Physical Properties of Matter
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
UNIT OVERVIEW This unit bundles student expectations that address the classification of matter (including metals, nonmetals, metalloids, and minerals) using physical properties. Calculating density to identify an unknown substance is also included. Prior to this unit, in Grades 3 – 5, students identified and classified matter based upon physical properties. In Grade 3, students measured, tested, and recorded physical properties of matter, including mass and the ability to sink or float (3.5A). In Grade 4, students measured, compared and contrasted physical properties of matter, including mass, volume, and the ability to sink or float (4.5A). In Grade 5, students classified matter based on physical properties, including mass and relative density (sinking and floating) (5.5A). Students have learned to measure mass using a triple beam balance and to measure liquid volume using a graduated cylinder. Students have not learned to calculate density. In Grade 5 Mathematics, students used basic formulas to calculate volume of a three dimensional cube (5.6A). Students solved division problems with decimals, in which the four-digit dividend may be a decimal and the two-digit divisor is a whole number with a quotient limited to the hundredths, using strategies and algorithms, including the standard algorithm (5.3G). During this unit, students use various tools to measure mass and volume of substances to calculate density of regular and irregular objects in order to identify an unknown substance. Students implement comparative and descriptive investigations of metals, nonmetals, and metalloids using physical properties of luster, conductivity, and malleability. Additionally, they test the hardness, luster, color, and streak of minerals. The concept of minerals is not addressed in the Earth Science units for this grade; therefore, the focus of the standard is on testing the physical properties for classification, not on the minerals themselves. Students use the periodic table to identify the locations of metals, nonmetals, and metalloids for the purpose of seeing how substances with like properties are classified. Students use their science notebooks to collect and record data from investigations on tables, and to communicate valid conclusions supported by the data. Students demonstrate safe practices as outlined in the Texas Safety Standards. In Grade 6 Mathematics, students are concurrently learning to divide positive rational numbers to include decimal dividends and divisors (6.3E). Since students have not yet mastered solving for quotients including dividends and divisors with decimals, science teachers are encouraged to work closely with the mathematics teachers to ensure the same language and processes are being taught in both content areas with regards to calculating density. If teachers elect to allow students to use calculators in Grade 6 Science during this unit, it is recommended to revisit calculating density later in the year, without the use of calculators. Students will not be allowed to use calculators to calculate density on the STAAR Grade 8 Assessment. After this unit, students in Grade 6 will be introduced to the concepts of elements and compounds in relation to the Earth, living matter, oceans, and the atmosphere. In Grade 8, students will explain how properties are used to classify elements on the periodic table. STAAR Note: Although the periodic table is not taught in Grade 6, the content for this unit is an important foundational piece for students in Grade 8, in order to enable them to explain how elements are arranged by properties in the periodic table (metals, nonmetals, and metalloids). This unit builds content for Readiness Standard 8.5C. The concept of identifying matter by comparing metals, nonmetals, and metalloids is tested as a STAAR Grade 8 Assessment Supporting Standard under Reporting Category 1: Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
Matter and Energy. There are no TEKS to support this concept in Grade 7. Students must know definitions and characteristics of the physical properties of metals, nonmetals, and metalloids in order to classify substances by those physical properties. The calculation of density can be used in the next grades, but it is explicitly taught only at Grade 6 and will be tested as a STAAR Grade 8 Assessment Supporting Standard under Reporting Category 1: Matter and Energy. Both a Periodic Table of the Elements and the formula for calculating density are included in the STAAR Grade 8 Science Reference Materials. According to research: “By the end of 8th grade, students should know that a substance has characteristic properties such as density, a boiling point, and solubility, all of which are independent of the amount of the substance and can be used to identify it.” American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online
OVERARCHING UNDERSTANDINGS AND QUESTIONS 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 processes of the system? 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? 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)? Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
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?
OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Systems Science Grade 6 Unit 02 PA 01 Click on the PA title to view related rubric. Compare a sample of a metal, nonmetal, and metalloid using physical properties including luster, conductivity, malleability, magnetism, ductility, and state of matter. Explain, in writing, how the properties of each element relate to its classification as a metal, nonmetal, or metalloid. Standard(s): 6.2A , 6.2C , 6.2E , 6.4A , 6.6A ELPS.c.5B , ELPS.c.5G
UNIT UNDERSTANDINGS Metals, nonmetals, and metalloids are classified based on their physical properties.
