INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science

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1 State Resources: None Identified IFD Legend Bold, italic black: Knowledge and Skills Statement (TEKS); Bold black: Student Expectation (TEKS) Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR. Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit Blue: Supporting Information / Clarifications from TCMPC (Specificity) Italic blue: Provides unit level clarification Black text: Notes from the American Association for the Advancement of Science (AAAS) Project 2061 and the Texas College and Career Readiness Standards (TxCCRS) RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST RESOURCE(S) Grade 06 Science Unit 07 Rubric 01 Science Grade 6 Unit 07: Force and Motion Experimental Design Guide and Approval Form (Secondary - G. 6) RATIONALE: This unit bundles SEs that address kinetic and potential energy, the effects of unbalanced forces upon the motion of objects, and the use of simple machines to change the amount of force to move an object. Prior to this unit, in Grade 5, students were asked to design an experiment to test the effect of forces on an object. During Grade 6, students previously studied conservation of energy. During this unit, students build on previous knowledge to relate conservation of energy as it relates to motion. Students compare kinetic and potential energy; investigate the effects of unbalance forces on an object s position, direction, and speed; calculate average speed; and measure and graph changes in motion. Students also investigate how inclined planes and pulleys can be used to change the amount of force to move an object. After this unit, in Grade 7, students will explore forces in relationship to living systems and work. page 1 of 17

2 STAAR Note: This is an important foundational piece for the understanding of force and motion. It is the first time students are introduced to kinetic and potential energy and (6.8A), and these are not revisited before tested as a Supporting Standard in Grade 8. Although, 6.8B is not identified as a Supporting Standard, it is the first time that students are introduced to the concept of unbalanced forces. This builds content for Readiness Standard 8.6A that will be tested on STAAR Grade 8. Calculating average speed (6.8C) and measuring and graphing changes in motion (6.8D) are identified as Supporting Standards and are not directly taught again before testing in Grade 8. Supporting Standards 6.8A, 6.8C, and 6.8D and Readiness Standard 8.6A will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of 8 th grade students should know that an unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/M3a American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved November 2009, from MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think that sustained motion requires sustained force. Students may think if there is no motion, there is no force acting upon an object. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS page 2 of 17

3 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Change Force and Motion Energy can be categorized as potential or kinetic. Grade 06 Science Unit 07 PI 01 Create a plotted graph from data, and analyze distance vs. time. Describe what is happening at certain points along the graph, including potential and kinetic energy. Calculate average speed for the given data. Standard(s): 6.2D, 6.8A, 6.8B, 6.8C, 6.8D ELPS ELPS.c.1E, ELPS.c.5B Patterns Graphs Unbalanced forces cause changes in an object s position, speed, and direction. The speed of an object can be calculated, and changes in motion of the object can be measured and graphically represented. Grade 06 Science Unit 07 PI 02 Design, plan, and implement an investigation to show how inclined planes can be used to change the amount of force needed to move objects. Complete a lab report that includes a graph displaying the relationship between force and motion. Standard(s): 6.2A, 6.2C, 6.2D, 6.2E, 6.8E ELPS ELPS.c.1C, ELPS.c.5B Change Force and Motion Systems Force and Motion Nature of Science Simple machines can change the amount of force needed to move objects. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Potential energy the stored energy of position possessed by an object Kinetic energy the energy contained in a moving mass or moving particle; energy of motion Speed the distance traveled by an object in a given amount of time Unbalanced force when the net force on an object does not equal zero page 3 of 17

4 Velocity a measurement of speed and direction The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS UNIT LEVEL SPECIFICITY 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS Wear appropriate safety equipment. Know the location of safety equipment. Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards. Possible examples may include Read or study the science activity or laboratory investigation prior to conducting the investigation. Know and follow all safety rules prior to the investigation. Be alert during the laboratory time. page 4 of 17

5 Do not attempt unauthorized activities. If a chemical spill occurs, report it immediately, and follow the instructions of the teacher. Keep your area clean. Do not enter preparatory or equipment storage rooms or chemical storerooms. Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory. Use lab equipment appropriately Note: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, or community residents to health or property risks without their prior knowledge and consent. 1C/M5b* 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology Implement COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS Comparative and descriptive investigations page 5 of 17

6 Making observations Asking well-defined questions Using appropriate equipment and technology STAAR Notes: Comparative and descriptive investigations (Texas Education Agency. ( ). Laboratory and Field Investigations FAQ, August Retrieved from Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A fair test * can be designed to measure variables so that the relationship between them is determined. Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are page 6 of 17

