we make good students great! -2018 science- grade 6 · we make good students great! -2018 science-...

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Elementary Curriculum Guide We Make Good Students Great!

2017-2018

Science- Grade 6

Cycle 3 43 Days The recommended number of days/lessons is less than the number of days

in the grading cycle to accommodate differentiated instruction, extended learning time, and assessments days. Jan 8-Mar 9, 2018

Unit # of Days/Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 11: Thermal Energy In this unit, students investigate thermal energy movement and methods of thermal energy transfer including conduction, convection, and radiation.

8

50-minute lessons

Suggested Pacing:

________-________

Unit 11: Thermal Energy (8 lessons) 6.9A investigate methods of thermal energy transfer, including conduction, convection, and radiation; 6.9B verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting;

Sample Test Item 6.9A Thermal Energy Transfer 6.9B Energy Patterns

Notes to Teacher Students investigate several examples of different types of thermal energy transfer. Students have an opportunity to experience each type of transfer at stations set up with an

example of each type. Students should be informed that cold objects do not transfer coldness to other objects. As

an example, have students hold a piece of ice in their hands. Their hands feel cold as heat is transferred rapidly from their hands to the ice.

Academic Vocabulary

law of conservation of energy thermal energy transfer conduction

convection radiation thermal energy pattern

substances temperature energy

Vertical Alignment

5th Grade None

Before After

7th Grade None

Science Background Information

Thermal energy is transferred between objects in three ways. One type of thermal energy transfer is called conduction. Heat flow happens between objects that have different temperatures. The result of heat transfer from high-temperature objects to lower-temperature ones is thermal equilibrium, which occurs when the two objects have reached the same temperature. When you touch a container of boiling water, your hand will feel extremely hot. The reason for this is heat transfers from the boiled water to the container and then from the container to your hand, to approach thermal equilibrium.

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/6.9a.docx

https://newmansciencehelp.weebly.com/uploads/2/1/7/8/21787294/6.9b.docx

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2017-2018

Science- Grade 6

Convection is another type of heat transfer. It occurs when a fluid, either gas or liquid, flows into another fluid. The mixture of fluid substances with different temperatures yields convection. When a person drives their car in the summer without turning on the air conditioner, they may want to open the windows to cool the vehicle’s interior. This is the process of convection, and the fluid is the air.

Another important type of heat transfer is radiation. Radiation occurs from the random movements of atoms and molecules in substances, which express themselves as electromagnetic waves. Thermal radiation has the ability to transmit in a vacuum. This is why solar power can travel through outer space, which has no air. Although it easily goes unnoticed in daily life, thermal radiation is essentially how Earth receives energy from the Sun.

It is a natural process that thermal energy moves toward thermal equilibrium, indicated when the temperature between two objects becomes the same. It is predictable that heat transfers from warmer parts to cooler ones. For instance, an ice cube in the open air melts into water. This shows that it absorbs heat from the surroundings. The temperature of the ice cube increases, and the temperature of the cube’s surroundings decreases. Equal temperatures are achieved when this process ends.

Different objects have different thermal properties. Objects that do not easily transfer thermal energy are called insulators. Wood, for example, is commonly used as an insulator. Thick paper, which contains wood fibers, can also be applied as an insulator. For example, hot coffee from a cafe might have a paper wrapper around the cup to protect the drinker’s hand from the heat inside. Objects that can transfer thermal energy easily are called conductors. Metals are usually good thermal conductors.

Essential Questions

What principle understanding results from the Law of Conservation of Energy?

What are the processes by which thermal energy can transfer within a system?

How does conduction transfer thermal energy?

How does convection transfer thermal energy?

How does radiation transfer thermal energy?

What pattern of thermal energy transfer is predictable within a system?

Inquiry Questions

How are heat and energy related to each other?

What are we measuring when we measure temperature?

Key Science Concepts

An underlying principle of our understanding of force, motion, and energy is the Law of Conservation of Energy which states that energy can neither be created nor destroyed, it just changes form. Thermal energy can transfer within a system by means of conduction, convection, and/or radiation.

Conduction is the transfer of thermal energy that occurs in solids, liquids and gases when two substances of different temperatures touch, such as a metal cup containing hot cocoa or ironing clothes.

Convection transfers thermal energy through circular motion caused by heating and cooling in fluids (liquids and gases), such as boiling soup or a lava lamp.

