Web Resources Supporting the Maryland Voluntary State Curriculum
Science - Grade 6Processes | Earth/Space | Life | Chemistry | Physics | Environment |
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PROCESSESStandard 1.0 Skills and Processes |
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| Students will demonstrate the thinking and acting inherent in the practice of science. | |
Topic A. Scientific Inquiry |
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Indicator
1. Access and process information from readings, investigations, and/or oral communications. Objectives a. Identify the topic or meaning of the question, decision, or problem being researched. c. Evaluate the scientific validity of resources. d. Use scientifically accurate resources to answer questions, make predictions, and support ideas. e. Develop graphic organizers to record information. Indicator Objectives a. Record and explain observations of physical phenomena that may be used to develop a hypothesis. b. Develop scientifically testable questions that can be answered through a well-designed investigation. c. Develop hypotheses that can be tested through a well-designed investigation. Indicator Objectives a. Develop and evaluate investigations using the following criteria.
b. Compare and evaluate similar investigations that test the same hypothesis. Indicator Objectives a. Follow oral and written procedures b. Identify situations that require wearing safety goggles, plastic gloves, and aprons. c. Demonstrate safe and appropriate use of science equipment and materials. d. Use senses in appropriate and safe ways. Indicator Objectives a. Design and construct tables, charts, databases, spreadsheets, and graphs to display data. b. Collect data using equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time). c. Select the equipment appropriate for the quantity being measured. d. Use metric units with numbers when making and recording observations. Indicator Objectives a. Analyze data to identify possible explanations for trends. b. Identify and describe possible relationships among sets of data. Indicator Objectives a. Communicate orally or in writing a description of an investigation that includes:
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Science Fair Studio Uses examples to illustrate and explain the basic steps of the scientific method. Popcorn Science Five simple experiments demonstrate what makes popcorn pop. Students hypothesize about the results of the five experiments and summarize the results of the experiments in a written conclusion. Predicting Pumpkins Make and test predictions about pumpkins in this hands-on activity. Students make a prediction and test it, building place-value understanding as they count pumpkin seeds. After completing the experiment students write a concluding statement that describes what they learned. Graphing Groundhog Predictions Students research information about Punxsutawney Phil's past Groundhog Day predictions, create a graph showing Punxsutawney Phil's past predictions, and correctly answer questions about the graph. Swing Time In a swinging contest, who do you think would take longer to make two complete swings: a pumped-up-high swinger or a gently swaying rider? Students are asked to develop a hypothesis and then test it using one or two play ground swings. Scientific Method - "The Big Ahah" This lesson is intended for intermediate and upper students. The students will be able to use the scientific method, understand it's importance to good scientific experimentation and provide justification for it's use. The Scientific Method Using Mystery Powders 6th grade students will utilize the scientific process to determine the physical and chemical properties of a variety of common substances, perform several chemical and physical tests for identifying substances, and construct and compare data results to determine unknown substances and mixtures. Scientific Method Java applet that teaches students the process followed by the scientific method. Also contains a Java applet that demonstrates using the scientific method on a cricket experiment. Scientific Method Detectives A great activity for students to learn the scientific method through a very interactive mystery. This interactive lab teaches what the scientific method is, and how scientists and others follow this method. The second part of the lab shows how the scientific method applies to the history of astronomy. Using M&M's to Teach the Scientific Method to Middle Schoolers Students use knowledge of the scientific method to solve a teacher made scenario involving the colors of M&Ms. Another Faraday Experiment After discovering electromagnetic induction, Faraday began to test a hypothesis on magnetic fields and energy currents, which is demonstrated in this tutorial showing a galvanometer connected to a wire wrapped paper cylinder. Microsoft® Excel for Basic Data Analysis Spreadsheets are a great tool for data collection. They require some patience to