Matter Properties
In what ways are physical properties used for the classification of metals, nonmetals, and metalloids?
Physical Constancy Properties Patterns Patterns Charts
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 17 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
Models Processes Associated Scientific Investigation and Reasoning Processes Demonstrate safety Plan, design, and implement investigations Collect data using tools and equipment Record data Analyze, interpret, and evaluate Communicate data Communicate conclusions and make predictions
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 17 days OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 6 Unit 02 PA 02 Click on the PA title to view related rubric. Test the physical properties of an unknown mineral. Include the following tests: hardness color luster streak Choose an appropriate graphic organizer to record the results of the above. Given a teacher-provided set of characteristics, identify each mineral. Explain, in writing, how physical properties are used to identify minerals. Standard(s): 6.1A , 6.2C , 6.2D , 6.2E , 6.4A , 6.6C ELPS.c.1C , ELPS.c.1E , ELPS.c.5B , ELPS.c.5G
Matter
UNIT UNDERSTANDINGS Minerals are identified based on their physical properties. In what ways are physical properties used to identify of minerals?
Properties Physical Constancy Properties Patterns Charts Models Processes
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 17 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS Unknown substances can be identified by their density.
Science Grade 6 Unit 02 PA 03 Click on the PA title to view related rubric. Calculate the density of a set of unknown mineral samples. Organize the data collected in a data table. Given a teacher-provided density table, use the density of each sample to identify the unknown mineral. Explain, in writing, the process for calculating density. Standard(s): 6.1A , 6.2C , 6.2D , 6.2E , 6.4A , 6.6B ELPS.c.1C , ELPS.c.1E , ELPS.c.5B , ELPS.c.5G
Associated Scientific Investigation and Reasoning Processes
How is density calculated and used to determine the identity of an unknown substance?
Demonstrate safety Plan, design, and implement investigations Collect data using tools and equipment Record data Analyze, interpret, and evaluate Communicate data Communicate conclusions and make predictions
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think all metals are magnetic, rather than magnets being attracted to materials containing iron, nickel, or cobalt. Students may think any crystal that scratches glass is a diamond, rather than any substance harder than glass having the ability to scratch glass. Students may think density is only related to sinking and floating in water, rather than it being a relationship between the mass and volume of an object or substance.
UNIT VOCABULARY
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
Key Content Vocabulary: Conductivity – ability to conduct electrical current Density – the amount of matter that will fit into a given amount of space Ductility – ability to be stretched into a wire without breaking Hardness – ability of a mineral to resist scratching Luster – how the surface of a mineral appears when it reflects light (e.g., shiny or dull) Malleability – ability to be formed or shaped under pressure (e.g., metals hammered or rolled into thin sheets) Mass – the amount of matter in something Metalloids – substances that exhibit some properties of metals and nonmetals Metals – substances that have the physical properties of luster, conductivity, and malleability; may appear in all three states of matter Nonmetals – substances that have the physical properties of being dull, insulators, and brittle; may appear in all three states of matter Streak – the color of a mineral seen when rubbed on a streak plate Volume – the amount of space that a substance or object occupies
Related Vocabulary: Brittle Conductor Dull Displacement Graduated cylinder
Insulator Magnetism Mineral Mohs’ Scale of Hardness Streak plate
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Physical property State of matter Streak plate Triple beam balance
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter 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 : 17 days SYSTEM RESOURCES
Grade 6 Unit 02 Sample Guiding Questions: Physical Properties of Matter Science Grade 8_6.6A_TEKS Resource System STAAR Analysis Science Grade 8_6.6B_TEKS Resource System STAAR Analysis
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)
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS)
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification
Bold black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR
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
Bolded green text in italics: Student
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) 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.
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS 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
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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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, 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:
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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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: 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
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
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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. 6.2C
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.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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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: 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
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends 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. 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 6.4
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 devices, and other equipment as needed to teach the curriculum.
