| ***Georgia Performance Standards***
(these are the BASIS of what students need to learn--we'll go beyond this)
Students in Grade 6 will study Earth Science concepts through an inquiry-
based approach. They will investigate how the Earth's surface is formed,
recognize the significant role of water in Earth processes, and how the
distribution of land and oceans affect climate and weather. Students then
go beyond the study of the Earth to explore current scientific views of the
solar system and the universe, and how those views evolved. Students are
also expected to descuss various sources of energy, their uses, and
conservation. The "characteristics of science skills" (scientific method,
recording/analyzing data, using appropriate tools and instruments,
interpreting results, and communicating scientific information, as well as
understanding how science knowledge grows and changes) are integrated
through the year.
Chapter 1: Introduction
Vocabulary: meteorology, oceanography, astronomy, geology
observe (qualitative and quantitative) and classify
hypothesis** and inference
variable (independent/manipulated & dependent/responding),
control and constants
scientific theory** (compared to a conclusion)
combustible,wafting
triple beam balance, spring scale, graduated cylinder
(mass, weight, volume, temperature**)
meter, liter, grams, Celsius, Newtons
Kilo, Hecto, Deka, deci, centi, milli
density**, model**
Objectives:
1. What are the characteristics of a good scientist?
2. What are the 4 branches of Earth Science (with descriptions)?
2. How do scientists find answers through the process of science
inquiry? (scientific method)--know the steps of SM
3. What are consequences of unsafe science research?
4. Be able to formulate an hypothesis and make predictions
(understand that it is still valuable if hypothesis is
incorrect)?
5. What are the basic lab safety rules and guidelines (including
the rationale of each)? (goggles, lab safety symbols,
behavior expectations and consequences--ex: touching
hot objects*--use tongs or hot mitts)--remember to
report safety problems and violations
6. Explain the importance of the International System of Units.
Why must scientists throughout the world speak the same
measurement "language"? (metric)
7. How do proper tools make science inquiry easier? Know how
to USE scientific tools/instruments properly.
8. Be able to measure using appropriate metric units and
equipment. (read instruments with correct units)
--ex: grams per mL for liquid volume
9. Be able to estimate quantities, using the metric system.
10. Be able to convert within the metric system.
11. Be able to record observations accurately. Know how to
convert an integer to an equivalent decimal (and vv)
12. Develop the skills needed to collect and record data
(must be honest, accurate and clear)--collect lots
of data to improve accuracy (average)
13. Be able to analyze, interpret/compare, and display data and
variables (including make charts/tables, line, bar,
and pie graphs).
14. When do you change a theory or law? Recognize that scientific
knowledge may change when prevailing theories are
challenged by new information
15. Understand RATES: Ex: How to measure growth (including units)?
16. Describe the importance of accuracy and precision and their
relationship to each other. (precise does not equal
precision)
17. Be able to analyze data to determine valid conclusions.
Recognize that there may be more than one way to interpret
a given set of findings. Also, determine whether the
results in similar investigations are trivial or
significant.
18. Demonstrate understanding of how a change in one part of a
system would cause change in other parts of the system.
19. Explain the importance of completing further investigations
before accepting results as meaningful.
GPS Standards:
**Understand the importance of—and keep—honest, clear, and accurate records
in science.
**Understand that hypotheses are valuable if they lead to fruitful
investigations, even if the hypotheses turn out not to be completely accurate
descriptions.
**Students will use standard safety practices for all classroom laboratory
and field investigations.
**Students will use computation and estimation skills necessary for analyzing
data and following scientific explanations.
**Use metric input units (such as seconds, meters, or grams per milliliter)
of scientific calculations to determine the proper unit for expressing the
answer.
**Draw conclusions based on analyzed data.
**Students will use tools and instruments for observing, measuring, and
manipulating equipment and materials in scientific activities.
**Read analog and digital meters on instruments used to make direct
measurements of length, volume, weight, elapsed time, rates, and temperature,
and choose appropriate units for reporting various quantities.
