stanford ngss integrated curriculum !#$%&'()*+,(#( …classhappenings.com/pdf/6th grade...

UNIT

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

StanfordNGSSIntegratedCurriculum

6thGradeScienceUnit1:SettingThingsinMotionCulminatingProject

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UnitEssentialQuestion:Howdoourbodiesproduceandusetheenergyneededtomoveobjects?

ChallengeMostofyouhaveexperiencedbeingabletomakeobjects

move—inavarietyofdifferentways!IntheLift-OffTask,

yousawhowhumanscouldmakeaballmoveinagame

ofkickball.Butwhatmakesthisballmove?Whatis

happeninginourbodiesthatmightmakethismovement

possible?

Makingobjectsmoveissuchaneverydayactionthatwe

rarelythinktwiceaboutit!Yourtaskistopickanactivity

thatinvolvesanobjectinmotionandexplaintopeople

whodothisactivityhowtheirbodiesactuallymakethe

movementoftheobjectpossible.Attheendoftheunit,

yourgroupwillcreateavideoorpresentationthat

demonstratestheactivity.Throughoutthepresentation,

youwillpausetodescribetheroleofthehumanbodyin

makingthemotionhappen.Asindividuals,youwillthen

createabrochuretogivemoredetailonthescience

involvedinyourbodyputtinganobjectinmotion.

ProjectCriteria- OPTION 1Youractivitypresentation/videoshouldinclude:

❑ Aphysicaldemonstrationoftheactivity

❑ Anexplanationofwheretheenergycomesfromthatmovestheobject

o Andarecommendationforhowyoucouldchangethemovementofthatobject(e.g.makeitgo

faster/slowerorfarther/faster)

❑ Adescriptionofthebody’snervoussystempathwaythatresultsintheobject’smotion

❑ Anexplanationofhowdifferentbodysystemsinteracttomaketheactivitypossible

❑ QualityPresentationStructure

o Pausesthroughoutthephysicaldemonstrationtoexplainthesciencebehindwhatishappening

o Isorganizedlogically

o Isinterestingtotheaudience

https://design.tutsplus.com/articles/human-anatomy-

fundamentals-balance-and-movement--vector-20936


6thGradeScienceUnit1:SettingThingsinMotionCulminatingProject

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ProjectCriteria - OPTION 2Make a BROCHURE with the following items:

❑ Adiagramanddescriptionofthephysicalactivityandobjectinmotion

❑ Anargumentforwhythemotionoftheobjectcanvary:Whatistherelationshipbetweenkineticenergy andenergytransfer?Howdoyouknowwhenthekineticenergyoftheobjectchanges?

o Supporttheargumentwithrelevantevidence

❑ Adescriptionorlabeleddiagramofthenervoussystempathwaythatcausesyourobjecttomove

o Citethesourcesyouusedtopredictthatthisisthenervoussystempathwayusedinyour

activity

❑ Anargumentforhowsubsystemsofthebodyinteracttomaketheactivitypossible.Include:

o Adescriptionofeachsubsystem’sfunction

o Anexplanationand/ordiagramshowinghowthesubsystemsinteract

❑ Anexplanationofwheretheenergytomovetheobjectactuallycomesfrominthehumanbody.To supportyourexplanation,includeamodelthatshows:

o Differentcellparts(e.g.nucleus,cellmembrane,andmitochondria)andtheirspecificfunctions

o Howthefunctionofthewholecelldependsonrelationshipsbetweenthesecellparts


6thGradeScienceUnit1:SettingThingsinMotionProjectOrganizer

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Youwillbeteachingpeoplehowtheirbodiesmakethemovementofobjectspossibleinaspecificactivity.After

eachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendof

thefivetasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besureto

includeanswerstoALLthequestionsprovided.

Lift-OffTask:

Objectsin

Motion

Brainstormalistofactivitiesthatinvolvehumansputtinganobjectinmotion.Circleonesthat

youareinterestedinusingforyourproject.

Task1:

Energyin

Motion

Yourpresentationwillinvolvedemonstratinganactivityandexplainingthesciencebehindan

object’smotion.Asagroup,firstdecideonanactivitythatputsanobjectinmotiontofocuson

foryourculminatingproject.Thenindividually,

r Describehowanobjectmovesinyourgroup’schosenactivity.

r Explainwhatyouwouldneedtochangethemotionoftheobject(e.g.,makeitgo

faster/slowerorfarther/closer).Describehowthischangestheobject’skineticenergy.

o Citeevidencefromyourargumentorinvestigationstosupportyourexplanation.



