Force and Motion
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
UNIT OVERVIEW This unit bundles student expectations that address kinetic and potential energy, the effects of unbalanced forces upon the position, direction, or speed of objects, and the use of simple machines to change the amount of force used to move an object. Prior to this unit in Grade 5, students were asked to design an experiment to test the effect of forces on an object. Previously in Grade 6, students studied the law of conservation of energy. During this unit, students build on previous knowledge to relate the law of conservation of energy, in terms of potential and kinetic energy, to the study of force and motion. Students compare and contrast kinetic and potential energy; investigate the effects of unbalanced forces on an object’s position, direction, and speed; calculate average speed; and measure and graph changes in motion including distance over time and speed over time. They construct and interpret graphs in terms of speed, direction, and position. Students also investigate how inclined planes and pulleys can be used to change the amount of force used to move an object. Students compare the forces needed to move objects with and without inclined planes and by using different types of pulleys. Students demonstrate safe practices as outlined in the Texas Safety Standards. After this unit in Grade 7, students will explore forces in relationship to living systems and work in terms of force times distance. STAAR Note: This is the first time that students have been introduced to unbalanced forces (6.8B). Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Readiness Standard 8.6A. This is the first time students have been introduced to potential and kinetic energy (6.8A), calculating average speed using a formula (6.8C), and measuring and graphing changes in motion (6.8D). Although all are identified as Supporting Standards, they are not explicitly taught again before the STAAR assessment in Grade 8. Supporting Standards 6.8A, 6.8C, and 6.8D and Readiness Standard 8.6A will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. According to research: "By the end of the 8th grade, students should know: An unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/M3a… Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. …Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object…4E/M4*…” American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
A system is a collection of interactive, interrelated, or interdependent cycles, structures, and / or processes. How are the components and framework of a system defined? How are the functions of the components in a system related to the cycles, structures, and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system? Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness? Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)? A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed? In what ways do interactions affect the basic properties of a system? Scientific processes are used to explore and understand a system.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
What makes a process scientific? In what ways can a system be scientifically examined? Which scientific processes are most appropriate when studying a system and why? What significant conclusions can be drawn from investigating a system? Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 6 Unit 07 PA 01 Click on the PA title to view related rubric. Create a plotted graph from data, and analyze distance versus time. Describe what is happening at certain points along the graph, including or in terms of potential and kinetic energy. Calculate average speed for the given data. Standard(s): 6.2D , 6.2E , 6.8A , 6.8B , 6.8C , 6.8D ELPS.c.1E , ELPS.c.5B
Force and Motion Energy Change Force and Motion Energy Unbalanced forces Constancy
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UNIT UNDERSTANDINGS Unbalanced forces cause change in motion. In what ways do unbalanced forces affect motion? In what ways are kinetic and potential energy related to force and motion? Justify with examples. The relationship between force and motion can be calculated and demonstrated using mathematical formulas and models. How can measurements, calculations, and mathematical formulas and models be used to show the relationship between force and motion? Justify with examples.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion PERFORMANCE ASSESSMENT(S)
Science Grade 6 Unit 07 PA 02 Click on the PA title to view related rubric. Implement an investigation to show how inclined planes can be used to change the amount of force needed to move objects. Complete a lab report that includes a graph displaying the relationship between the height of the inclined plane and the amount of force needed to move the object. (The dependent and independent variables should increase in fixed increments.) In your lab report, include an explanation as to why an inclined plane can be used to change the amount of force needed to move an object.
SUGGESTED DURATION : 12 days OVERARCHING CONCEPTS UNIT CONCEPTS Force and Motion Balanced forces Patterns
UNIT UNDERSTANDINGS Simple machines can be used to change the amount of force needed to move objects. In what ways can inclined planes and pulleys affect the amount of force needed to move an object?
Graphs Models Systems Properties Processes Systems Associated Scientific Investigation and Reasoning Processes
Demonstrate safety Plan / design / implement
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 12 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
investigations Collect data using tools and equipment Measure with precision and accuracy Make observations Record data Organize data Communicate data Develop / analyze / evaluate models Communicate observations Communicate conclusions Analyze, interpret, and evaluate Think critically Express, interpret and / or manipulate relationships
Standard(s): 6.1A , 6.2A , 6.2C , 6.2D , 6.2E , 6.3A , 6.4A , 6.8E ELPS.c.1C , ELPS.c.5B
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think that sustained motion requires sustained force, rather than an object’s ability to remain in motion if not impacted by an outside force. Students may think if there is no motion, there is no force acting upon an object, rather than balanced forces acting on the object. Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
Students may think that all objects in motion only have unbalanced forces acting on them, rather than some objects in motion having balanced forces acting on them.