**Identify several different models (such as physical replicas, pictures, and
analogies) that could be used to represent the same thing, and evaluate their
usefulness, taking into account such things as the model’s purpose and
complexity.
**Recognize that there may be more than one way to interpret a given set of
findings.
**When similar investigations give different results, the scientific
challenge is to judge whether the differences are trivial or significant,
which often requires further study. Even with similar results, scientists may
wait until an investigation
**When new experimental results are inconsistent with an existing, well-
established theory, scientists may require further experimentation to decide
whether the results are flawed or the theory requires modification.
**As prevailing theories are challenged by new information, scientific
knowledge may change and grow.
**Scientific investigations are conducted for different reasons. They usually
involve collecting evidence, reasoning, devising hypotheses, and formulating
explanations.
**Accurate record keeping, data sharing, and replication of results are
essential for maintaining an investigator’s credibility with other scientists
and society.
**Scientists use technology and mathematics to enhance the process of
scientific inquiry.
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GEOLOGY UNIT:
Chapter 2--minerals
Vocabulary: mineral, inorganic, element, compound, hardness, malleable
streak color, luster, density, crystal, cleavage, fracture
Objectives: 1. What are the criteria for all minerals? (INSCC)
2. How do you identify minerals (properties of minerals)?
3. Why are minerals important (uses)?
GSP Standards:
Section 1:
S6CS3: Students will use computation and estimation skills necessary for
analyzing data and following scientific explanations.
S6E5.b: Investigate the composition of rocks in terms of minerals.
Section 2:
S6CS3: Students will use computation and estimation skills necessary for
analyzing data and following scientific explanations.
S6CS3.b: Use metric input units (such as seconds, meters, or grams per
milliliter) of scientific calculations to determine the proper
unit for expressing the answer.
S6CS3.d: Draw conclusions based on analyzed data.
S6CS5.b: Identify several different models (such as physical replicas,
pictures, and analogies) that could be used to represent the
same thing, and evaluate their usefulness, taking into account
such things as the model’s purpose and complexity.
S6CS6.c: Organize scientific information using appropriate tables, charts,
and graphs, and identify relationships they reveal.
S6CS9.a: Scientific investigations are conducted for different reasons.
They usually involve collecting evidence, reasoning, devising
hypotheses, and formulating explanations.
S6E5.b: Investigate the composition of rocks in terms of minerals.
ASTRONOMY UNIT:
EARTH-MOON-SUN (CHAPTER 19)
Vocabulary: high/low tide, spring/neap tides (review from oceanography,
but relate to S-E-M alignment this time), equinox (autumnal and
vernal), solstice (summer and winter), axis, rotation/revolution,
orbit, waxing, waning, full moon, new moon, crescent moon, gibbous
moon, umbra/penumbra, lunar eclipse, solar eclipse
Objectives:
1. How do objects in the day and night sky move in relation to
each other? Ex: rise in east/set in west
(due to earth’s rotation)
2. What causes:
a. phases of the moon
b.lunar/solar eclipses
(know alignment of the earth, moon, and sun for each)?
3. What causes seasons (relate the tilt of the earth to the
distribution of sunlight throughout the year, and
distinguish how the various angles of the sunlight on the
surface of Earth affect climate and seasons.)--think of
the flashlight demo
4. What causes tides? (mainly the MOON”S gravity)
STARS, GALAXIES, AND THE UNIVERSE (chapter 21)
Vocabulary: reflecting/refracting telescope, radio telescope, Hubble
telescope, spectroscope/spectrograph, galaxy (spiral,
elliptical, irregular), Milky Way galaxy,
supergiant star, giant star, medium-sized star, white dwarf,
neutron star, apparent and absolute magnitude, Hertzspring-
Russell (H-R)diagram, supernova, black hole, Big Bang Theory
Objectives:
1. What is/are the theory that describes the formation of
the universe, and how has theories about the formation of
the universe changed?