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Task2:

Senseand

Respond

Yourpresentationandbrochurewillincludeshowinghowthebody’snervoussystemallowsitto

moveobjectsinyourchosenactivity.

r Describethenervoussystempathwayinvolvedinyourchosenactivity.Youmaydrawa

flowchart,likeyoudidinthistask,ordescribethepathwayinanumberedlistor

paragraph.

Task3:

Interacting

Subsystems

Inthistask,youlearnedthatthereareothersubsystemsofthebodyatwork,besidesjustthe

nervoussystem.

r Inaparagraph,flowchart,ordiagram,explainhowdifferentsubsystemsofthebody

worktogethertodoyourchosenactivity.



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Task4:

GotCells?

Inthelasttask,youdescribedthedifferentsubsystemsofthebodythatareinvolvedinyour

activity.

r Researchandidentifythetypesofcellsthatmakeupthebodysystemsyouidentified.

r Whydoyouthinkthesedifferenttypesofcellslooksodifferent?

r Eventhoughtheyappeardifferent,whyaretheyallcalledcells?

Task5:

Partsofa

Whole

WeknowfromTask1thatyouractivityrequiresenergytomoveanobject.

r Nowthatyouhavelearnedaboutcellsandtheirparts,describewherethisenergycomes

from.

r Pickonebodysysteminvolvedinyouractivityanddoresearchtofillouttheflowchart

below.Thiswillshowhowenergyfromyourbodyisabletomoveyourobject!

_______________________⇒______________________⇒_______________________⇒

CellPartTypeofCellTypeofTissue

_______________________⇒______________________⇒InteractswithOtherBody

OrganBodySystem SystemsToMakeYour

ObjectMove!


6thGradeScienceUnit1:SettingThingsinMotionLift-OffTask:ObjectsinMotion

StudentVersion StanfordNGSSIntegratedCurriculum2019 6


https://www.wikihow.com/Be-an-Awesome-Kickball-Player

Everyday,wemakeobjectsmovewithoutthinkingtwiceabouthowitworks!Asaclass, ➢ Gooutsideandobservedifferentclassmateskickingakickball.Whatdoyounotice?

PartA:Ifyouwantedtoknowmoreaboutwhatishappeningwhenhumanskickakickball,whatquestionswouldyouask?Individuallyrecordanyquestionsyouwouldneedtoasktogetabetterunderstandingofourbodiesmakingobjectsmove.


6thGradeScienceUnit1:SettingThingsinMotionTask1:EnergyinMotion



ExplainHowcanwemakeanargumentforwhatishappeninginourinvestigations?Whydidourhandsreachdifferenttemperatureswhenwerubbedthemtogetheratdifferentspeeds?Whydidplacingtheballatdifferentpositionsontherampcauseittoknockoverdifferentamountsofpenniesatthebottom?

Individually,1. EnergyandMatter:Readandannotatethefollowingarticleaboutenergytolearnsomeofthescientific

termsyoucanuseinyourargument.

Thescientificconceptofenergycanhelpusunderstandwhyobjectsbehavethewaytheydo.Ifaforceisappliedtoanobject,thiscancausetheenergyofthatobjecttochange.Forexample,whenyoupushatable,youareapplyingaforce.Thischangestheenergyofthetable,makingitmove.

Thisenergythatanobjecthasbecauseofitsmotioniscalledkineticenergy.Kineticenergycanbetransferredbetweenobjectsortransformedintootherkindsofenergy.Youcantellwhenkineticenergychangesbecausetherearekeyobservablefeatures,suchasmotion,temperature,orsound.Forexample,whenabowlingballcollideswithbowlingpins,

someoftheball’skineticenergyistransferredtothepinsandsometothesurroundingair.Thistransferofkineticenergyincreasestheamountofkineticenergyinthepinsandtheair.Thisiswhatmakesthepinsmoveandcreatestheloudsoundyouhear!