learn, but can save you an incredible amount of time. This tutorial will help you create a spreadsheet that is designed for basic data analysis of a Likert-style instrument. Lab Safety Tutorial This tutorial introduces students to basic lab safety procedures. It includes a tour of a virtual biology lab, an explanation of lab equipment, and a review of safety rules followed by a quiz. Masses and Springs Lab A simulation of masses hung from a scale including gravity. Virtual lab tools, including a ruler and a stopwatch can be used to make quantitative measurements. Friction and spring constants can be adjusted, and energy graphed. Measuring Volume Using a Graduated Cylinder This Java applet instructs and tests students on the use of the graduated cylinder to measure liquids. Measuring Length in the Metric System Java applet providing introduction to the metric system. Includes self-check quiz on using a centimeter ruler to measure distances. Creating Charts in PowerPoint Brief, step-by-step tutorial on how to create and display charts using Microsoft PowerPoint. Graph It The goal is to use real life experiences to teach graphing skills and to use technology for creating tables and graphs. Graphing Favorites In this lesson, students create a survey question, survey their classmates and record their results in a frequency table. They create a graph by hand to display their data. They use Microsoft Works spreadsheet to create a bar graph and pie graph. They also import their graphs to a word processing document where they type in their result statement. Create a Graph This website shows five different graphs and charts for students to consider. Students fill in the blanks and use check boxes to create and modify a chart which, when finish can be printed or saved to computer disk. "Jude e-Clock" : Mr. Myers' Classroom Virtual manipulative for teaching various concepts in telling time. Features include the ability to change the clock's face (two different primary faces, roman numerals, 12-3-6-9, & graduated markings only), display of time in digital format, display of time in word format ("quarter past three", "27 minutes until eight", etc.), as well as the ability to practice concepts of elapsed time by setting a "start time" clock and an "end time" clock. Buttons and hands on clocks are color coded to help support new or young learners. Water Cycle: Now You See It In this Bill Nye the Science Guy experiment, students use beakers and a graduated cylinder to show that water evaporates at higher atmospheric temperature. Bouyancy: Displaced Rocks In this Bill Nye the Science Guy experiment, students use rocks, a graduated cylinder, string, and water to determine whether the mass and density of an object determines its buoyancy. Metric Units An introduction to metric units, prefixes, abbreviations, and meanings MATHLINE - Sports and Math: Exercising Trends Students use bar graphs and charts to analyze exercise trends over a twelve year period for several different sports. In doing so, they will: --read information from a bar graph -- calculate percentage of change. Mammoth Math In this lesson, students graph park visitation statistics over a fifty-five year period, interpret line graphs to gather information, and draw conclusions about visitation trends. This lesson plan meets KERA goals. Fossils In this lesson, students conduct an inquiry to answer an apparently simple question: Do two slightly different fossils represent an evolutionary trend? In doing the activity, students rely on prior knowledge from life science. They use mathematical knowledge and skill. The focus of the discussion is to explain organized data. How To Pick Winning Stocks This guide focuses on teaching young investors about buying and selling the "right stocks at the right time". Using checklists and worksheets, the guide explains general stock market trends, sector and industry group strength, and fundamental and technical analysis. How to use the Internet to research stocks, and a comparison of on-line broker costs are discussed in the guide. Ordering information for this resource is provided by the Jump$tart Personal Finance Clearinghouse. |
Topic B. Critical Thinking |
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Indicator Objective a. Identify and describe similarities and differences among objects. b. Explain key ideas of scientific concepts. c. Identify and describe similarities and differences among related scientific concepts.
Indicator Objectives a. Identify similarities and differences among objects or scientific concepts in order to group them. b. Design a classification system based on identified similarities and differences. c. Apply classification systems. Indicator Objectives a. Identify repeated elements in sequences in designs, structures, sounds, and events. b. Describe a repeated sequence, orally, in writing, or by drawing. c. Extend a sequence using the pattern discovered. d. Identify symmetries in designs and structures. e. Classify patterns.