Radiation is the transfer of thermal energy by electromagnetic rays, such as energy emitted by a light bulb, the Sun, or by body heat.

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Science- Grade 6

Thermal energy will continue to move in a predictable pattern from a warmer site to a cooler site until all sites have reached the same temperature.

Science Websites

http://www.harcourtschool.com/activity/science_up_close/615/deploy/interface.swf


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2017-2018

Science- Grade 6





Unit 12: Energy Transformation In this unit, students explore the use of energy in everyday life situations, compare and and differentiate between different forms of energy transformation

5

50-minute lessons

Suggested Pacing:

________-________

Unit 12: Energy Transformation. (5 lessons) 6.9C demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy Spiral- 6.8A compare and contrast potential and kinetic energy;

Sample Test Item 6.9C Energy Transformations

Notes to Teacher Students figure out how to make a bulb light using only a battery, wire, and a light bulb, and without instruction.

Students have an opportunity to take apart an empty disposable flashlight to visualize the connections needed to operate it.

Students demonstrate how to make the disposable flashlight work, explaining the energy transformations that take place.

Academic Vocabulary

energy transformation law of conservation of energy insulator conductor

kinetic energy chemical energy electrical energy light energy

mechanical energy thermal energy sound energy system

Vertical Alignment

5th Grade None

Before After

7th Grade None


Conservation of Energy

Energy can never be created nor destroyed. It can only change its form from one type to another. This means that the total amount of the energy does not change; however, the energy inside this system changes and transforms from one kind to another.

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2017-2018

Science- Grade 6

The total energy in our Universe will not change, although different forms of energies can be transformed from each other under certain circumstances. This is energy conservation. Generally, a certain motion or status corresponds to a certain type of energy.

Forms of Energy

There are many different forms of energy, such as chemical energy (energy stored in bonds between atoms), electrical energy (energy of electric currents), and light energy (energy of electromagnetic waves). Chemical energy is the energy that is stored within atoms’ bonds. A battery contains chemical energy, which can be transformed to electrical energy, for example to light a flashlight.

Electrical energy is the energy type due to the movement of electrons, which form currents and voltage. When you turn on a light or your laptop, you see the light is on or the computer is working. These are representations of electrical energy. Though we cannot see it directly, we can feel its existence.

Light energy is the energy form originated by electromagnetic waves or fields. Essentially, the light is a part of the electromagnetic spectrum. Light energy shows the movement of electromagnetic waves.

Common Energy Transformations

Energy transformations occur regularly in our lives as we actively or passively make use of energies and transform energies. When we use a flashlight, the battery converts the chemical energy into electrical energy, which is further transformed and consumed by the light. Later, it turns to thermal energy. If you light a match, a chemical reaction happens, and the chemical energy turns to light energy directly. In people’s stomachs, the digestion process begins with biochemical energy and turns it into types of chemical energies, stored in substances such as fat or proteins. Later it is consumed and gives out energy to support people’s activities, such as thinking and running, and finally becomes thermal energy.

Energy Transformations in Nature

Food chains and food webs are also examples of energy transformations, as radiant energy is transformed to chemical energy in plants, and chemical energy is transformed into mechanical energy (movement) in animals. Food chains and food webs illustrate how energy flows from one type to another. The radiant energy from the sun is transformed into chemical energy in green plants, which are widely spread on Earth. Animals eat the plants, and the energy is further stored and consumed into mechanical energy when the animals are in motion.

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2017-2018

Science- Grade 6

Essential Questions

What principle understanding results from the Law of Conservation of Energy? How do energy transformations demonstrate the Law of Conservation of Energy?

If energy increases in one part of a system, what happens to energy in other parts of the system? How can energy transformations be demonstrated within a system?

Inquiry Questions

How is temperature related to kinetic energy?

When a candle burns how is the chemical energy transformed?

How are the Laws of the Conservation of Mass and the Conservation of Energy related?


An underlying principle of our understanding of force, motion, and energy is the Law of Conservation of Energy which states that energy can neither be created nor destroyed, it just changes form. Energy transformations within systems demonstrate the Law of Conservation of Energy regularly in our lives.

When energy flow occurs in a system, measureable changes to parts of the system may occur such as speeding up, slowing down and getting warmer or cooler. The total amount of energy within the system remains the same yet the forms of energy can change. A flashlight demonstrates energy transformation when the energy in a battery changes from chemical energy to electrical energy to light energy. A windmill demonstrates energy transformation when the kinetic energy of wind turns the blades changing to mechanical energy which powers a generator of electrical energy.