UNIT VOCABULARY Key Content Vocabulary: Acceleration – change in an object’s motion (position, direction, speed); caused by unbalanced forces Average speed – the total distance traveled by an object over a total amount of time Balanced force – equal and opposite forces on an object that result in no change in position, direction, or motion Constant speed – when an object’s speed remains unchanged Displacement – how far an object has moved from its original position; the difference between the final and initial positions Kinetic energy – energy of motion Potential energy – stored energy of an object because of its position or shape Unbalanced force – unequal forces on an object that may result in a change in position, direction, or motion Related Vocabulary: Compound pulley (combination of pulleys) Constant speed Direction Force Inclined plane
Line graph Newton (n) Position Pulley Relative motion
Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Simple machine Single fixed pulley Single moveable pulley Speed Spring scale
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SUGGESTED DURATION : 12 days SYSTEM RESOURCES Science Notebooking: A Reflective Tool for Assessing Student Understanding (Secondary - G. 6) Experimental Design Guide and Approval Form (Secondary - G. 6) Grade 6 Unit 07 Sample Guiding Questions: Force and Motion
OTHER RESOURCES State: Texas Education Agency - Texas Safety Standards: Kindergarten Through Grade 12, 2nd Edition http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents) Texas Education Agency - STAAR Grade 8 Science Reference Materials http://www.tea.state.tx.us/student.assessment/staar/science/ (look under Grade 8) Texas Education Agency - Griddable Questions for Science http://www.tea.state.tx.us/student.assessment/staar/science/ (look under STAAR Science Resources) General: Summerlift™ Cable Lift Models – Pulley Basics http://www.the-office.com/summerlift/pulleybasics.htm Ropebook - Pulley Systems http://www.ropebook.com/information/pulley-systems
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
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Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue text: Supporting information / Clarifications from TCMPC (Specificity) Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061 6.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
6.1A
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Including, but not limited to: Wear appropriate safety equipment Know the location of safety equipment Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards Possible examples may include: Read or study the science activity or laboratory investigation prior to conducting the investigation Know and follow all safety rules prior to the investigation Be alert during the laboratory time Do not attempt unauthorized activities If a chemical spill occurs, report it immediately, and follow the instructions of the teacher Keep your area clean Do not enter preparatory or equipment storage rooms or chemical storerooms Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory Use lab equipment appropriately Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Texas Safety Standards: Kindergarten Through Grade 12, Edition. http://www.tea.state.tx.us/index2.aspx?id=5483 Project 2061: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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or community residents to health or property risks without their prior knowledge and consent. 1C/M5b* TxCCRS: I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. I. Nature of Science – C3 —Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
6.2A
Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
Plan, Implement COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS Including, but not limited to: Comparative and descriptive investigations Making observations Asking well-defined questions Using appropriate equipment and technology Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Comparative and descriptive investigations ((Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined. Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. TxCCRS: I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 6.2B
Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.
Design, Implement INVESTIGATIONS Including, but not limited to: Experimental investigations Making observations Asking well-defined questions
Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Formulating testable hypotheses Using appropriate equipment and technology Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Comparative and experimental investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined. Experimental investigations involve designing a ―fair test* similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a ―controlled experiment. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. TxCCRS: I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. I. Nature of Science – B1 – Design and conduct scientific investigations in which hypotheses are formulated and tested.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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6.2C
Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
Collect, Record DATA Including, but not limited to: Quantitative means Using the International System of Units (SI) Qualitative means Labeled drawings Writing Graphic organizers Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
6.2D
Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
Construct TABLES AND GRAPHS Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Using repeated trials and means Organize data Identify patterns Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – E1 – Use several modes of expression to describe or characterize natural patterns and phenomena. These models of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic. 6.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Analyze DATA Including, but not limited to: Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends Note(s): STAAR:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 6.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
6.3A
In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.