Sometimesyoucanpredictanobject’skineticenergy.Ifyouputanobjectatahigherposition,itwillhavemorekineticenergywhenitbeginsmoving.Thisiscalledpotentialenergy—orthestoredenergyanobjecthasbecauseofitsposition.Forexample,whenyoupickupaheavybookoffthegroundandraiseitintotheair,youareapplyingaforcethatincreasestheenergystoredinthebook—itspotentialenergy.Whenyoudropthebookandletitfall,thepotentialenergyisconvertedintokineticenergy.Thusthemorepotentialenergy(higherposition)inanobject,themorekineticenergyitwillhave.





EngageIntheLift-Offtask,youexploredanexampleofourbodiesputtinganobjectinmotion—kickingakickball.Butwhatisthesciencebehindthemotionofanobject,likeakickball?

Let’sstartbyinvestigatinganactionyouhavelikelydonebefore.Inpairs,1. Rubyourhandstogetherslowly and thentogetherasfastasyoucan.Recordyourobservationsofany

sensationsbelow. Explain why you think this is happening.




1. EngaginginArgumentFromEvidence:Constructanargumenttoexplaintheroleofenergyinboththe Rubbing HandsandBowling Ballactivity.• Makesuretoincludethefollowingscientificterms/ideas:transfer,transform,kineticenergy,

potentialenergy,motion/move,andtemperature.

• Supportyourargumentwithdatafromtheinvestigations.

Claim

Whatevidenceandscientificreasoningdoyouhavetosupportyourclaim?


ElaborateNowthatyouunderstandtherelationshipbetweenkineticenergyandenergytransferbetweenobjects,let’sapplyittoareal-lifescenario:Acar’swheelisspinningatarapidspeedwhileitisparked.Thedriverwantstoknowwhythereissomuchsmoke.Howcanyouexplainthistothedriver?Discusswithapartnerandrespondbelow.





Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtoteachpeoplehowtheirbodiesmakethemovementofobjectspossibleinaspecificactivity.Yourpresentationwillinvolvedemonstratinganactivityandexplainingthesciencebehindanobject’smotion.Asagroup,firstdecideonanactivitythatputsanobjectinmotiontofocusonforyourculminatingproject.Thenindividually,

ü Describehowanobjectmovesinyourgroup’schosenactivity.ü Explainwhatyouwouldneedtochangethemotionoftheobject(e.g.,makeitgofaster/sloweror

farther/closer).Describehowthischangestheobject’skineticenergy.o Citeevidencefromyourargumentorinvestigationstosupportyourexplanation.

ThisshouldbeindividuallyinyourProjectOrganizer.


ReflectionIndividuallyreflectonTask1,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtomakeobservationswhenyourubbedyourhandstogether.Thisexperimentshowedonetypeofobservablefeatureassociatedwithkineticenergy.Basedonwhatyoulearnedthroughoutthetask,whatareallthedifferentobservablefeaturesassociatedwithachangeinkineticenergy?

2. Inthistask,wefocusedonthecrosscuttingconceptof:• EnergyandMatter:Energymaytakedifferentforms.

WheredoyouseeexamplesofEnergyandMatterinthistask?


6thGradeScienceUnit1:SettingThingsinMotionTask2:SenseandRespond



EngageInTask1,youexploredtheenergyinvolvedinmovingdifferentobjects,likeakickball.Buthowareyouabletokickakickball?Howdoesyourbodymoveobjectsinthesespecificactivities?

Tohelpusthinkabouthowourbodiestakeaction,let’stryasimplegamecalled“CatchtheRuler.”Yourgoalistocatchtherulerwithlessthan7cmleftatthebottom.Withapartner,followtheprocedurebelow:

1. Partner1:Holdtherulerverticallysothat0cmisatthebottomand30cmisatthetop.

2. Partner2:Placeyourthumbandindexfingeratthebottomedgeoftheruler.

3. Partner1:Tellyourpartneryouwillreleasetherulerwithouttellingthemanditistheirjobtocatchitasquicklyaspossible.Thenreleasetherulerwhenyouareready.

4. Partner2:Trytocatchtherulerasquicklyaspossible.Notethecmwhereyourfingerscatchtheruler.

5. RepeatSteps2-4threetimesandthenswitchpartners.

Afterthegame,debriefthefollowingquestions:1. Wereyouoryourpartnerabletocatchtherulerwithlessthan7cmatthebottomoftheruler?Ifnot,

whatwastheaveragedistance(incm)thatyouandyourpartnerwereabletocatchtheruler?

a. Hypothesize:Whydoyouthinkyougottheseresults?