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to:
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Journals / (science) notebooks Graduated cylinders Triple beam balances Calculators Other equipment as needed to teach the curriculum
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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. 6.6
Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:
6.6A
Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting Standard
Compare METALS, NONMETALS, AND METALLOIDS USING PHYSICAL PROPERTIES Including, but not limited to: Physical properties Luster Conductivity Malleability Magnetism Ductility States of matter Density Note(s):
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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STAAR: This is the first time students have been introduced to classifying elements using physical properties. Students must know definitions and characteristics of the physical properties of metals, nonmetals, and metalloids in order to classify substances by those physical properties. According to the introductory material for Grade 6, “elements are classified as metals, nonmetals, or metalloids based on their physical properties. The elements are divided into three groups on the periodic table. Each different substance usually has a different density, so density can be used as an identifying property.” Project 2061: By the end of the 8th grade, students should know that: There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon). 4D/M6a TxCCRS: VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter. VII. Chemistry – C1 – Know the organization of the periodic table. VII. Chemistry – D1 – Characterize ionic bonds, metallic bonds, and covalent bonds. Describe the properties of metals and ionic and covalent compounds. 6.6B
Calculate density to identify an unknown substance.
Calculate
Supporting Standard
DENSITY TO IDENTIFY AN UNKNOWN SUBSTANCE 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 both divisors and dividends in density calculations (as assessed on STAAR). For example: 14.7g / 2.2cm3 (STAAR Spring 2013
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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Administration, Item #2). In Grade 5 Mathematics, students solved division problems with decimals, in which the four-digit dividend may be a decimal and the two-digit divisor is a whole number with a quotient limited to the hundredths, using strategies and algorithms, including the standard algorithm (5.3G). In Grade 6 Mathematics, students are concurrently learning to divide positive rational numbers to include decimal dividends and divisors (6.3E). Since students have not yet mastered solving for quotients including dividends and divisors with decimals, science teachers are encouraged to work closely with the mathematics teachers to ensure the same language and processes are being taught in both content areas with regards to calculating density. If teachers elect to allow students to use calculators in Grade 6 Science during this unit, it is recommended to revisit calculating density later in the year, without the use of calculators. Students will not be allowed to use calculators to calculate density on the STAAR Grade 8 Assessment. Including, but not limited to: Density – the amount of matter that will fit into a given amount of space Using
, calculate density of objects
Density is measured in grams/cubic centimeter (g/cm3) or grams/millimeter (g/mL) Use density to identify / classify an unknown substance The density of a substance does not change regardless of the quantity of the substance Volume – the amount of space that a substance or object occupies Using L x W x H, calculate the volume of a regularly shaped object Using water displacement, determine the volume of an irregularly shaped object Using a graduated cylinder, determine the volume of a liquid Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
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Volume of a liquid is measured in milliliters (mL) Volume of solids is measured in cubic centimeters (cm3) 1 milliliter (mL) is equal to 1 cm3 Mass – the amount of matter in something Using a triple beam balance or spring scale determine the mass (g) of an object Note(s): STAAR: Students in elementary grades have been introduced to the concept of density as sink / float and relative density (3.5A, 4.5A, 5.5A). The calculation of density can be used in the next grades, but it is explicitly taught at Grade 6 and will be tested on STAAR in Grade 8. Grade 6 is the first time students are required to calculate using a formula in science. The STAAR Grade 8 Science Reference Materials include the formula
for
density as listed above. Grade 8 students may be assessed on STAAR using long division and multiplication with decimals, with or without griddable formats. General education students will not be allowed the use of calculators on the STAAR assessment. TxCCRS: VIII. Physics – A4 – Understand the concept of density. 6.6C
Test the physical properties of minerals, including hardness, color, luster, and streak.