Analyze, Evaluate, Critique SCIENTIFIC EXPLANATIONS, IN ALL FIELDS OF SCIENCE, SO AS TO ENCOURAGE CRITICAL THINKING BY THE STUDENT Including, but not limited to: Use Empirical evidence Logical reasoning Experimental and observational testing Examine All sides of scientific evidence of those explanations Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 1A/M2 Some scientific knowledge is very old and yet is still applicable today. 1A/M3 Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b* If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables). 1B/M2ab TxCCRS: I. Nature of Science – A1 – Utilize skepticism, logic, and professional ethics in science. I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. 6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
6.4A
Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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devices, and other equipment as needed to teach the curriculum.
Journals / (science) notebooks Calculators Computers Timing devices Other equipment as needed to teach the curriculum Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
6.8
Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:
6.8A
Compare and contrast potential and kinetic energy.
Compare, Contrast
Supporting Standard
POTENTIAL AND KINETIC ENERGY Including, but not limited to: Potential energy – stored energy of an object because of its position or shape Position (point of greatest and least potential energy) Kinetic energy – energy of motion Position (point of greatest and least kinetic energy)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Transformation (relationship) between potential and kinetic energy Possible examples of transformations between potential and kinetic energy: Roller coasters Bouncing balls Pendulums Rubber bands Note(s): STAAR: This is the first time students have been introduced to potential and kinetic energy. Students should be able to identify examples of kinetic and potential energy. Students may be assessed on points of greatest and least PE or KE in relationship to one another within the same system. This concept is not explicitly taught again before the STAAR assessment in Grade 8. Project 2061: By the end of the 8th grade, students should know that: Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves. 4E/M4* TxCCRS: VIII. Physics – D1 – Understand potential and kinetic energy. VIII. Physics – D2 – Understand conservation of energy. 6.8B
Identify and describe the changes in position, direction, and speed of an object when acted
Identify, Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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upon by unbalanced forces.
CHANGES TO AN OBJECT WHEN ACTED UPON BY UNBALANCED FORCES Including, but not limited to: Balanced forces – equal and opposite forces on an object that result in no change in position, direction, or motion Unbalanced forces – unequal forces on an object that may result in a change in position, direction, or motion Acceleration – change in an object’s motion; caused by unbalanced forces Position (displacement) Direction Motion Speed Examples of acceleration Starting / stopping Speeding up / slowing down Changing direction Note(s): STAAR: This is the first time that students have been introduced to unbalanced forces. Although not identified as a supporting standard, this student expectation builds the foundation for the content of Readiness Standard 8.6A. Project 2061: By the end of the 8th grade, students should know that: An unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/M3a TxCCRS: VIII. Physics – C1 – Understand the fundamental concepts of kinematics. VIII. Physics – C2 – Understand forces and Newton’s Laws.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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6.8C
Calculate average speed using distance and time measurements.
Calculate
Supporting Standard
AVERAGE SPEED USING MEASUREMENTS Note: Because the content of this standard is explicitly taught only in Grade 6 and assessed on the Grade 8 STAAR assessment, students will be assessed using decimals in dividends or divisors, (not both), in average speed calculations (as assessed on STAAR). For example: 12.6 m / 9 s (STAAR Spring 2014 Administration, Item #38). In Grade 5 Mathematics, students are introduced to division with decimals, in which the dividend is a decimal and the divisor is a whole number. In Grade 6 Mathematics, students are introduced to division with decimals in both the divisor and dividend. Because these concepts may not yet be mastered, it is recommended that students be allowed the use of a calculator to solve these types of problems. It may also be advisable to let students know that they will be assessed on these types of problems in Grade 8 without the use of a calculator on the Grade 8 Science STAAR. Including, but not limited to: Average speed
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Note(s): STAAR: The STAAR Grade 8 Reference Materials include the formula for average speed as listed above. Students may be required to convert units of measure (minutes to hours) prior to calculations. Grade 6 is the first time students are required to calculate using a formula in science. TxCCRS: II. Foundation Skills: Scientific Applications of Mathematics – A5 – Simplify algebraic expressions. II. Foundation Skills: Scientific Applications of Mathematics – B1 – Carry out formal operations using standard algebraic symbols and formulae. VIII. Physics – C1 – Understand the fundamental concepts of kinematics. 6.8D
Measure and graph changes in motion. Measure, Graph Supporting Standard
CHANGES IN MOTION Including, but not limited to: Distance over time Speed over time Interpreting and comparing graph lines showing the following scenarios Constant speed Increasing speed Decreasing speed No motion (stopped)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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Note(s): STAAR: This is the first time students are introduced to graphing changes in motion. This concept is not explicitly taught again before the STAAR assessment in Grade 8. Students may be assessed in terms of matching a scenario to a graph. 6.8E
Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.