Indicator Objectives a Identify the key concept of a conclusion, plan, or problem. b. Access and process information from print and non-print resources to support the identified concept. c. Use data, facts, or principles collected to support conclusions, plans, or solutions. Indicator Objectives a. Access and process information from print and non-print resources. b. Discuss new information relevant to the scientific idea presented. c. Compare, independently, new information collected to prior knowledge. d. Verify or modify prior understandings based on an analysis of new information. |
The Center for Critical Thinking Strategies That Work Meet the Coral Reefs Online Teacher Tips, Tools and Tutorials Fingerprints, a Classification System |
Topic C. Applications of Science |
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Indicator Objective a. Use what they know and have learned to identify and describe a science-related issue. b. Collect and evaluate additional scientific information. c. Identify and explain the scientific concepts that can be used to make a decision about an issue. d. Analyze and compare advantages and disadvantages of possible decisions about an issue. e. Use scientific information to make and defend a decision about an issue. Indicator Objectives a. Explain why a practical problem is science-related. b. Identify and explain the scientific facts and principles that can be used to solve a problem. c. Devise the criteria for developing a solution to a science-related problem, such as listing material needed, identifying the sequential steps necessary to carry out the plan, determining the time required to implement the plan, and developing an evaluation of the plan. d. Develop a plan to solve a science-related problem and support the plan using scientific evidence. e. Compare two or more alternative solutions to a problem. |
Experimenting with Experiments Crisis at Fort Sumter |
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Indicator Objectives a. Identify and describe the advantages and disadvantages of a model. b. Evaluate the effectiveness of a model and recommend necessary changes. c. Explain how what they learned from models applies to real objects, events, and situations. Indicator Objectives a Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, Celsius thermometers, graduated cylinders, and stopwatches. b. Explain how to use magnifying instruments such as hand lenses, compound microscopes, and ground and space-based telescopes. c. Select the appropriate tools for a specific activity and justify their selection. d. Collect, manipulate, analyze, and display data and information using tools such as calculators and computers. Objectives a Identify the function and design of simple objects and systems through examination. b. Identify and describe the purpose and function of tools and materials in a plan or design. c. Identify a need or problem that can be addressed or solved by creating an object or system. d. Design an object or system that can be used to address a need or solve a problem. Indicator Objectives a. Test and evaluate the performance of products they or others have designed. b. Modify a product based on the performance evaluation while taking into account the properties of the materials used. c. Determine if the modification of a product has resulted in other problems. Indicator Objectives a. Explain how inventions increase the rate at which work is done. b. Explain that technologies, such as the cotton gin, the telegraph, the microwave, and automobiles, have influenced life in the past and continue to do so. |
Virtual Microscope The Virtual Microscope is a full-fledged simulation that allows users to select and position slides, adjust lighting, magnification and focus, and measure specimens. A narrated demonstration is available to guide students through the steps required to bring a specimen into focus. There is also a checklist that indicates which steps have been completed successfully. Masses and Springs Lab A simulation of masses hung from a scale including gravity. Virtual lab tools, including a ruler and a stopwatch can be used to make quantitative measurements. Friction and spring constants can be adjusted, and energy graphed. Measuring Volume Using a Graduated Cylinder This Java applet instructs and tests students on the use of the graduated cylinder to measure liquids. Measuring Length in the Metric System Java applet providing introduction to the metric system. Includes self-check quiz on using a centimeter ruler to measure distances. Telescope Calculator Java applet which shows realistic views of what you will see with different telescopes and eyepieces. The simulated view and several readouts automatically refresh as you change the settings. Graphing Calculator Tutorials The collection of fifteen tutorials available here at the Washington Technical Mathematics Web site covers a variety of topics including graphing and tracing a function, creation of tables for functions, basics of programming, entering and modifying a matrix, and more. These are the calculator operations you will encounter most frequently in your study of technical mathematics and beyond. Each of the tutorials begins with a list of objectives, stating the skills that you will learn in the tutorial. The step-by-step instructions walk you through the operation guiding your way along each and every keystroke. Inventions: America's Best WebQuest where students work in teams to research inventions that have made an impact