Test PHYSICAL PROPERTIES OF MINERALS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
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Including, but not limited to: Physical property – property of matter that can be observed without changing the composition or identity of the matter Hardness Mohs Hardness Scale Color Luster Streak Note(s): TxCCRS: VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter ELPS#
SUGGESTED DURATION : 17 days
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 08/11/2016
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SUGGESTED DURATION : 17 days
UNIT OVERVIEW This unit bundles student expectations that address the classification of matter (including metals, nonmetals, metalloids, and minerals) using physical properties. Calculating density to identify an unknown substance is also included. Prior to this unit, in Grades 3 – 5, students identified and classified matter based upon physical properties. In Grade 3, students measured, tested, and recorded physical properties of matter, including mass and the ability to sink or float (3.5A). In Grade 4, students measured, compared and contrasted physical properties of matter, including mass, volume, and the ability to sink or float (4.5A). In Grade 5, students classified matter based on physical properties, including mass and relative density (sinking and floating) (5.5A). Students have learned to measure mass using a triple beam balance and to measure liquid volume using a graduated cylinder. Students have not learned to calculate density. In Grade 5 Mathematics, students used basic formulas to calculate volume of a three dimensional cube (5.6A). Students solved division problems with decimals, in which the four-digit dividend may be a decimal and the two-digit divisor is a whole number with a quotient limited to the hundredths, using strategies and algorithms, including the standard algorithm (5.3G). During this unit, students use various tools to measure mass and volume of substances to calculate density of regular and irregular objects in order to identify an unknown substance. Students implement comparative and descriptive investigations of metals, nonmetals, and metalloids using physical properties of luster, conductivity, and malleability. Additionally, they test the hardness, luster, color, and streak of minerals. The concept of minerals is not addressed in the Earth Science units for this grade; therefore, the focus of the standard is on testing the physical properties for classification, not on the minerals themselves. Students use the periodic table to identify the locations of metals, nonmetals, and metalloids for the purpose of seeing how substances with like properties are classified. Students use their science notebooks to collect and record data from investigations on tables, and to communicate valid conclusions supported by the data. Students demonstrate safe practices as outlined in the Texas Safety Standards. In Grade 6 Mathematics, students are concurrently learning to divide positive rational numbers to include decimal dividends and divisors (6.3E). Since students have not yet mastered solving for quotients including dividends and divisors with decimals, science teachers are encouraged to work closely with the mathematics teachers to ensure the same language and processes are being taught in both content areas with regards to calculating density. If teachers elect to allow students to use calculators in Grade 6 Science during this unit, it is recommended to revisit calculating density later in the year, without the use of calculators. Students will not be allowed to use calculators to calculate density on the STAAR Grade 8 Assessment. After this unit, students in Grade 6 will be introduced to the concepts of elements and compounds in relation to the Earth, living matter, oceans, and the atmosphere. In Grade 8, students will explain how properties are used to classify elements on the periodic table. STAAR Note: Although the periodic table is not taught in Grade 6, the content for this unit is an important foundational piece for students in Grade 8, in order to enable them to explain how elements are arranged by properties in the periodic table (metals, nonmetals, and metalloids). This unit builds content for Readiness Standard 8.5C. The concept of identifying matter by comparing metals, nonmetals, and metalloids is tested as a STAAR Grade 8 Assessment Supporting Standard under Reporting Category 1: Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
Matter and Energy. There are no TEKS to support this concept in Grade 7. Students must know definitions and characteristics of the physical properties of metals, nonmetals, and metalloids in order to classify substances by those physical properties. The calculation of density can be used in the next grades, but it is explicitly taught only at Grade 6 and will be tested as a STAAR Grade 8 Assessment Supporting Standard under Reporting Category 1: Matter and Energy. Both a Periodic Table of the Elements and the formula for calculating density are included in the STAAR Grade 8 Science Reference Materials. According to research: “By the end of 8th grade, students should know that a substance has characteristic properties such as density, a boiling point, and solubility, all of which are independent of the amount of the substance and can be used to identify it.” American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online
OVERARCHING UNDERSTANDINGS AND QUESTIONS 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 processes of the system? 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? 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)? Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
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?
OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Systems Science Grade 6 Unit 02 PA 01 Click on the PA title to view related rubric. Compare a sample of a metal, nonmetal, and metalloid using physical properties including luster, conductivity, malleability, magnetism, ductility, and state of matter. Explain, in writing, how the properties of each element relate to its classification as a metal, nonmetal, or metalloid. Standard(s): 6.2A , 6.2C , 6.2E , 6.4A , 6.6A ELPS.c.5B , ELPS.c.5G
UNIT UNDERSTANDINGS Metals, nonmetals, and metalloids are classified based on their physical properties.
Matter Properties
In what ways are physical properties used for the classification of metals, nonmetals, and metalloids?