Investigate HOW THE AMOUNT OF FORCE NEEDED TO MOVE AN OBJECT CAN BE CHANGED Including, but not limited to: Using simple machines to change the amount of force or the direction to move an object Moving an object with an inclined plane Moving an object without an inclined plane When raising an object to a specific height, the amount of force will be less when using an inclined plane compared to the amount of force needed to do the same work without an inclined plane. Moving an object with a pulley Single fixed pulley (does not change force; only direction) Single movable pulley (changes force) Compound pulley (changes force) Moving an object without a pulley Note(s): STAAR: Although not identified as a supporting standard, this student expectation builds the
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
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foundation for the content of Supporting Standard (7.7A). This SE provides an opportunity to give students experiences with both spring scales and/or force probes, if they are available.
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SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. Last Updated 11/03/2015
Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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SUGGESTED DURATION : 12 days
UNIT OVERVIEW This unit bundles student expectations that address kinetic and potential energy, the effects of unbalanced forces upon the position, direction, or speed of objects, and the use of simple machines to change the amount of force used to move an object. Prior to this unit in Grade 5, students were asked to design an experiment to test the effect of forces on an object. Previously in Grade 6, students studied the law of conservation of energy. During this unit, students build on previous knowledge to relate the law of conservation of energy, in terms of potential and kinetic energy, to the study of force and motion. Students compare and contrast kinetic and potential energy; investigate the effects of unbalanced forces on an object’s position, direction, and speed; calculate average speed; and measure and graph changes in motion including distance over time and speed over time. They construct and interpret graphs in terms of speed, direction, and position. Students also investigate how inclined planes and pulleys can be used to change the amount of force used to move an object. Students compare the forces needed to move objects with and without inclined planes and by using different types of pulleys. Students demonstrate safe practices as outlined in the Texas Safety Standards. After this unit in Grade 7, students will explore forces in relationship to living systems and work in terms of force times distance. STAAR Note: This is the first time that students have been introduced to unbalanced forces (6.8B). Although not identified as a Supporting Standard, this student expectation builds the foundation for the content of Readiness Standard 8.6A. This is the first time students have been introduced to potential and kinetic energy (6.8A), calculating average speed using a formula (6.8C), and measuring and graphing changes in motion (6.8D). Although all are identified as Supporting Standards, they are not explicitly taught again before the STAAR assessment in Grade 8. Supporting Standards 6.8A, 6.8C, and 6.8D and Readiness Standard 8.6A will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. According to research: "By the end of the 8th grade, students should know: An unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/M3a… Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. …Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object…4E/M4*…” American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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A system is a collection of interactive, interrelated, or interdependent cycles, structures, and / or processes. How are the components and framework of a system defined? How are the functions of the components in a system related to the cycles, structures, and / or processes of the system? How are systems affected by change(s)? How can one system be considered a component of another system? Physical, mathematical, or conceptual models can be used to describe, investigate, and make predictions about a system in terms of its components and how they relate to each other, to the whole, and to the external environment. In what ways are models used to help us interpret systems? To what extent do limitations of models affect their usefulness? Patterns of constancy and change in systems can be observed, measured, and / or modeled. Why is it important to observe, measure and / or model patterns of a system? What information do patterns provide about a system(s)? A system can be described by its basic properties and analyzed in terms of interactions. In what ways can a system be described by its properties? How are interactions within a system analyzed? In what ways do interactions affect the basic properties of a system? Scientific processes are used to explore and understand a system.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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What makes a process scientific? In what ways can a system be scientifically examined? Which scientific processes are most appropriate when studying a system and why? What significant conclusions can be drawn from investigating a system? Scientific decision-making is a way of answering questions about systems within the natural world. Who should be scientifically literate and why? What does it mean to be scientifically literate?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 6 Unit 07 PA 01 Click on the PA title to view related rubric. Create a plotted graph from data, and analyze distance versus time. Describe what is happening at certain points along the graph, including or in terms of potential and kinetic energy. Calculate average speed for the given data. Standard(s): 6.2D , 6.2E , 6.8A , 6.8B , 6.8C , 6.8D ELPS.c.1E , ELPS.c.5B
Force and Motion Energy Change Force and Motion Energy Unbalanced forces Constancy
Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
UNIT UNDERSTANDINGS Unbalanced forces cause change in motion. In what ways do unbalanced forces affect motion? In what ways are kinetic and potential energy related to force and motion? Justify with examples. The relationship between force and motion can be calculated and demonstrated using mathematical formulas and models. How can measurements, calculations, and mathematical formulas and models be used to show the relationship between force and motion? Justify with examples.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion PERFORMANCE ASSESSMENT(S)
Science Grade 6 Unit 07 PA 02 Click on the PA title to view related rubric. Implement an investigation to show how inclined planes can be used to change the amount of force needed to move objects. Complete a lab report that includes a graph displaying the relationship between the height of the inclined plane and the amount of force needed to move the object. (The dependent and independent variables should increase in fixed increments.) In your lab report, include an explanation as to why an inclined plane can be used to change the amount of force needed to move an object.
