.1: Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships. • S8.A.2.2.1: Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions. • S8.A.2.2.2: Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.
Page: 21
• S7.A.2.2: Select and safely use appropriate tools and describe the information provided by each tool
• volume • liter • prefixes: kilo-, hecto-, deka-, deci-, centi-, and milli• conversion • graduated cylinder • beaker • test tube
• Volume lab • Rainbow lab
• beaker filled with water • medicine dropper • 10 mL , 100 mL, and 50 mL graduated cylinders • test tubes • test tube holder • red, blue, and yellow food coloring
• Volume lab • Rainbow lab • Measuring quiz
9/22/2015
Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: The metric system can be used to measure mass, distance/length, volume, and temperature.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
• • • •
• Temperature lab • Measuring quiz • Measurement quiz (all 4 combined)
Objective: 5: Students will be able to use Celsius for temperature. • S8.A.2.1.1: Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships. • S8.A.2.2.1: Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, volume, or temperature under a variety of conditions. • S8.A.2.2.2: Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and interpret observations under varying conditions.
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temperature Fahrenheit Celsius conversion thermometer degrees
• temperature lab
thermometer beaker water ice
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Cocalico School District Course Curriculum Details Course: Science - 06 Area: Science Skills Big Idea: Measurements can be converted using different prefixes.
PA/Common Core Standards
Assessment Anchors/ Eligible Content
Key Vocabulary
Learning Activities
Materials/ Resources/ Technology Tools
Common Summative Assessments/ Targeted Outcomes
Objective: 1: Students will be able to convert measurements. • M8.B.1.1.1: Convert among metric measurements (milli, centi, kilo using meter, liter and gram) (table of equivalency provided on the reference sheet).
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• M8.B.1.1: Convert measurements.
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