Physical Constancy Properties Patterns Patterns Charts
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 17 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
Models Processes Associated Scientific Investigation and Reasoning Processes Demonstrate safety Plan, design, and implement investigations Collect data using tools and equipment Record data Analyze, interpret, and evaluate Communicate data Communicate conclusions and make predictions
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 17 days OVERARCHING CONCEPTS UNIT CONCEPTS Systems
Science Grade 6 Unit 02 PA 02 Click on the PA title to view related rubric. Test the physical properties of an unknown mineral. Include the following tests: hardness color luster streak Choose an appropriate graphic organizer to record the results of the above. Given a teacher-provided set of characteristics, identify each mineral. Explain, in writing, how physical properties are used to identify minerals. Standard(s): 6.1A , 6.2C , 6.2D , 6.2E , 6.4A , 6.6C ELPS.c.1C , ELPS.c.1E , ELPS.c.5B , ELPS.c.5G
Matter
UNIT UNDERSTANDINGS Minerals are identified based on their physical properties. In what ways are physical properties used to identify of minerals?
Properties Physical Constancy Properties Patterns Charts Models Processes
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 17 days OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS Unknown substances can be identified by their density.
Science Grade 6 Unit 02 PA 03 Click on the PA title to view related rubric. Calculate the density of a set of unknown mineral samples. Organize the data collected in a data table. Given a teacher-provided density table, use the density of each sample to identify the unknown mineral. Explain, in writing, the process for calculating density. Standard(s): 6.1A , 6.2C , 6.2D , 6.2E , 6.4A , 6.6B ELPS.c.1C , ELPS.c.1E , ELPS.c.5B , ELPS.c.5G
Associated Scientific Investigation and Reasoning Processes
How is density calculated and used to determine the identity of an unknown substance?
Demonstrate safety Plan, design, and implement investigations Collect data using tools and equipment Record data Analyze, interpret, and evaluate Communicate data Communicate conclusions and make predictions
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Misconceptions: Students may think all metals are magnetic, rather than magnets being attracted to materials containing iron, nickel, or cobalt. Students may think any crystal that scratches glass is a diamond, rather than any substance harder than glass having the ability to scratch glass. Students may think density is only related to sinking and floating in water, rather than it being a relationship between the mass and volume of an object or substance.
UNIT VOCABULARY
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
Key Content Vocabulary: Conductivity – ability to conduct electrical current Density – the amount of matter that will fit into a given amount of space Ductility – ability to be stretched into a wire without breaking Hardness – ability of a mineral to resist scratching Luster – how the surface of a mineral appears when it reflects light (e.g., shiny or dull) Malleability – ability to be formed or shaped under pressure (e.g., metals hammered or rolled into thin sheets) Mass – the amount of matter in something Metalloids – substances that exhibit some properties of metals and nonmetals Metals – substances that have the physical properties of luster, conductivity, and malleability; may appear in all three states of matter Nonmetals – substances that have the physical properties of being dull, insulators, and brittle; may appear in all three states of matter Streak – the color of a mineral seen when rubbed on a streak plate Volume – the amount of space that a substance or object occupies
Related Vocabulary: Brittle Conductor Dull Displacement Graduated cylinder
Insulator Magnetism Mineral Mohs’ Scale of Hardness Streak plate
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Physical property State of matter Streak plate Triple beam balance
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter 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 : 17 days SYSTEM RESOURCES
Grade 6 Unit 02 Sample Guiding Questions: Physical Properties of Matter Science Grade 8_6.6A_TEKS Resource System STAAR Analysis Science Grade 8_6.6B_TEKS Resource System STAAR Analysis
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)
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS)
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification
Bold black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR
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
Bolded green text in italics: Student
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) 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.
Demonstrate SAFE PRACTICES DURING LABORATORY AND FIELD INVESTIGATIONS 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
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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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, 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:
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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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: 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
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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UNIT LEVEL SPECIFICITY
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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. 6.2C
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.
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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UNIT LEVEL SPECIFICITY
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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: 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
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Communicate valid conclusions supported by data Using reasoning (argumentation) to explain or justify the claims Predict trends 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. 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 6.4
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 devices, and other equipment as needed to teach the curriculum.