2. What evidence do scientists have for the Big Bang Theory?
3. Where do you find our solar system in relationship to the
Milky Way galaxy?
4. Compare/contrast the different types of galaxies.
5. Describe the life cycle of stars. (depends on star’s MASS)
6. Be able to read an H-R diagram.
SOLAR SYSTEM (Chapter 20)
Vocabulary: geocentric/heliocentric, inertia, gravity,
astronomical unit (AU),
inner/outer planets,comet, asteroid,
meteoroid/meteor/meteorite, artificial
satellite, International Space Station, space shuttle
Objectives:
1. Compare/contrast geo- and heliocentric models of the
solar system?
2. How have basic historical scientific theories about the solar
system (and universe) changed over time?—as more info
available
3. What is gravity and inertia, and how do they affect the motion
of objects in the solar system? (keeps planets, comets,
asteroids, etc. in their orbit)
4. Name the planets in order from the sun.
5. Compare/contrast the planets (especially to the Earth):
a. relative size (ex: Venus is almost as big as Earth)
b. relative distance from sun
c. unique characteristics (like Venus’ day is
longer that its year)
d. rocky or gaseous
e. atmosphere (main elements and thickness)
f. surface features
g. ability to support life
6. Why is Pluto no longer classified as a planet?
7. How are comets, asteroids, and meteors alike and different?
8. Describe the history of the space program and technology,
including: Apollo, space probes, satellites,
space shuttle, ISS, telescopes, spectroscope
9. Recognize that objects in the solar system move in a regular
and predictable manner (days, years, phases, eclipses)
WEATHER UNIT:
Chapter 15—The Atmosphere
**compute/estimate with metric system, analyze data/draw conclusion,
observe, measure, make scale models, use scientific inquiry, realize that
making a change in one part of a weather system affects the weather system as
a whole, enhance reading in science**
Section 1: S6E3.b Relate various atmospheric conditions to stages of the
water cycle (how water moves through the atmosphere).
Section 2: S6E4.a Demonstrate that land and water absorb and lose heat
(from the sun) at different rates and explain the resulting
effects on weather (and climate).
S6E4.b Relate unequal heating of land and water surfaces to
form large global wind systems and weather events such
as tornados and thunderstorms (unequal heating creates
unequal pressure (air moves from HIGH to LOW
pressure) which creates winds).
Section 3: S6E4.a Demonstrate that land and water absorb and lose heat
(from the sun) at different rates and explain the resulting
effects on weather (and climate).
S6E4.b Relate unequal heating of land and water surfaces to
form large global wind systems and weather events such
as tornados and thunderstorms (unequal heating creates
unequal pressure (air moves from HIGH to LOW
pressure) which creates winds).
Section 4: S6E5.i Describe methods for conserving (saving) natural
resources such as (water, soil, and) air.
Ch 15 Vocabulary: atmosphere, ozone, water vapor, air pressure
troposphere, stratosphere, mesosphere, thermosphere
conduction, convection, radiation
ultraviolet and infrared radiation
Greenhouse effect, wind**, Coriolis Effect
local winds (sea and land breezes)
global winds (polar easterlies, westerlies, trade winds)
jet stream thermometer, anemometer, wind-chill factor, wind vane
pollutants, fossil fuels
acid, base, acid rain, global warming, CFC's
Ch 15 Objectives:
What is Earth's atmosphere made of?
What gases are present in Earth’s atmosphere, and how are
they important to living things?
(esp know N, O, and CO2)
Explain how (and why) air pressure AND temperature changes
with as you move away from the earth's surface.
What are the characteristics of the main 4 layers of
the atmosphere? (know temperature profile, thickness,
and density of each)
Ex: colder at top of mountain (tropo gets colder with
elevation) --can have snow at the top of
a mountain in the tropics
Land and water absorb and lose heat at different rates
(land heats up and cools down faster)--causing winds
Unequal heating of land/water surfaces impacts weather
(ex: Kansas has more temp extremes because they are
far from water)--absorbing and releasing of solar
energy varies
The sun is the major source of energy; it is related to
wind energy (wind direction important). What is the
relationship between air direction and wind direction?