SUGGESTED DURATION : 12 days OVERARCHING CONCEPTS UNIT CONCEPTS Force and Motion Balanced forces Patterns
UNIT UNDERSTANDINGS Simple machines can be used to change the amount of force needed to move objects. In what ways can inclined planes and pulleys affect the amount of force needed to move an object?
Graphs Models Systems Properties Processes Systems Associated Scientific Investigation and Reasoning Processes
Demonstrate safety Plan / design / implement
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 12 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
investigations Collect data using tools and equipment Measure with precision and accuracy Make observations Record data Organize data Communicate data Develop / analyze / evaluate models Communicate observations Communicate conclusions Analyze, interpret, and evaluate Think critically Express, interpret and / or manipulate relationships
Standard(s): 6.1A , 6.2A , 6.2C , 6.2D , 6.2E , 6.3A , 6.4A , 6.8E ELPS.c.1C , ELPS.c.5B
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think that sustained motion requires sustained force, rather than an object’s ability to remain in motion if not impacted by an outside force. Students may think if there is no motion, there is no force acting upon an object, rather than balanced forces acting on the object. Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Students may think that all objects in motion only have unbalanced forces acting on them, rather than some objects in motion having balanced forces acting on them.
UNIT VOCABULARY Key Content Vocabulary: Acceleration – change in an object’s motion (position, direction, speed); caused by unbalanced forces Average speed – the total distance traveled by an object over a total amount of time Balanced force – equal and opposite forces on an object that result in no change in position, direction, or motion Constant speed – when an object’s speed remains unchanged Displacement – how far an object has moved from its original position; the difference between the final and initial positions Kinetic energy – energy of motion Potential energy – stored energy of an object because of its position or shape Unbalanced force – unequal forces on an object that may result in a change in position, direction, or motion Related Vocabulary: Compound pulley (combination of pulleys) Constant speed Direction Force Inclined plane
Line graph Newton (n) Position Pulley Relative motion
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Simple machine Single fixed pulley Single moveable pulley Speed Spring scale
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SUGGESTED DURATION : 12 days SYSTEM RESOURCES Science Notebooking: A Reflective Tool for Assessing Student Understanding (Secondary - G. 6) Experimental Design Guide and Approval Form (Secondary - G. 6) Grade 6 Unit 07 Sample Guiding Questions: Force and Motion
OTHER RESOURCES State: Texas Education Agency - Texas Safety Standards: Kindergarten Through Grade 12, 2nd Edition http://www.tea.state.tx.us/index2.aspx?id=5483 (look under Documents) Texas Education Agency - STAAR Grade 8 Science Reference Materials http://www.tea.state.tx.us/student.assessment/staar/science/ (look under Grade 8) Texas Education Agency - Griddable Questions for Science http://www.tea.state.tx.us/student.assessment/staar/science/ (look under STAAR Science Resources) General: Summerlift™ Cable Lift Models – Pulley Basics http://www.the-office.com/summerlift/pulleybasics.htm Ropebook - Pulley Systems http://www.ropebook.com/information/pulley-systems
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue text: Supporting information / Clarifications from TCMPC (Specificity) Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061 6.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
6.1A
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of Science (AAAS) Project 2061
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Including, but not limited to: Wear appropriate safety equipment Know the location of safety equipment Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards Possible examples may include: Read or study the science activity or laboratory investigation prior to conducting the investigation Know and follow all safety rules prior to the investigation Be alert during the laboratory time Do not attempt unauthorized activities If a chemical spill occurs, report it immediately, and follow the instructions of the teacher Keep your area clean Do not enter preparatory or equipment storage rooms or chemical storerooms Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory Use lab equipment appropriately Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Texas Safety Standards: Kindergarten Through Grade 12, Edition. http://www.tea.state.tx.us/index2.aspx?id=5483 Project 2061: By the end of the 8th grade, students should know that: Science ethics demand that scientists must not knowingly subject coworkers, students, Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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or community residents to health or property risks without their prior knowledge and consent. 1C/M5b* TxCCRS: I. Nature of Science – C2 – Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. I. Nature of Science – C3 —Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures. 6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
6.2A
Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
Plan, Implement COMPARATIVE AND DESCRIPTIVE INVESTIGATIONS Including, but not limited to: Comparative and descriptive investigations Making observations Asking well-defined questions Using appropriate equipment and technology Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Comparative and descriptive investigations ((Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined. Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. TxCCRS: I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. 6.2B
Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology.