7 manipulated. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. 6.2B design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology Design, Implement INVESTIGATIONS Experimental investigations Making observations Asking well-defined questions Formulating testable hypotheses Using appropriate equipment and technology STAAR Notes: Experimental investigations (Texas Education Agency. ( ). Laboratory and Field Investigations FAQ, August Retrieved from Experimental investigations involve designing a fair test* similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a controlled experiment. * A fair test is conducted by making sure that page 7 of 17

8 only one factor (variable) is changed at a time, while keeping all other conditions the same. TxCCRS Note: I. Nature of Science A3 Formulate appropriate questions to test understanding of natural phenomena. 6.2C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers Collect, Record DATA Using the international system of units (SI) Qualitative means Labeled drawings Writing Graphic organizers 6.2D construct tables and graphs, using repeated trials and means, to organize data and identify patterns Construct GRAPHS Using repeated trials and means Organize data. Identify patterns. 6.2E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends Analyze DATA page 8 of 17

9 Formulate reasonable explanations. Communicate valid conclusions supported by data. Predict trends Note: By the end of the 8th grade, students should know that: Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 6.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student Analyze, Evaluate, Critique SCIENTIFIC EXPLANATIONS In all fields of science Empirical evidence Logical reasoning Experimental and observational testing Examine all sides of scientific evidence. Encourage critical thinking Note: By the end of the 8th grade, students should know that: Scientific knowledge is subject to modification as new information challenges prevailing theories and as a page 9 of 17

10 new theory leads to looking at old observations in a new way. 1A/M2 Some scientific knowledge is very old and yet is still applicable today. 1A/M3 Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b* If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables). 1B/M2ab TxCCRS Note: I. Nature of Science A1 Utilize skepticism, logic, and professional ethics in science. I. Nature of Science A4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE page 10 of 17

11 test tubes, triple beam balances, microscopes, thermometers, calculators, computers, INFORMATION timing devices, and other equipment as needed to teach the curriculum Journals/(science) notebooks Calculators Computers Timing devices Other equipment as needed to teach the curriculum 6.8 Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: 6.8A compare and contrast potential and kinetic energy Supporting Standard Compare, Contrast POTENTIAL AND KINETIC ENERGY Potential energy Position Storage Kinetic energy Motion Transformation between kinetic and potential energy STAAR Note: This is the first time students are introduced to potential and kinetic energy. This concept is not revisited before the STAAR test in Grade 8. page 11 of 17

12 2061 Note: By the end of the 8th grade, students should know that: Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves. 4E/M4* TxCCRS Note: VII. Chemistry H1 Understand the Law of Conservation of Energy and processes of heat transfer. VII. Chemistry H2 Understand energy changes and chemical reactions. VIII. Physics D1 Understand potential and kinetic energy. 6.8B identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces Identify, Describe CHANGES TO AN OBJECT WHEN ACTED UPON BY UNBALANCED FORCES Balanced and unbalanced forces Direction page 12 of 17

13 Motion Speed (introduce velocity) Acceleration Distance Displacement STAAR Note: This is the first time that students have been introduced to unbalanced forces. Although not marked as a Supporting Standard, it builds content for Readiness Standard 8.6A Note: By the end of the 8th grade, students should know that: An unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/M3a TxCCRS Note: VIII. Physics C1 Understand the fundamental concepts of kinematics. VIII. Physics C2 Understand forces and Newton s Laws. 6.8C calculate average speed using distance and time measurements Supporting Standard Calculate AVERAGE SPEED USING MEASUREMENTS Average speed (velocity) Average speed = total distance/total time page 13 of 17

14 d 2 d 1 /t 2 t 1 Velocity is expressed by both speed and direction. TxCCRS Note: VIII. Physics C1 Understand the fundamental concepts of kinematics. 6.8D measure and graph changes in motion Supporting Standard Measure, Graph CHANGES IN MOTION Distance Time STAAR Note: This is the first time students are introduced to graphing changes in motion. This concept is not explicitly taught again before the STAAR test in Grade E investigate how inclined planes and pulleys can be used to change the amount of force to move an object Investigate HOW THE AMOUNT OF FORCE NEEDED TO MOVE AN OBJECT CAN BE CHANGED Changing amounts of force to move an object Moving an object with an inclined plane Moving an object without an inclined plane page 14 of 17

15 Moving an object with a pulley Moving an object without a pulley SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 6.2B Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns. 6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: page 15 of 17

16 SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 6.3B Use models to represent aspects of the natural world such as a model of Earth's layers. 6.3C Identify advantages and limitations of models such as size, scale, properties, and materials. 6.3D Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. 6.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a page 16 of 17

17 ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS.c.1 ELPS.c.1C ELPS.c.1E ELPS.c.5 ELPS.c.5B The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: write using newly acquired basic vocabulary and content-based grade-level vocabulary page 17 of 17