Explain the cause of global and local winds.
How are weather instruments used to gather data about
temperature and winds?
What is the relationship between greenhouse effect
and global warming?
Compare and contract the causes and effects of acid rain,
ozone deplettion, and greenhouse effect/global warming.
How do human habits affect the atmosphere?
Chapter 16--Understanding Weather
****calculate/estimate with metric system; observe how parts in weather
system are related to other parts in the system (how output from one can
become input for another), organize data with tables, charts, and graphs;
repeat experiment and data collecting to increase accuracy (judge with data
to keep)**
Section 1: S6E3.b Relate various atmospheric conditions to stages of the
water cycle (how water moves through the atmosphere).
Section 2: S6E4.b Relate unequal heating of land and water surfaces to
form large global wind systems and weather events such
as tornados and thunderstorms (unequal heating creates
unequal pressure (air moves from HIGH to LOW
pressure) which creates winds).
S6E4.c Relate how moisture evaporating from the oceans
affects the weather patterns and the weather events such
as hurricanes.
Section 3: S6E3.b Relate various atmospheric conditions to stages of the
water cycle (how water moves through the atmosphere).
S6E4.b Relate unequal heating of land and water surfaces to
form large global wind systems and weather events such
as tornados and thunderstorms (unequal heating creates
unequal pressure (air moves from HIGH to LOW
pressure) which creates winds).
S6E4.c Relate how moisture evaporating from the oceans
affects the weather patterns and the weather events such
as hurricanes.
Section 4: ---------
Ch 16 Vocabulary: psychrometer, rain gauge, humidity
relative humidity, dew point, condensation
clouds (cumulus, stratus, cirrus)
precipitation (sleet, freezing rain, rain, snow, hail)
air mass, front (cold, warm, stationary front)
anticyclone (high pressure) and cyclone (low pressure)
thunderstorm**, lightning compared to thunder
tornado and hurricane
blizzard, drought
watch compared to warning
Ch 16 Objectives:
Moisture evaporating from oceans affect weather patterns.
(ex: moister climates near the coast IF the winds blow
off the ocean)--also less temperature variation in near a
large body of water
How is relative humidity affected by temperature and
levels of water vapor?
The sun is the major source of energy; it is related to
wind and water energy (wind direction important).
Explain how water moves through the water cycle.
What atmospheric conditions affect the water cycle;
cloud cover affects temperature (night vs day).
Describe the relationship between dew point and condensation.
What are the conditions under which clouds form? List the three
main types of cloud forms.
What are the 5 types of precip, and how does each form?
How are weather instruments used to gather data?
Identify the four kinds of air masses that influence
weather in the U.S.
Describe the four major types of fronts (weather associated with
each)
Explain how fronts, cyclones, and anticylones cause
weather changes
Be able to read/interpret a basic weather map
What are the CAUSES/EFFECTS of weather events such as:
1. tornadoes
2. thunderstorms (lightning & thunder)--may be caused by:
a. mountain uplift
b. warm air rising in summer
c. cold frontal passage
3. hurricanes--fueled by evaporating water, so they
fall apart when they hit land and/or cold water
Be able to compare/contrast these storms--include peak seasons
for each (and why), as well as where most occur and why.
Explain how to stay safe during severe weather
(include watches/warnings).
Explain how radar and weather satellites help forecast
the weather.
Chapter 17--Climate
**compute/estimate, use metric system , draw conclusion on analyzed data;
observe how parts in weather system are related to other parts in the system
(how output from one can become input for another; recognize that data can be
interpreted in more than one way***
Section 1: S6E2.c Relate the tilt of the earth to the distribution of
sunlight throughout the year and to its effect on climate
amount and angle of sunlight that strikes the earth is
different in different parts of the earth and during
different times of the year).