Design, Implement INVESTIGATIONS Including, but not limited to: Experimental investigations Making observations Asking well-defined questions
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Formulating testable hypotheses Using appropriate equipment and technology Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TEA: Comparative and experimental investigations (Texas Education Agency. (2007-2011). Laboratory and Field Investigations – FAQ, August 2010. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483) Comparative investigations involve collecting data on different organisms/objects/ features/events, or collecting data under different conditions (e.g., time of year, air temperature, location) to make a comparison. The hypothesis identifies one independent (manipulated) variable and one dependent (responding) variable. A ―fair test* can be designed to measure variables so that the relationship between them is determined. Experimental investigations involve designing a ―fair test* similar to a comparative investigation, but a control is identified. The variables are measured in an effort to gather evidence to support or not support a causal relationship. This is often called a ―controlled experiment. * A fair test is conducted by making sure that only one factor (variable) is changed at a time, while keeping all other conditions the same. TxCCRS: I. Nature of Science – A3 – Formulate appropriate questions to test understanding of natural phenomena. I. Nature of Science – B1 – Design and conduct scientific investigations in which hypotheses are formulated and tested.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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6.2C
Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.
Collect, Record DATA Including, but not limited to: Quantitative means Using the International System of Units (SI) Qualitative means Labeled drawings Writing Graphic organizers Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
6.2D
Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
Construct TABLES AND GRAPHS Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Using repeated trials and means Organize data Identify patterns Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I. Nature of Science – E1 – Use several modes of expression to describe or characterize natural patterns and phenomena. These models of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic. 6.2E
Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
Analyze DATA Including, but not limited to: Formulate reasonable explanations Making claims (statements) from data Providing evidence from data in order to support claims Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends Note(s): STAAR:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as correct. 1A/M1b 6.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
6.3A
In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.
Analyze, Evaluate, Critique SCIENTIFIC EXPLANATIONS, IN ALL FIELDS OF SCIENCE, SO AS TO ENCOURAGE CRITICAL THINKING BY THE STUDENT Including, but not limited to: Use Empirical evidence Logical reasoning Experimental and observational testing Examine All sides of scientific evidence of those explanations Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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identified along with content standards. Project 2061: By the end of the 8th grade, students should know that: Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 1A/M2 Some scientific knowledge is very old and yet is still applicable today. 1A/M3 Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b* If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables). 1B/M2ab TxCCRS: I. Nature of Science – A1 – Utilize skepticism, logic, and professional ethics in science. I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. 6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
6.4A
Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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devices, and other equipment as needed to teach the curriculum.
Journals / (science) notebooks Calculators Computers Timing devices Other equipment as needed to teach the curriculum Note(s): STAAR: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. TxCCRS: I.Nature of Science – D3 – Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
6.8
Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:
6.8A
Compare and contrast potential and kinetic energy.