Science Websites

http://sciencenetlinks.com/lessons/converting-energy/ http://www-bioc.rice.edu/pblclass/6th%20grade/Matter%20&%20Energy/energy_transformation.htm

http://sciencenetlinks.com/lessons/converting-energy/

http://www-bioc.rice.edu/pblclass/6th%20grade/Matter%20&%20Energy/energy_transformation.htm

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2017-2018

Science- Grade 6





Unit 13: Earth’s Layers In this unit, students model the layers of Earth

6

50-minute lessons

Suggested Pacing:

________-________

Unit 13: Earth’s Layers (5 lessons) 6.10A build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;

Sample Test Item 6.10A Earth’s Layers

Notes to Teacher Student-built models should include relative sizes (depths) for each of the layers.

Students can visualize each layer of Earth with the use of organizers, such as a foldable or cone-shaped model of a section of Earth. This can be kept in their science notebooks.

Consider using multiple ways that students can creatively construct their models, including household items, food, etc

Academic Vocabulary

inner core temperature outer core mantle

crust lithosphere chemical composition plasticity

asthenosphere earth’s layers physical properties pressure

Vertical Alignment

5th Grade None

Before After

7th Grade None


Earth is made up of many different layers that extend from its surface to its very center. These different layers have their origins 4.5 billion years ago, when most of Earth was in a fluid state. While Earth was cooling, heavier materials sank to the center and lighter materials floated to the planet’s surface. It is because of this separation that Earth has layers. The layers are the crust, mantle, and core, with the core being divided into inner and outer layers. We can distinguish these layers based on their chemical composition and the state of matter of each, that is, whether it is solid or liquid.

At the very center of Earth is its core. The core is made up of very dense elements, such as iron and nickel. It begins about 2,900 km below Earth’s surface and extends to Earth’s center, which is 6,400 km below the surface. The outer portion of the core is molten (liquid) while the inner portion is solid. This difference in state divides the core into two regions: the outer core (liquid) and the inner core (solid). The inner core is solid because at the center of Earth, there is so much pressure it is impossible for the iron to melt.

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2017-2018

Science- Grade 6

Directly above the core is the mantle. The mantle makes up the majority of Earth’s volume (83%, compared to 16% for the core and 1% for the crust). The mantle consists of elements of a medium density (more dense than the elements found in the core, but less than those in the crust). The mantle is composed of rocks known as silicates. The main elements in silicates are silicon and oxygen. Silicates in the mantle include heavier elements like magnesium and iron. The state of matter within the mantle varies from a brittle, solid state to a soft, molten state, somewhat like Silly Putty®.

The very top layer of Earth is the crust, which is relatively quite thin when compared to the other layers of Earth. The crust is either continental (where the surface is land) or oceanic (where the surface is under the ocean). Oceanic crust is relatively thin (approximately 5 km) and dense, since it is made up of heavy igneous rocks. Continental crust is thick, ranging from 25 km - 70 km, and is comparatively less dense, since it is made up of many different types of rocks (sedimentary, metamorphic, and igneous) that are relatively lighter than the igneous rocks found in oceanic crust. On average, Earth’s crust is only 40 km thick, which is extremely thin when compared to the core or mantle. Most of the rocks in the crust are made up of lighter elements, such as silicates combined with aluminum, calcium, magnesium, potassium, and sodium. The crust has very little iron (6%) when compared with Earth as a whole (35% of the entire planet).

Each layer in Earth has a unique combination of composition, thickness, and state. We can use these different characteristics to make a model of Earth’s interior. One visual model we can think of to help us understand Earth is a hard-boiled egg. The shell represents the crust, the egg white represents the mantle, and the yolk represents the core, with the darker yellow in the center and lighter yellow surrounding it representing the inner and outer cores, respectively.

Another way scientists look at the upper portion of Earth is in terms of the lithosphere and asthenosphere. The lithosphere includes the crust and the uppermost portion of the mantle, which solid and rigid. The asthenosphere lies directly below the lithosphere but does not extend very deep in the upper mantle. It is also solid but is more plastic and flows slowly like Silly Putty®. Earth’s lithosphere is divided into pieces known as tectonic plates. These plates move on top of the asthenosphere in relation to one another. This movement causes Earth’s surface to change at the boundaries between plates. The major plates on Earth are the African plate, Antarctic plate, Eurasian plate, Indo-Australian plate, North American plate, South American plate, and Pacific plate. Tectonic plates are usually larger than the landmasses for which they are named. For example, the Eurasian plate includes the Europe and Asian continents, but also includes parts of the Atlantic Ocean, North Sea, and Mediterranean Sea. The scientific theory that explains the motion of the plates and continuous changing of Earth’s surface is known as Plate Tectonic Theory.