on life in the United States. Assuming the roles of historian, economist, reporter, and scientist, each team member completes a written project -- such as a timeline or a report -- about five inventions he or she thinks have influenced U.S. society. Team members then discuss their choices and reach a consensus on the five inventions that have most affected American life. Teams then develop a multimedia presentation about their choices and share it with the entire class. Simulated Ocean Study Students create models of the ocean floor and beaches. They fill their models with water and set up a "wind generator" to predict and observe the effects of wind/waves on their beaches. Eli Whitney's Patent for the Cotton Gin This lesson relates to the power of Congress to pass laws related to the granting of patents, in particular, Eli Whitney's Patent for the cotton gin. As Eli Whitney left New England and headed South in 1792, he had no idea that within the next seven months he would invent a machine that would profoundly alter the course of American history. While it was true that the cotton gin reduced the labor of removing seeds, it did not reduce the need for slaves to grow and pick the cotton. In fact, the opposite occurred. Cotton growing became so profitable for the planters that it greatly increased their demand for both land and slave labor. In 1790 there were six slave states; in 1860 there were 15. From 1790 until Congress banned the importation of slaves from Africa in 1808, Southerners imported 80,000 Africans. By 1860 approximately one in three Southerners was a slave. Because of the cotton gin, slaves now labored on ever-larger plantations where work was more regimented and relentless. As large plantations spread into the Southwest, the price of slaves and land inhibited the growth of cities and industries. In the 1850s seven-eighths of all immigrants settled in the North, where they found 72% of the nation's manufacturing capacity. The growth of the "peculiar institution" was affecting many aspects of Southern life. Microwave Oven FAQ This site describes in brief articles how a microwave oven works, what microwave energy is, how dangerous microwaves are, how microwaves cook food, the structure and operation of a magnetron, why metal in a microwave causes arcing, and how the voltage doubler works. There is also a glossary of electronic and microwave oven related terms. All parts of the site are at an appropriate level for high school science students and some parts could be used with middle school students. Students will particularly like the lively history of the invention of the microwave and the animated diagram of how microwaves cook food. Teachers may want to introduce the topic with these sections to generate interest. Inventing Modern America: Microwave to the Mouse This lively panel, discussing Inventing Modern America: From the Microwave to the Mouse, celebrates the best of American ingenuity and inventiveness. Through in-depth profiles of 35 inventors, Inventing Modern America: From the Microwave to the Mouse tells the often-surprising stories of how every day objects and technologies were created. Each profile is illustrated with historical photographs, diagrams, and patent drawings that illuminate the inventor's life, inventive process, and creations. The book was developed by the Lemelson-MIT Program for Invention and Innovation, whose mission is to inspire a new generation of American scientists, engineers, and entrepreneurs. |
Topic E. History of Science |
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Indicator Objectives a. Describe achievements of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology. b. Evaluate the historical impact of various scientific and technological contributions. c. Describe the evolution of careers in biology, chemistry, physics, Earth, space, and environmental science due to advances in science and technology. |
Inventing the Solar System: Early Greek Scientists Struggle to Explain How the Heavens Move Since the first Egyptian farmers discovered the annual reappearence of Sirius just before dawn a few days before the yearly rising of the Nile, ancient civilizations around the Mediterranean have sought to explain the movements of the heavens as a sort of calendar to help guide them conduct earthly activities. Counting phases of the moon or observing the annual variations of daylength could, after many years' collection of observations, serve as vital indicators for planting and harvesting times, safe or stormy season for sailing, or time to bring the flocks from winter to summer pastures. With our millenia of such observation behind us, we sometimes forget that seeing and recording anything less obvious than the rough position of sun or nightly change of moonphase requires inventing both accurate observation tools (a stone circle, a gnomon used to indicate the sun's shadow, a means to measure the position of stars in the sky) and a system of recording that could be understood by others (how many fingers' width or degrees is that star from the horizon? Which direction is due north?). 4000 Years of Women in Science This site lists over 125 names from our scientific and technical past. They are all women! This site grew out of the public talks given by Dr. Sethanne Howard, currently with the National Science Foundation. This includes inventors, scholars and writers as well as mathematicians and astronomers. |
EARTH / SPACEStandard 2.0 Earth/Space Science |