Compare, Contrast
Supporting Standard
POTENTIAL AND KINETIC ENERGY Including, but not limited to: Potential energy – stored energy of an object because of its position or shape Position (point of greatest and least potential energy) Kinetic energy – energy of motion Position (point of greatest and least kinetic energy)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Transformation (relationship) between potential and kinetic energy Possible examples of transformations between potential and kinetic energy: Roller coasters Bouncing balls Pendulums Rubber bands Note(s): STAAR: This is the first time students have been introduced to potential and kinetic energy. Students should be able to identify examples of kinetic and potential energy. Students may be assessed on points of greatest and least PE or KE in relationship to one another within the same system. This concept is not explicitly taught again before the STAAR assessment in Grade 8. Project 2061: By the end of the 8th grade, students should know that: Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves. 4E/M4* TxCCRS: VIII. Physics – D1 – Understand potential and kinetic energy. VIII. Physics – D2 – Understand conservation of energy. 6.8B
Identify and describe the changes in position, direction, and speed of an object when acted
Identify, Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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upon by unbalanced forces.
CHANGES TO AN OBJECT WHEN ACTED UPON BY UNBALANCED FORCES Including, but not limited to: Balanced forces – equal and opposite forces on an object that result in no change in position, direction, or motion Unbalanced forces – unequal forces on an object that may result in a change in position, direction, or motion Acceleration – change in an object’s motion; caused by unbalanced forces Position (displacement) Direction Motion Speed Examples of acceleration Starting / stopping Speeding up / slowing down Changing direction Note(s): STAAR: This is the first time that students have been introduced to unbalanced forces. Although not identified as a supporting standard, this student expectation builds the foundation for the content of Readiness Standard 8.6A. Project 2061: By the end of the 8th grade, students should know that: An unbalanced force acting on an object changes its speed or direction of motion, or both. 4F/M3a TxCCRS: VIII. Physics – C1 – Understand the fundamental concepts of kinematics. VIII. Physics – C2 – Understand forces and Newton’s Laws.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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6.8C
Calculate average speed using distance and time measurements.
Calculate
Supporting Standard
AVERAGE SPEED USING MEASUREMENTS Note: Because the content of this standard is explicitly taught only in Grade 6 and assessed on the Grade 8 STAAR assessment, students will be assessed using decimals in dividends or divisors, (not both), in average speed calculations (as assessed on STAAR). For example: 12.6 m / 9 s (STAAR Spring 2014 Administration, Item #38). In Grade 5 Mathematics, students are introduced to division with decimals, in which the dividend is a decimal and the divisor is a whole number. In Grade 6 Mathematics, students are introduced to division with decimals in both the divisor and dividend. Because these concepts may not yet be mastered, it is recommended that students be allowed the use of a calculator to solve these types of problems. It may also be advisable to let students know that they will be assessed on these types of problems in Grade 8 without the use of a calculator on the Grade 8 Science STAAR. Including, but not limited to: Average speed
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Note(s): STAAR: The STAAR Grade 8 Reference Materials include the formula for average speed as listed above. Students may be required to convert units of measure (minutes to hours) prior to calculations. Grade 6 is the first time students are required to calculate using a formula in science. TxCCRS: II. Foundation Skills: Scientific Applications of Mathematics – A5 – Simplify algebraic expressions. II. Foundation Skills: Scientific Applications of Mathematics – B1 – Carry out formal operations using standard algebraic symbols and formulae. VIII. Physics – C1 – Understand the fundamental concepts of kinematics. 6.8D
Measure and graph changes in motion. Measure, Graph Supporting Standard
CHANGES IN MOTION Including, but not limited to: Distance over time Speed over time Interpreting and comparing graph lines showing the following scenarios Constant speed Increasing speed Decreasing speed No motion (stopped)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
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Note(s): STAAR: This is the first time students are introduced to graphing changes in motion. This concept is not explicitly taught again before the STAAR assessment in Grade 8. Students may be assessed in terms of matching a scenario to a graph. 6.8E
Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.
Investigate HOW THE AMOUNT OF FORCE NEEDED TO MOVE AN OBJECT CAN BE CHANGED Including, but not limited to: Using simple machines to change the amount of force or the direction to move an object Moving an object with an inclined plane Moving an object without an inclined plane When raising an object to a specific height, the amount of force will be less when using an inclined plane compared to the amount of force needed to do the same work without an inclined plane. Moving an object with a pulley Single fixed pulley (does not change force; only direction) Single movable pulley (changes force) Compound pulley (changes force) Moving an object without a pulley Note(s): STAAR: Although not identified as a supporting standard, this student expectation builds the
Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 07: Force and Motion
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
foundation for the content of Supporting Standard (7.7A). This SE provides an opportunity to give students experiences with both spring scales and/or force probes, if they are available.
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. Last Updated 11/03/2015
Last Updated 11/03/2015 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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