Essential Questions

What does investigation of Earth’s layers reveal about the history of the formation of our planet?

What properties are useful in distinguishing and modeling the various distinct layers and structures of Earth?

Inquiry Questions

Explain the difference between the lithosphere and the crust.

What causes the Earth’s magnetic field?


The physical structures and chemical properties of the solid Earth provide evidence of Earth’s evolution over time. Investigation of Earth’s layers, tectonic activity, and the rock cycle reveals Earth’s history. As Earth cooled and formed a planet, less dense elements and compounds separated and formed layers around a dense core.

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Science- Grade 6

Earth contains distinct layers, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. When constructing a model of the layers of Earth, chemical composition, state of matter, and thickness of each layer should be considered.

Science Websites

https://www.learner.org/interactives/dynamicearth/swfs/earth.swf http://www.harcourtschool.com/activity/science_up_close/606/deploy/interface.swf http://bit.ly/SQaZ01

https://www.learner.org/interactives/dynamicearth/swfs/earth.swf


http://bit.ly/SQaZ01

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2017-2018

Science- Grade 6





Unit 14: Rock Cycle In this unit, students classify rocks by the process of their formation.

6

50-minute lessons

Suggested Pacing:

________-________

Unit 14: Rock Cycle (6 lessons) 6.10B classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;

Sample Test Item 6.10B Rock Cycle

Notes to Teacher Students should observe and analyze several examples of each type of rock. Emphasize the type of rock, based on how it was formed, rather than having students memorize names.

Students organize data related to the three types of rocks with graphic organizers. Consider using multiple ways that students can creatively simulate rock cycle processes,

including using crayons, clay, food, candy, etc.

Academic Vocabulary

rock cycle mineral composition Earth’s evolution igneous rock

lava magma metamorphic rock sedimentary rock

compaction cementation

Vertical Alignment

5th Grade 5.7A explore the processes that led to the formation of sedimentary rocks and fossil fuels

Before After

7th Grade None


Rocks on Earth can be classified into three categories based on the way they were formed. Rocks can be formed during different processes or Earth activities, such as volcanic action (igneous), deposition (sedimentary), or extreme heat and pressure (metamorphic).

Rocks that have a volcanic origin are classified as igneous and form when magma or lava cools and hardens. If magma cools quickly, small crystals form, such as those observed on the surface of the rock rhyolite. If magma cools slowly, larger crystals form and can easily be seen on the surface of rock specimens. A common example of igneous rock that exhibits large crystal formation is granite. Lava can cool so quickly that crystals do not have time to form at all, such as with obsidian.

When Earth’s materials are deposited in layers and pressed together over time, sedimentary rocks form. The formation of sedimentary rock begins with the deposition of sediments. With additional layers, the oldest and lowest layers experience heat and pressure. The sediments and the spaces between them are crushed together in a process

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2017-2018

Science- Grade 6

called compaction. During the cementation process, the sediments are bound together. If the sediments deposited are sand particles, such as in a beach environment, sandstone forms. If the sediments are fine silt, such as found at the bottom of the ocean, shale forms. A quiet and undisturbed environment will sometimes lead to fossil formation within the layers of sedimentary deposition.

One type of rock can change into another due to exposure to heat, pressure, and movement of material deep beneath Earth’s surface, although this change to a rocks appearance and composition takes an extremely long time. For example, the sedimentary rock shale forms from layers of deposited silt. When exposed to pressure due to folding of the crust during mountain building, the metamorphic rock slate forms. The sedimentary rock sandstone changes to quartzite when exposed to extreme heat and pressure beneath Earth’s surface. Another example of metamorphic occurrence happens when limestone changes to the easily recognized rock marble due to exposure to extreme temperatures or pressure.

Rocks on Earth are formed from different processes and are classified based on their formation. Rocks move on and under Earth’s crust and change from one type into another due to this movement and exposure to heat and pressure.

Essential Questions

How are rocks classified?

What is the rock cycle?

How do the processes of formation result in characteristics that can be used to classify igneous rock? classify sedimentary rock? classify metamorphic rock?