2. Describetheprocessyouthinkyourbodygoesthroughtobeabletocatcharuler.


6thGradeScienceUnit1:SettingThingsinMotionTask2:SenseandRespond



ExploreObtaining,Evaluating,andCommunicatingInformation:Tohelpusunderstandtheprocessourbodiesgothroughtocatcharuler,weneedtogathersomemoreinformation.Asagroup,usetheresourcesprovidedtolearnmoreaboutasysteminourbodycalledthenervoussystem.Takenotesinthetablebelow.

Resource NotesontheNervousSystemDefinitionCards

Labelthediagrambelowwiththenervoussystemtermsandsummariesoftheirdefinitions.


6thGradeScienceUnit1:SettingThingsinMotionTask3:InteractingSubsystems

StudentVersion StanfordNGSSIntegratedCurriculum2019


EngageInTask2,youlearnedhowthenervoussystemplaysakeyroleinthebody’sabilitytomakeobjectsmove.Butwhatothersubsystemsofthebodyareinvolvedinvariousactions?

Thepicturebelowshowsthemainsubsystemsofthehumanbodythatwewillbeexploringinthistask.

Yourteacherwillshowpicturesofdifferentreal-lifeactivities.Foreachactivity,

1. Which body systems were involved?

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2. Which body were involved the most?





ExploreBasedonourpriorknowledge,wehaveideasaboutthesubsystemsofthebodythatareutilizedindifferentactivities,buthowcanweknow?Let’sgatherevidenceofdifferentbodysystemsworkingtogetherbyconductinganexperiment.Withyourgroup,followtheprocedurebelow:

1. Assignroleswithinyourgroup.a. Exerciser/HeartRateMonitor:______________________________b. RespiratoryRateMonitor:______________________________c. Timer:______________________________d. DataCalculator/Recorder:______________________________

2. MeasuretheExerciser’sheartrateandrespiratoryratewhiletheyaresittingatrest.a. Exerciser:Tomeasureheartrate,press2fingersonyourneckrightunderneathyourchintofeel

thenumberofheartbeats.b. RespiratoryRateMonitor:Tomeasurerespiratoryrate,observethenumberofbreathsasshown

bytheExerciser’schestrising.c. Timer:Useaphone,watch,ortimertomeasuretime(10secondsforeachround).Tellthe

ExerciserandRespiratoryRateMonitorwhentostartcountingandwhentostopcounting.d. Recorder:Recordnumberofheartbeatsandnumberofbreaths.Thencalculateheartrate(beats

perminute)andrespiratoryrate(breathsperminute)bymultiplyingthesenumbersby6.Record.

3. Exerciser:Dojumpingjacksfor2minutes(TheTimerwilltellyouwhentostartandstop).AllOtherGroupMembers:ImmediatelyafterExerciserfinishesthejumpingjacks,repeatthestepsabovetomeasureheartrateandrespiratoryrateafterexercise.

4. Makesureallteammembershaverecordedthedata.DiscussandrecordanyotherobservationsyourteamnoticedabouttheExerciserbeforeandafterexercise.

AtRest AfterExerciseHeartRate

(BeatsPerMinute) _____in10secs x6=_____bpm _____in10secs x6=_____bpmRespiratoryRate

(BreathsPerMinute) _____in10secs x6=_____bpm _____in10secs x6=_____bpmOtherObservations

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ExplainEngaginginArgumentFromEvidence:Astudentfromanotherclassisarguingthatdoingexerciserequiresonlytherespiratorysystemandcirculatorysystemtoworktogether.Individually,writeanargumentsupportingorrefutingthisstudent’sclaim.Useevidencefromtheexperimentaswellasthearticleprovidedbyyourteachertosupportyourargument.

Claim:Doyouagreeordisagreewiththestudentfromtheotherclass?Why?

EvidenceandReasoning:

Whatexperimentaldatasupportsyour

claim?

Whatotherscientificinformationcanyouusetosupportyour

claim?

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ElaborateSystemsandSystemModels:Inyourargument,youwroteaboutthedifferentbodysystemsinvolvedindoingexercise.Withyourgroup,makeapostermodelthatshowsallthesubsystemsatworkduringexerciseandexactlyhowtheyinteracttomakeexercisepossible.Yourpostershouldshowadiagramorflowchartthatincludes:

ü Alabeleimageofeachsubsystemthatisusedduringexerciseü Keyorgansandtissuesofeachsubsystemthatisusedduringexercise(Thiswillrequire

research!)ü Arrowsandcaptionsbetweenthesubsystemstodescribehowtheyinteract

Youmayusethespacebelowtoplanyourposter:


Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtoteachpeoplehowtheirbodiesmakethemovementofobjectspossibleinaspecificactivity.Inthistask,youlearnedthatthereareothersubsystemsofthebodyatwork,besidesjustthenervoussystem.

