|Unit of Instruction||The Process of Science and Energy|
SC.6.N.2.1 Distinguish science from other activities involving thought.
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered
SC.6.N.1.1 Define a problem from the sixth-grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation and explain the relative benefits and limitations of each.
|Learning Targets and Learning Criteria|
plan and carry out various types of scientific investigations
differentiate between an experiment (control group and variables) and other types of scientific investigations
differentiate the benefits and limitations of different types of science investigations
make predictions or form a hypothesis
identify control groups for each experiment
draw and defend conclusions
describe science as the study of the natural world
give examples and non-examples of science
describe science as both long lasting and strongly supported by data through experimentation, yet open to change
Students will observe a phenomenon, then cite evidence as change occurs
Student will participate in a lab, create a theory, then collect data to verify or discount theory
Students will study the differences between prediction and hypothesis and how it relates to the conducting of experiments.
Students will compare 6 different science strategies which use the scientific method, then compile their own idea of what the scientific method means to them.
Interactive science notebook (ISN) is needed each day. The first formative assessment on Hypothesis will be this week.
ESE and 504 accomodations: Students will be given tasks that are broken up in small, manageable pieces. A copy of the teacher’s notes will be available for notetaking. The teacher will assess in a small group. Preferential seating will be used. Teacher will adjust the pace of instruction based on student need (green red cup method).