Inquiry Questions

What is the difference between the three types of rock?

What would happen to the rock cycle if erosion did not occur?


The physical structures and chemical properties of the solid Earth provide evidence of Earth’s evolution over time. Investigation of Earth’s layers, tectonic activity, and the rock cycle reveals Earth’s history. As rocks move through the rock cycle their mineral compositions and physical structures change to reflect the processes under which they are formed.

Over time through the various Earth processes of weathering, erosion and deposition (sedimentary rock), melting and crystallization (igneous rock), and heat and pressure (metamorphic rock), Earth’s rocks change from one type into another as described in the rock cycle.

Igneous rocks are formed when lava or magma cools and solidifies. They are characterized by interlocking mineral crystals that vary in size depending upon how rapidly they cooled.

Sedimentary rocks are formed when particles of other rocks are deposited in layers and undergo compaction (crushing together), and cementation (binding of the sediments). Some sedimentary rocks contain fossils.

Metamorphic rocks are formed deep underground where heat and pressure cause existing rocks to be altered. Metamorphic rocks are often characterized by wavy layers of mineral crystals or by the presence of unusual minerals.

Science Websites

http://www-bioc.rice.edu/pblclass/6th%20grade/Geology/rocks%20and%20rockcycle%20worksheet.pdf https://www.learner.org/interactives/rockcycle/

http://www-bioc.rice.edu/pblclass/6th%20grade/Geology/rocks%20and%20rockcycle%20worksheet.pdf

https://www.learner.org/interactives/rockcycle/

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2017-2018

Science- Grade 6





Unit 15: Plates Tectonic In this unit, students identify and describe major tectonic plates found on Earth, and describe how plate movements contribute to major geological events.

8

50-minute lessons

Suggested Pacing:

________-________

Unit 15: Plates Tectonics (8 lessons) 6.10C identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; 6.10D describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building

Sample Test Item 6.10C Plate Tectonics I 6.10D Plate Tectonics II

Notes to Teacher Students visualize Earths tectonic plates with three-dimensional models (such as on the computer).

Students are provided visual examples of how plate movement causes earthquakes, volcanic eruptions, and mountain building with computer simulations.

Consider using multiple ways that students can creatively simulate plate tectonic processes, including using clay, food, candy, etc.

Academic Vocabulary

Tectonics plates North American plate Eurasian plate African plate

South American plate

Indo-Australian plate Pacific plate Antarctic plate

density of plates crustal plate material plate boundary convergent boundary

subduction divergent boundary ocean basin transform boundary

Vertical Alignment

5th Grade 5.7B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to earth’s surface by wind, water, and ice

Before After

7th Grade 7.8A predict and describe how different types of catastrophic events impact ecosystems, such as floods, hurricanes, or tornadoes


The theory of plate tectonics has evolved over the past 100 years as scientists have discovered new pieces of evidence. In the early 1900’s, Alfred Wegener first proposed the theory of continental drift, which explained that all of

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2017-2018

Science- Grade 6

the continents had once been connected in one, massive supercontinent that eventually split and drifted apart. Wegener made several observations that supported this theory. He found that if one looked at the coasts of the continents, they appeared to fit together like pieces of a puzzle. For example, the east coast of South America looks like it fits together with the west coast of Africa. Another piece of evidence he found is that you can find fossils of the same animals on different continents. For example, there are Mesosaurus fossils both in South America and on the west coast of Africa, suggesting that these two continents were connected when the Mesosaurus was alive. Wegener also noticed that the rocks found on the east coast of South America matched the rocks found on the west coast of Africa. Rocks found on the east coast of North America are also found in Greenland, Great Britain, the north coast of Africa, and Scandinavia. This suggests that these areas were connected when these rocks formed and later split apart.

Despite all the evidence Wegener had suggesting the continents were once together, he could not describe how or why they would move apart, and many scientists dismissed his theory. Wegener’s theory got the support it needed during the 1960’s when scientists discovered seafloor spreading. Scientists were able to use new technology (echo sounding) to find ocean features such as trenches, seamount chains (mountains on the seafloor), and mid-ocean ridges. Harry Hess proposed that at mid-ocean ridges, magma flows up from the mantle and forms new crust on both sides of the ridge. This new crust makes the ocean floor wider and pushes the continents surrounding it farther away from each other. Drilling of the sea floor confirmed that oceans are youngest along mid-ocean ridges and oldest along their edges. The mid-Atlantic ocean ridge has been making new oceanic crust for millions of years, allowing the Atlantic Ocean to get bigger and pushing North and South America further away from Europe and Africa.