S6E4 Students will understand how the distribution
(arrangement) of land and oceans affects climate (and
weather).
Section 2: S6E2.c Relate the tilt of the earth to the distribution of
sunlight throughout the year and to its effect on climate
(the amount and angle of sunlight that strikes the earth is
different in different parts of the earth and during
different times of the year).
Section 3: S6E2.c Relate the tilt of the earth to the distribution of
sunlight throughout the year and to its effect on climate
(the amount and angle of sunlight that strikes the earth is
different in different parts of the earth and during
different times of the year).
Section 4: S6E1.f Describe the characteristics of comets, asteroids, and
Meteors (small objects that move throughout the solar
system).
S6E2.c Relate the tilt of the earth to the distribution of
sunlight throughout the year and to its effect on climate
(the amount and angle of sunlight that strikes the earth is
different in different parts of the earth and during
different times of the year).
S6E5.d Recognize that lithospheric plates constantly move and
cause major geological events on the Earth’s surface.
Chapter 17 Vocabulary: weather**, climate**, latitude,
prevailing winds, elevation, surface current
tropical zone, temperate zone, polar zone
microclimate, ice age,
global warming/greenhouse effect
Ch. 17 Objectives:
Explain the difference between weather and climate.
Identify the factors that determine climate.
Locate and describe the 3 main climate zones of the world.
Describe how the earth’s climate has changed over time.
Summarize the four different theories that attempt to
explain why the Earth’s climate has changed.
Explain the greenhouse effect and its role in global warming.
OCEAN UNIT (Chapter 13-14):
Vocabulary: crest/trough, wavelength, surface/deep current, Gulf Stream,
Coriolis Effect, , El Nino, upwelling,
high/low tide, spring/neap tides
salinity, continental shelf/ slope, abyssal plain,
mid-ocean ridge, trench, sonar, scuba, submersible
Objectives:
1. Explain the causes of waves and the factors that impact waves.
(ex: bigger waves if wind blows for more time and at
faster speeds)
2. Explain the causes of currents
a. surface= winds (run into continents and earth's spin)
b. deep= temp and salinity (density)
3. Identify currents that have a significant impact on us (how do
currents affect climate?). --Gulf Stream and California Currents
4. Explain the causes of tides and the factors that significantly
impact tides. (mostly moon--sun a little)
5. What is the composition of ocean water (pie chart)?
(where do the "salts" come from?)
6. What is the average salinity of the ocean (what can make it
change)?
7. How does water temperature and pressure vary in the ocean?
8. What are the features of the ocean floor? (be able to model the
ocean floor and label the features--topography)
How do these features form (relate to plate tectonics)?
9. How is the ocean floor studied? (sonar, etc)
10. Know the location of all of Earth's oceans.
FRESH WATER (CH 11-12):
Vocabulary: evaporation, condensation, transpiration, precipitation,
runoff, groundwater, permeable/impermeable, aquifer,
water table, well, saturation/unsaturation zone,
iceberg, well, desalination, wastewater, watershed,
drainage basin, conservation of water
Objectives:
1. What are the stages of the water cycle (relate to atmospheric
conditions--heating and cooling)?
--How does the water cycle redistribute earth's water?
(ex: less evap during night and winter; dew
forms overnight because of cooling)
2. What percent of the earth's surface is covered by water? (include:
oceans, rivers, lakes, underground water, and ice)
3. What is the percent distribution of water in oceans, rivers/lakes,
underground water, and ice (glaciers and icebergs)? Just looking
at fresh water--how is the fresh water distribued (ex: most fresh
water if frozen)
4. What are icebergs and how do they form?
5. How can fresh water be conserved? If we use more water (ex:
irrigation) than nature can put back, the water table drops)
Ch 3—rocks and rock cycle
Vocabulary: mixture, igneous, sedimentary, metamorphic rocks,
rock texture, coarse-grained, fine-grained,
weathering (physical and chemical), erosion, deposition,
strip mining, reclamation, lava/magma,
intrusive/extrusive, compaction, cementation, foliated,
nonfoliated, deposition, rock cycle, sediment, soil(weathered
rock/minerals and organic material)
Objectives:
1. Classify 3 types rocks based on how they FORM and their mineral
composition* (ex: sedimentary=deposition and compaction)
2. Describe the processes that change the rocks on Earth's surface
a. How does the rock cycle change the surface of the earth?