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| Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. |
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Topic A. Materials and Processes That Shape A Planet |
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Indicator
1. Identify and describe that some changes in Earth's surface occur rapidly while other changes occur very slowly. Objectives a. Identify and describe how surface features change rapidly due to events, such as tornadoes, hurricanes, volcanic eruptions, earthquakes, flooding, and tsunamis. b. Identify and describe how surface features change slowly due to uplift, crustal plate movement and glaciation. c. Identify and compare the changes caused by the mass movement of sediments, such as rockslides, and mud flows. d. Recognize gravity as a natural force that causes changes in Earth's surface features. e. Explain how the natural agents, wind and water (including ice), produce changes in surface features, such as canyons and sand dunes. Indicator Objectives a. Identify and describe physical properties of minerals, such as cleavage, fracture, crystal form, fluorescence, magnetism, optical activity, and electrical conductivity. b. Identify some common minerals such as magnetite, calcite, quartz, and mica that have distinctive properties. |
The Dynamic Earth A Tapestry of Time and Terrain RocksForKids.com Virtual Courseware for Earth and Environmental Science |
Topic D. Astronomy |
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Indicator Objectives a. Identify and describe the surface features of the planets and their moons. b. Identify and describe how the surface features of planets and moons provide evidence of geologic activity. c. Identify and compare physical properties of comets, asteroids, and meteors. Indicator Objectives a. Recognize that there are billions of galaxies and each galaxy contains billions of stars that cannot be distinguished by the unaided eye because of their great distance from Earth. b. Identify and describe the various types of galaxies. c. Identify and describe the type, size, and scale, of the Milky Way Galaxy. d. Identify that our solar system is a component of the Milky Way Galaxy. |
NASA: Our Solar System The Nine Planets Exploring Planets in the Classroom: Hands-on Activities Exploring the PlanetsThis online exhibit from 2002 "highlights the history and achievements of planetary explorations, both Earth-based and by spacecraft." It features information about tools of exploration and about the planets, asteroids, and comets in our solar system. Information for planets includes atmosphere, moons, magnetic fields, images, and more. From the Smithsonian National Air and Space Museum. Views of the Solar System It's a Comet! |
LIFEStandard 3.0 Life Science |
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| The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
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Topic E. Ecology |
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Indicator Objectives a. Identify and describe the roles and relationships within a food web.
Indicator Objectives a. Recognize and describe that the number of organisms an ecosystem can support depends on abiotic resources, such as quantity of light and water, temperature range, and soil composition. b. Recognize and explain that, given adequate biotic and abiotic resources, and no predators or disease, populations increase at a rapid rate. c. Recognize and describe that the growth of populations is limited by lack of resources and other factors, such as predators, disease, and climate. d. Recognize and describe that competition is reduced when organisms use different sets of resources, such as birds in a forest eat different kinds and sizes of seeds. e. Recognize and describe that changes in one population may be beneficial or detrimental to other populations.
f. Identify and describe that ecosystems can be impacted by human activities, such as resource acquisition and use, land use decisions (agriculture, mining, and development), recycling, and waste disposal. |
Race Rocks ExplorA-Pond Kids Do Ecology Ecology.com Biomes: Here and There Saving Humpty Dumpty |
CHEMISTRYStandard 4.0 Chemistry |
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| Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. |
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Topic A. Properties of Matter |
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Indicator Objectives a. Describe how the volume of regularly and irregularly shaped objects can be calculated or measured by water displacement. b. Recognize that mass is a measure of the amount of matter in a solid, liquid, or gas. c. Recognize that objects with the same volume can have different masses. d. Recognize that objects with the same mass can have different volumes. e. Describe and calculate density from the mass and volume of a sample. f. Identify and describe the physical properties of substances.
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Chem4Kids Comic Book Periodic Table What Objects Sink and What Objects Float |
Topic B. Physical and/or Chemical Changes |
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Indicator Objectives a. Recognize that heating is caused by adding heat energy and cooling is caused by removing heat energy. b. Recognize and describe that adding heat energy increases the rate of some physical changes.
c. Recognize and describe that removing heat energy increases the rate of some physical changes.