ü Inaparagraph,flowchart,ordiagram,explainhowdifferentsubsystemsofthebodyworktogethertodoyourchosenactivity.


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6thGradeScienceUnit1:SettingThingsinMotionTask4:GotCells?


EngageInthelasttwotasks,youexploredallthedifferentbodysystemsthatworktogetherwhenwemoveobjects.Butwheredoourbodiesactuallymaketheenergythatwetransfertotheseobjects?Inthistask,wewillbegintoexplorethisquestionbyfirstzoomingintolookatthesebodysystemsupclose.

Manyofyouhavelikelyheardthatwearemadeupofcells,butwhatisacell?1. First,individuallyrecordyourownideastoanswerthisquestion:Whatisacell?

Weoftenusetheword,cell,todescribeothereverydaythings,notjustscientificthings.

SolarPanelCells CrosswordPuzzleCells

CellsinanExcellSpreadsheet OpenCellsinFoamInsulation

2. Takealookatthesenon-scientificexamplesofcellsabove.a. Describeanysimilaritiesbetweenthefournon-scientificexamplesofcells.

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ExploreScale,Proportion,andQuantity:Whiletheimagesabovehelpedyoufigureoutwhatacellcouldlooklike,thoseobjectswereviewedatamacroscopicscale(withthenakedeye).Toseeifobjectsaretrulymadeupofcellsinthescientificsense,weneedtozoominusingamicroscope.PlanningandCarryingOutInvestigations:Withyourgroup,visitthelabstationstoanalyzebothmacroscopicandmicroscopicimagesofvariousspecimensandrecordyourobservationsinthechartbelow:

SpecimenMacroscopicObservations:Whatdoesthisspecimenlook

likewiththenakedeye?

MicroscopicObservations:Whatdoesthisspecimenlook

likeunderamicroscope?

Doyouthinkthespecimenismadeupofcells?

Explainyourreasoning.

HumanBlood

HumanSkin

HumanBone

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SpecimenObservations:

Whatdoesthisspecimenlooklikewiththenakedeye?

Observations:Whatdoesthisspecimenlook

likeunderamicroscope?

Doyouthinkthespecimenismadeupofcells?

Explainyourreasoning.CottonThread

PrintedPaper

Leaf

CorkTreeBark

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Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtoteachpeoplehowtheirbodiesmakethemovementofobjectspossibleinaspecificactivity.Inthelasttask,youdescribedthedifferentsubsystemsofthebodythatareinvolvedinyouractivity.

ü Researchandidentifythetypesofcellsthatmakeupthebodysystemsyouidentified.ü Whydoyouthinkthesedifferenttypesofcellslooksodifferent?ü Eventhoughtheyappeardifferent,whyaretheyallcalledcells?


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6thGradeScienceUnit1:SettingThingsinMotion

Task5:PartsofaWhole



Explore

UsingModels:Toexploreacell’sfunctionandparts,wewillfirstusethetypeofmodelknownasananalogy.

ACellislikea__________________________

CellPartorSubstance

…is/arelike…

PartoftheAnalogy Because…

TheMitochondria…

TheNucleus…

TheCellMembrane…

Sugar…

Proteins…

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6thGradeScienceUnit1:SettingThingsinMotion

Task5:PartsofaWhole


Explain

DevelopingModels:Whilethisanalogywashelpfultoshowthefunctionsoftheentirecellandeachofitsparts,

sometimesavisualmodel(likeadiagram,mindmap,orflowchart)isbetterforshowingtherelationshipsbetweenthedifferentparts.

1. Individually,constructavisualmodelbelowtoshowhowthedifferentpartsofacellworktogetherfor

thefunctionofthewholecell.Inyourmodel,useanddescribethekeytermsfromtheboxbelow.Addanyadditionaldescriptionsyouneedtomakeconnectionsbetweenallthedifferentcellparts!

- Nucleus- CellMembrane- Mitochondria

- Sugar- Proteins

- Energy- Instructions

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