b. Look at shape of rocks to tell its history; ex: smooth=water
3. What landforms are created due to erosion/weathering and
deposition (alluvial fans, sand bars, deltas)?
4. What are the causes of landslides? (excess rain or earthquake)
---gravity
5. How can plants decrease and increase erosion and weathering?
(root pry, hold in soil, slow down running water and wind)
6. How can you tell if a mountain/mt range is older?(height and
sharpness of the top)---i.e. more weathering/erosion
7. How does human activity cause/accelerate erosion?
8. Soil
a. What is soil, how does it form, and why is it important?
b. What type of soil is best for planting (large pore space for
drainage and lots of organic matter)?
c. How can soil be conserved? How can erosion be minimized?
(plant trees, terracing, etc)
Ch 4--Layers of Earth and Plate Tectonics
Vocabulary: crust, mantle, inner/outer core, seismic waves, lithosphere,
asthenosphere, convection currents, density,
3 types of plate boundaries (convergent, divergent, transform)
plate tectonics, Pagaea, continental drift, plate tectonics,
hydrothermal vents (with location)
Objectives:
1. Compare/contrast the layers of the earth including composition,
relative temperature, thickness, density, and phase of matter
(solid, liquid, or gas)
2. Give evidence that supports the theory of continental drift
and plate tectonics (including uplifted and eroded fossils)
3. Describe the different types of movement that occur between
lithospheric plates that cause major geological events
(What happens at each type of plate boundary?)
a. Him Mt= 2 converging continental plates
b. San Andres Fault
c. trenches= converging oceanic plate subducts under
continental plate
4. Know the basic location of Earth's plates.
5. Provide fossil evidence of Earth's changing surface and climate
6. How does the earth "grow" (volcano lava, convergence, deposition)
and wear away (erosion/weathering, divergence, subduction)?
(called constructive and destructive forces)
Ch 5-6: Earthquakes and Volcanoes
Vocabulary: fault, tsunami, stress (shearing, tension, compression),
folded mountains, shield, cinder cone, and composite volcanoes,
lava plateaus, caldera, Richter scale, seismograph, subduction
zone/trench*, epicenter (location of worst damage)
Objectives:
Describe the different types of movement that occur between
lithospheric plates that cause major geological events
and features (earthquakes and volcanoes)
Other Geologic terms and obj:
stalactite, stalagmite, fossil,
paleontologist, petrified fossils, trace fossils, index fossils,
evolution, absolute and relative age, radioactive dating,
radioactive decay, half-life, ice age, tree rings, era/period,
Precambrian, Paleozoic, Mesozoic, Cenozoic* Era
1. Describe the effects of erosion, deposition, and
gravity on the formation of geological features
2. Infer why ocean fossils may be FOUND on top of a mountain.
(changing environments)
4. How are fossils formed?
5. (Law of Superposition)--older rock/fossils are found below
younger rock/fossils.
ENVIRONMENTAL UNIT
Vocabulary: soil conservation, nonrewable*/renewable resources (solar,
wind, hydroelectric, biomas, geothermal, hydrogen power, etc),
nonrenewable resources, fossil fuels
Objectives:
1. How can natural resources be conserved?
2. What are some renewable resources/energy?
(Ex: wind, trees, water, air, solar, geothermal)
3. What are some nonrenewable resources/energy?
(Ex: fossil fuels, nuclear/uranium, minerals)
4. What are the pros and cons of each alternative energy source?
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