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Physical and Chemical Changes In Matter Students distinguish between a chemical and physical change in matter. Students will also recognize the difference, upon sight, when and why one of the changes occurred, and verbally explain what they have seen in their own words. Learning About Matter And Energy Students learn and understand physical properties of matter and energy by discovering that some things float, some things dissolve in water. They will be able to discuss that energy can be changed from one form to another. States of Matter Students will define matter, identify the states of matter, sxplain the properties of matter, and demonstrate the various uses of the states of matter. The Virtual Laboratory Here's your chance to mix chemicals without wearing safety goggles. You won't spill any acid on the spectrometer in this lab. Choose solutions from the vast database and mix 'em together till the cloned cows come home. Marvel as the chemical solutions react in real time. The Chemistry Collective A collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education. |
Topic C. Classification and Structure of Matter |
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Indicator Objectives a. Recognize and describe that mixtures are composed of two or more substances physically combined. b. Explain that the mass of a mixture is equal to the sum of the masses of its components. c. Recognize that mixtures can be separated using physical properties, such as magnetism, boiling point, and solubility in water. d. Describe processes used to separate mixtures, such as filtration, evaporation, and paper chromatography. |
Separation Of Mixtures And Compounds For K Through 12 Teacher led demonstration distinguishing between mixtures and compounds. How to separate mixtures using such techniques as solubility differences in water, filtration and evaporation. Demonstrating decomposition of various compounds either by heating or electrolysis. Chemical Change and Physical Change Teacher demonstrates some characteristics of chemical change to teache students that a chemical reaction occurs when two reactants combine to form a new product and to learn that color change is an indicator of chemical change. Measuring the Heat Energy of a Chemical Change Experiments to compare the heat conducting properties of water and paper by boiling water. Demonstrates the Law of Conservation of Energy in order to study the differences between heat and temperature. Compares the heat produced by equal masses of different types of nuts. The Conservation Of Mass (The Mass Of Gas) This experiment will help students with their understanding of matter in all its phases. It shows that in a chemical reaction which produces a gas, the mass does not change. The mass does not change provided none of the gas is allowed to escape. This gives evidence for the conservation of mass. In furthering their knowledge of the laws of conservation of mass, the loss in mass can be accounted for, when the gas is allowed to escape from the container in which it is produced . This proves that gas does have mass. |
PHYSICSStandard 5.0 Physics |
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| Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur | |
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Indicator Objectives a. Identify various forms of energy such as mechanical energy, solar energy, chemical energy, electrical energy and nuclear energy. b. Identify the energy transformations that must occur in order for work to be done by various common devices, such as home appliances, flashlights, and cars. c. Recognize and explain that some heat energy is always lost from a system during energy transformations. |
Thermal Energy Transfer - Conduction Examines the thermal energy transfer through a pane glass window and to clarify the physical definitions of heat and thermal transfer. Heat Absorption Using five different discovery stations students experiment to discover: 1-How the average kinetic energy of matter is measured. 2-The distinction between heat and temperature, to calculate a change in a substance from one state to another. 3-To understand the value of precise data for use in a comparative study. 4-To demonstrate that a colored surface will absorb more heat from a source of light than a white surface. 5-To explain how instruments detect and measure changes in heat and temperature. 6-To identify the ways in which heat is transferred. 7-To investigate the absorption of heat energy by matter. 8-To analyze data and establish a relationship between factors involved. |
Topic C. Electricity and Magnetism |
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Indicator Objectives a. Identify and describe how to produce static charges (positive and negative) using a charged object (electrostatic induction). b. Describe the Law of Electrostatics. Indicator Objectives a. Identify and describe the magnetic fields surrounding various types of magnets.
b. Identify and explain that the strength of a simple electromagnet depends on the number of coils wrapped, the amount of current in the wire, and whether or not an iron core is used. c. Recognize that current moving through a wire produces a magnetic field, which surrounds the wire. Indicator Objectives a. Recognize and describe how to construct a simple series circuit with a battery, wire and two or more resistors such as light bulbs or buzzers. b. Recognize and describe how to construct a simple parallel circuit containing a battery, wire and two or more resistors such as light bulbs or buzzers. c. Compare the brightness of identical bulbs in series and parallel circuits. d. Recognize and compare how removing and/or short-circuiting a light bulb or buzzer affects the movement of electricity in a series and a parallel circuit. |
