Course: NOT LIVE FOLDER 6th grade science

David Kujawski Bird Middle East Walpole, MA
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Course Description

Course covers scientific inquiry, physical science, energy/technology and engineering, environmental science (ecology),and weather and climate.

Units and Lessons

Scientific Inquiry Resources: 67

This unit sets out to train students in the skills needed to be a scientist. Measurement, observation and inference, and experimenting are the main topics and skills covered.

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Energy Unit Resources: 48

The electromagnetic lessons can be used to supplement your present lessons. The remainder of the lessons are best taught in sequential order. Students will be guided in developing an understanding of energy, energy conservation and then be asked to put their knowledge to work through the creation of roller coasters and marshmallow catapults.

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Technology and Engineering Resources: 34

The T and E in STEM can be very intimidating to most traditional science educators. This unit sets out to give you several opportunities to incorporate the technological design process, systems, and blue prints into your curriculum. Students love these activities and I'm sure that you will enjoy teaching them.

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Environmental Science Resources: 49

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Miscellaneous Lessons Resources: 9

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Meteorology Resources: 41

This unit will focus on using demonstrations and inquiry to understand the scientific principles involved in meteorology. Connections to principles, such as, density, energy, heat transfer, and pressure will be made and students will gain a meaningful way to apply science in their lives. We can't escape weather! This is a great unit to end the year with, as the weather changes students are interested in why. This unit attempts to have them figure things out for themselves.

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Geology Resources: 15

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Using model homes to teach students about the basics of energy, heat transfer, insulators and conductors Resources: 10

This project-based unit sets out to get kids excited to learn about energy and heat transfer by having them build a model home and then devising an experiment to determine the best materials to use to get the house at least 5 degrees Celsius warmer than it was without insulation. Students will experiment with different materials and then use quantitative evidence to determine the best materials for their home. In the end, they will have learned about heat transfer, conductors, insulators and the importance energy efficiency of homes.

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A PBL Approach to Investigate Energy and Changes to Matter by Studying Melanoma Risk in Massachusetts Resources: 9

SWBAT: Plan and carry out investigations that test the efficacy of skin products, such as sunscreens of various SPF ratings, oils and the entire lack of sunscreen use

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PBL Days 2-5: Carrying Out Investigations of Sunscreen Use, Types and Application Methods Resources: 5

SWBAT: plan investigations about questions on their 'need to know' list to deepen understanding of the causes of skin cancer

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Using PCRR to Model Student Understanding of M&M Dissolving Resources: 3

SWBAT: 1.) Present a model that explains the results from one of their M&M experiments 2.) Revise model based on student critiques and reflections

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