Plate tectonic theory also describes the three main types of motion that cause changes to Earth’s surface responsible for many of the land and ocean features we see today. These motions occur at plate boundaries, where some plates move away from each other (divergent boundary), collide together (convergent boundary), and slide by each other (transform boundary). Land features such as mountains, trenches, and ridges and monitoring seismic activity, like volcanoes and earthquakes, help determine where plate boundaries are located, what type of boundary exists between them, and even how fast the plates are moving in relation to each other. At divergent boundaries, where plates move apart, we find mid-ocean ridges, which look like large rifts in the ocean floor. An example of this occurs at the mid-Atlantic ridge. When a divergent boundary occurs on land, we get rifts or canyons, like the Great Rift Valley in East Africa and the Grand Canyon in the United States. At convergent boundaries, where plates push together, we find mountains and trenches. If two plates with continental crust are colliding, we get high mountains, like the Himalayas in Asia where the Indo-Australian plate is colliding into the Eurasian plate.

Since oceanic crust is so much denser than continental crust, when these two collide, the oceanic crust sinks beneath the continental crust and a trench is formed on the seafloor. In addition, as this oceanic crust sinks into the mantle and is heated, it begins to melt and rise to the surface, causing mountains and volcanoes to form. This is happening presently where the Pacific plate (oceanic crust) is colliding with and sinking beneath the South American plate, forming the Andes Mountains. At transform boundaries plates slide or scrape past each other. The tension between these plates is released when they slide past, leading to faulting, earthquakes, and changes in Earth’s surface. This happens often in California along the San Andreas Fault. The entire edge of the Pacific plate hosts so much seismic activity due to the motion along these plate boundaries that it is called the “Ring of Fire.”

Earth’s surface is constantly changing shape. Scientists can now use satellites in space to observe how the surface of Earth is changing. They can also measure seismic activity that is caused by plate movement in order to track how the plates are changing. They can use this data to know how fast the plates are moving or if certain areas along plate boundaries are due for a volcanic eruption or even an earthquake. Plate tectonics have changed the appearance of Earth’s surface and will continue to do so in the future.

Essential Questions

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2017-2018

Science- Grade 6

What is a tectonic plate?

What are the major tectonic plates of Earth?

How is the motion and interaction of plates classified at plate boundaries?

How do geologic events and landforms provide evidence of interaction, motion and locations of plate boundaries?

Inquiry Questions

What types of landforms can form at convergent and divergent boundaries?

How does the theory of continental drift support the theory of plate tectonics?


Plate tectonics provide the driving force for changes on Earth’s surface, Earth’s layers and the rock cycle. The lithosphere is broken into separate rigid plates that contain dense oceanic crust and less dense continental crust. The plates float and move slowly on Earth’s soft, underlying asthenosphere, driven by convective currents.

Earth’s lithosphere is divided into thick tectonic plates. The major tectonic plates are: the African plate, Antarctic plate, Eurasian plate, Indo-Australian plate, North American plate, South American plate, and Pacific plate.

The motion of tectonic plates results in significant and often dramatic interactions along the plate boundaries. The types of plate motion are classified as: divergent (pulling apart), convergent (pushing together) or transform (side by side interaction).

Geologic events and landforms are used to locate and classify plate boundaries as well as measure the rate of plate movement. Evidence of plate movement includes volcanic eruptions, mountain chains, earthquakes, blocks of sinking crustal material, oceanic trenches, and the formation of new crustal rock along spreading ridges.

Science Websites

https://www.learner.org/interactives/dynamicearth/platesboundarieschallenge/ http://www.curriculumbits.com/prodimages/details/geography/earthquakes.swf https://www.amnh.org/ology/features/plates/loader.swf

https://www.learner.org/interactives/dynamicearth/platesboundarieschallenge/

http://www.curriculumbits.com/prodimages/details/geography/earthquakes.swf

https://www.amnh.org/ology/features/plates/loader.swf

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Science- Grade 6





Review

Assess

Reteach

Extend

50-minute lessons

Suggested Pacing:

________-________

Review//Assess//Reteach//Extend Spiral back to all previous taught TEKS from the 1st-3rd Nine Weeks

Past Assessments 1st Nine Weeks Assessment 2nd Weeks Assessment

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