Electrostatics Students will identify two types of charges and will observe the charging of with various objects by friction, conduction, and induction. Introduction To Magnets Students will familiarize themselves with several different kinds of magnets. They will observe the forces of attraction and repulsion between the different poles. I will introduce and we will experiment with the forces of magnetism, electromagnetism and static electricity. This lesson can be adapted to instruct kindergarten through high school. This is a three to four week unit. Magnets, Electromagnets & Fields of Force Students perform activities that enhance their understanding of the following: *Magnets exist only as dipoles. *A field of force exists around any magnet. *Only items containing nickel or iron are attracted to magnets. *Temporary magnetism can be induced by placing iron or nickel into a magnetic field. *The movement of current through a wire is accompanied by a magnetic field. Current-Carrying Coils In Magnetic Fields At the end of this exercise the student should be able to: 1. predict the direction of movement for the pointer of a home-made galvanometer for a given current direction. 2. describe how the current-carrying coil exerts a force on the magnet. 3. predict how the number of turns of wire in the rotating coil influences the rotation speed of the motor. 4. describe why the DC motor works without an armature. Electromagnets The students will make an electromagnet that will attract a metal object. The students will increase the strength of an electromagnet so that it will attract an increased number of metal objects. The students will compare the properties of magnets and electromagnets. Simple Circuitry and Series Circuit Explain the elements that are required to build a basic electrical circuit. Demonstrate and describe a series circuit. Batteries and Bulbs Pupils will be exposed to the uses of batteries and bulbs. Pupils will be able to explain the difference between series and parallel circuits. Electron Current Flow The student will understand how and why electric current passes through a conductor due to a potential difference. The student will discover the proportional relationship between voltage and resistance and their effect on the measurement of current flow. The student will discover that, with a constant voltage, the smaller the diameter of a conductor, the smaller the current flow. Electrical Circuits The objective of this lesson is to compare and contrast a parallel and series circuit by constructing electrical circuits. Circuit Construction and Exploration In this activity, students explore simple and complex circuits in both series and parallel configurations. A Very Simple Conductivity Meter In this lesson, from the Project LABS website, students review water quality and are introduced to the ionic or non-ionic nature of water as they explore open and closed circuits. Project LABS, an academic-industrial partnership sponsored by the Rohm and Haas Company, is designed to promote science education and develop hands-on science activities to supplement school curricula. Circuit Construction and Exploration In this activity, students explore simple and complex circuits in both series and parallel configurations. |
Topic D. Wave Interactions |
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Indicator Objectives a. Identify and compare longitudinal and transverse waves. b. Recognize and describe the wavelength, frequency, amplitude, and velocity of waves. c. Describe the relationship between the frequency and the wavelength of a wave. Indicator Objectives a. Identify and describe the relationship between the frequency and the pitch of a sound wave. b. Identify and describe the relationship between wavelength and pitch. c. Identify and describe the relationship between amplitude and loudness. Indicator Objectives a. Identify and describe that the angle of reflection for light is equal to the angle of incidence. b. Identify and describe the refraction of light as it moves from one medium to another, such as from air to water or air to glass. c. Identify and describe how a prism disperses white light into its component colors. d. Recognize and describe that the color of an object depends on the colors of light it absorbs and reflects/emits. |
Wave Motion Student will: 1) Identify the frequency, amplitude and phase of a wave. 2) Identify and explain the difference between a transverse and longitudinal wave. 3) Relate the concept of vibration to frequency and pitch. Understanding Waves Students will gain an understanding of: 1 waves. 2 the properties that all waves have in common. 3 the types of Waves. Make Waves Students will discover, through exploration, the basic characteristics of waves. From Vibration To Sound Students observe teacher demonstrations to identify the parts of a sound wave, to learn to distinguish between a transverse wave and a compressional wave, and to describe how musical instruments produce sounds. Longitudinal Waves A simple, Java Script applet, virtual demonstration of longitudinal waves. Parameters are user-defined. Transverse Waves Java Script applet which demonstrates vibrations by a chain of individual particles. Ripples in Water This applet is an attempt at reproducing a practical physics experiment to understand the concept of interference in waves. In this virtual experiment, you can adjust the position of the slits through which the ripples enter the tank as well as the frequency of the ripples. Refraction of Light A ray of light coming from the top left strikes the boundary surface of two media. (It is possible to choose the substances in both lists.) The medium which has the bigger index of refraction is painted blue, the other yellow. You can vary the incident ray with pressed mouse button. This applet will show the reflected and the refracted ray and calculate the corresponding angles. Refraction of Light Light bends when it moves at an angle from one transparent substance, such as air, to another substance, such as water. This bending of light is called refraction. We call the substances that light can move through mediums. Water, glass, and air are mediums. Light refracts at different angles depending on the density of the medium. Light refracts more when moving through glass than when moving through water. This is true because glass is denser than water. With this applet you can explore how a light wave refracts as it moves from a vacuum to different mediums. |