Use APPROPRIATE TOOLS TO COLLECT, RECORD, AND ANALYZE INFORMATION Including, but not limited to:
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
Journals / (science) notebooks Graduated cylinders Triple beam balances Calculators Other equipment as needed to teach the curriculum
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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. 6.6
Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:
6.6A
Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting Standard
Compare METALS, NONMETALS, AND METALLOIDS USING PHYSICAL PROPERTIES Including, but not limited to: Physical properties Luster Conductivity Malleability Magnetism Ductility States of matter Density Note(s):
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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UNIT LEVEL SPECIFICITY
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STAAR: This is the first time students have been introduced to classifying elements using physical properties. Students must know definitions and characteristics of the physical properties of metals, nonmetals, and metalloids in order to classify substances by those physical properties. According to the introductory material for Grade 6, “elements are classified as metals, nonmetals, or metalloids based on their physical properties. The elements are divided into three groups on the periodic table. Each different substance usually has a different density, so density can be used as an identifying property.” Project 2061: By the end of the 8th grade, students should know that: There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon). 4D/M6a TxCCRS: VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter. VII. Chemistry – C1 – Know the organization of the periodic table. VII. Chemistry – D1 – Characterize ionic bonds, metallic bonds, and covalent bonds. Describe the properties of metals and ionic and covalent compounds. 6.6B
Calculate density to identify an unknown substance.
Calculate
Supporting Standard
DENSITY TO IDENTIFY AN UNKNOWN SUBSTANCE 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 both divisors and dividends in density calculations (as assessed on STAAR). For example: 14.7g / 2.2cm3 (STAAR Spring 2013
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
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Administration, Item #2). In Grade 5 Mathematics, students solved division problems with decimals, in which the four-digit dividend may be a decimal and the two-digit divisor is a whole number with a quotient limited to the hundredths, using strategies and algorithms, including the standard algorithm (5.3G). In Grade 6 Mathematics, students are concurrently learning to divide positive rational numbers to include decimal dividends and divisors (6.3E). Since students have not yet mastered solving for quotients including dividends and divisors with decimals, science teachers are encouraged to work closely with the mathematics teachers to ensure the same language and processes are being taught in both content areas with regards to calculating density. If teachers elect to allow students to use calculators in Grade 6 Science during this unit, it is recommended to revisit calculating density later in the year, without the use of calculators. Students will not be allowed to use calculators to calculate density on the STAAR Grade 8 Assessment. Including, but not limited to: Density – the amount of matter that will fit into a given amount of space Using
, calculate density of objects
Density is measured in grams/cubic centimeter (g/cm3) or grams/millimeter (g/mL) Use density to identify / classify an unknown substance The density of a substance does not change regardless of the quantity of the substance Volume – the amount of space that a substance or object occupies Using L x W x H, calculate the volume of a regularly shaped object Using water displacement, determine the volume of an irregularly shaped object Using a graduated cylinder, determine the volume of a liquid Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
TEKS#
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Volume of a liquid is measured in milliliters (mL) Volume of solids is measured in cubic centimeters (cm3) 1 milliliter (mL) is equal to 1 cm3 Mass – the amount of matter in something Using a triple beam balance or spring scale determine the mass (g) of an object Note(s): STAAR: Students in elementary grades have been introduced to the concept of density as sink / float and relative density (3.5A, 4.5A, 5.5A). The calculation of density can be used in the next grades, but it is explicitly taught at Grade 6 and will be tested on STAAR in Grade 8. Grade 6 is the first time students are required to calculate using a formula in science. The STAAR Grade 8 Science Reference Materials include the formula
for
density as listed above. Grade 8 students may be assessed on STAAR using long division and multiplication with decimals, with or without griddable formats. General education students will not be allowed the use of calculators on the STAAR assessment. TxCCRS: VIII. Physics – A4 – Understand the concept of density. 6.6C
Test the physical properties of minerals, including hardness, color, luster, and streak.
Test PHYSICAL PROPERTIES OF MINERALS
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter
SUGGESTED DURATION : 17 days
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Including, but not limited to: Physical property – property of matter that can be observed without changing the composition or identity of the matter Hardness Mohs Hardness Scale Color Luster Streak Note(s): TxCCRS: VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter.
Last Updated 08/11/2016 Print Date 08/19/2016 Printed By Lyndsey Shaw, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Science TITLE : Unit 02: Physical Properties of Matter ELPS#
SUGGESTED DURATION : 17 days
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 08/11/2016
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