ENVIRONMENTStandard 6.0 Evironmental Science |
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| Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. |
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Topic A. Flow of Matter and Energy |
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Indicator Objectives a. Recognize and describe how water is cycled among organisms in a food web and the environment. |
Trophic Pyramids and Food Webs Food webs describe the complex patterns of energy flow in an ecosystem by modeling who consumes whom. The illustration provided describes a portion of the food web for a typical tidal marsh ecosystem located on the southern coast of British Columbia |
Topic B. Interdependence of Organisms |
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Indicator Objectives a. Describe how the types of organisms that can live in a given environment are affected by environmental conditions, such as temperature, precipitation, and soil type. b. Recognize and explain that a biotic community is made up of organisms that are adapted to live in a specific environment. c. Recognize and describe the interactions of plants and animals in a given biome or ecosystem, such as deciduous forest, tropical rain forest, tundra, grassland, desert, ocean, and estuary. |
Biomes: Here and There Missouri Botanical Garden Biomes of the World topics page covers the ecosystem of rainforests. It introduces the two types of rainforests, tropical and temperate, and describes where these two types of rainforests are located. It describes what rainforests are like, including information on precipitation and climate; and lists what distinguishes a rainforests from a tropical forests, moist deciduous forests, and montane forests. There are sections on: the layers of the tropical rainforest -- emergent, canopy, understory, and forest floor; soil and nutrient recycling in tropical rainforests and tropical forests; tropical rainforest adaptations and other types of adaptation, such as camouflage and desert adaptations; the effects of altitude on climate and vegetation in rainforests; forest people anmd how they have adapted to living in the tropical rainforests; tropical biodiversity; the causes of rainforest destruction; tropical and rainforest plants llike the lianas, drip tips, and buttresses, prop and stilt roots, epiphytes, bromeliads, mangroves, and andnepenthes; tropical and rainforest animals such as the bearded pig, blue bird of paradise, chimpanzee, and common tree shrew; and economic plants like bananas, ginger, bamboo, and ebony. It also includes links to rainforest web resources and the Multimedia Animals Encyclopedia. |
Topic C. Natural Resources and Human Needs |
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Indicator Objectives a. Identify and describe natural resources, such as agricultural lands, energy, minerals, water, wildlife, forests, and fisheries. b. Identify and describe the distribution of natural resources around the Earth. c. Identify and describe how the natural change process may be affected by human activities, such as agriculture, beach preservation, mining, development/construction, and stream/river alteration. d. Identify and describe problems associated with obtaining, using, and distributing natural resources. e. Identify possible solutions to problems associated with obtaining, using, and distributing natural resources. |
Our Changing Chesapeake Students are introduced to historical perspectives of nature and the environment, from which they produce a research paper addressing the history of a local environmental issue. Still Green in Luzon Dire predictions that one of the largest stands of triple-tier rain forest left in Asia would be destroyed by illegal logging once its U.S. military guardians pulled out have not come true. In fact, in the intervening seven and a half years, the forest-located at the former U.S. military base in the Philippines-has come under the de facto protection of an unlikely new set of guardian angels: land developers. Read about the island of Luzon in this National Geographic News article.
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Topic D. Environmental Issues |
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Indicator Objectives a. Identify and describe a range of local issues that have an impact on people in other places. b. Recognize and describe how environmental change in one part of the world can have consequences for other parts of the world. |
Aquatic Habitats Students will understand the way a community disposes of its wastewater may negatively affect local aquatic habitats. It is possible to find wastewater-disposal methods that do not pollute local aquatic habitats. Both governments and citizens can take action to ensure that waste water will be disposed of in a way that is not destructive to aquatic habitats. Earth Impact Effects Program Create an asteroid impact by entering parameters and then allow it to calculate the environmental consequences. Biodiversity and Conservation: The Web of Life Thousands of species may be vanishing each year as a result of pollution, over-harvesting, habitat degradation, and other human actions. We depend upon biodiversity in our everyday lives to supply us with a healthy environment and many natural materials that are sources for food, medicine, and other economically important products. On this site you can investigate biodiversity; find out about events and workshops; meet scientists; explore global diversity; learn how to Take Action! as well as take a look at The Field Museum's many educational programs, workshops, and downloadable teacher's guides. Contains an interactive map of researchers studying biodiversity around the world. |