6. Scope and Sequence 2016-17
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OUSD 6th Grade Yearlong Scope and Sequence
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Documents titled “OLD” are still functional. They need to put into the “NEW” format.How to Use the 6th Grade Curriculum? CLICK HERE FIRST
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Curriculum Tools folder
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Overarching Question:How can identifying a pattern provide solutions?
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Unit of Study:
Unit 0 - Launch / Like an EngineerUnit 1: EnergyUnit 2 - Weather & ClimateUnit 3 - Climate ChangeBenchmark 1 - OUSD OnlyUnit: Puberty Health Education - Written by OUSD's Community Schools and Student Services DepartmentUnit 4: Body Systems - Structures and Function at ScaleUnit 5 - Reproduction & GeneticsUnit: Science Fair (Floating Unit)
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Table of Contents:Unit 0: ToCUnit 1: ToCUnit 2: ToCUnit 3: ToCTeacher OverviewIn order to obtain curriculum, you must attend the training(s). Contact Ilsa Bertolini at ilsa.bertolini@ousd.orgUnit 4: ToCUnit 5: ToC
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Unit Feedback:Unit 0 FeedbackUnit 1 FeedbackUnit 2 FeedbackUnit 3 FeedbackBenchmark 1 FeebackUnit 4 FedbackUnit 5 Feedback
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Unit Length & Dates:2 weeks6 weeks4 Weeks5 Weeks3 days within
Jan. 13th - 20th
6 days
Sometime between Jan. 30 - Feb. 17
6 Weeks7 Weeks2 Weeks
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Essential Question(s):How can failure lead to innovation?
How can your home minimize energy loss?
What makes the weather in my neighborhood?
How can human activities affect the climate?
Why does fog roll in from the ocean in the late afternoon?How does our body respond to change?How do we ensure traits are passed on from one generation to the next?Reference the OUSD Science Fair Participation Guidelines on the website
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Anchor Phenomenon: N/ABalloon in a freezerWhat makes a cloud?Why is it getting hotter?Bay Area afternoon fogWhy do we sweat?Why do we look similar and different from our family and peers?
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Storyline: (Students' role)You are an engineer investigating structures to build for the future. You are an architect who will design a home for a community that will maximize thermal energy transferYou are a meteorologist advising some adventurers on a trip they plan to take. Why are different places on Earth so hot, cold, dry, windy, wet, and sunny?You have been hired by the City of Oakland to come up with a plan to mitigate our impact on our environment by decreasing greenhouse gas emissions. You will need to explain the current situation, describe your plan, and convince the City of Oakland to adopt your plan.-You are you. You are a Public Health Consultant developing team games for Extended Day Programs that will help 5th graders understand how exercise helps keep their bodies and minds healthy. Partners or individuals will design a brochure that looks at the interaction between several organ systems and explain the role cells, tissues and organs have in carrying out vital functions to maintain health.You are an agricultural scientist advising farmers on how to improve the quality of the crops they produced. Partners or individuals will construct an argument as to which breeding strategy is recommended to almond farmers. As an agricultural scientist, your report must include evidence around the influence of environmental and genetic factors.
K-12 OUSD Science Fair website
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Learning Tasks:6.0.0: Building a Tower6.1.0: Investigation Hot and Cold6.2.0: The Weight of Air6.3.0: Ecological Footprint-Pre-teach Lesson6.4.0 Kickball! 6.5.0: Human Traits Survey
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6.0.1: What happen here?6.1.2: Thermal Energy6.2.1: Radiation and Convection - Clouds6.3.1: CO2 and Temperature-Lesson 1 - What's happening to my body?6.4.1: Body Systems6.5.1: Structures & Behavior for Reproductive Success
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6.1.2: Energy Efficient Building6.1.2: Heat Reservior - Land and Water6.3.2: Effects of Increased Temperatures-Lesson 2 - Am I normal?6.4.2: Microorganisms6.5.2: Genes, Alleles, and Punnett Squares
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6.1.3: Chill Out6.2.3: Oceanic and Atmospheric Circulation - Wind and Landforms6.3.3: Mitigations-Lession 3 - Where do babies come from?6.4.3: The Building Blocks6.5.3: Environmental Factors
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-Lession 4- Who am I?6.4.4: Health
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-Lession 5 - How do I talk about my feelings?
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6.0.S: Building a Bridge6.1.S: Building for Change6.2.S - Extreme Weather6.3.S: Mitigation at the Local Level-6.4.S: The More You KNow6.5.S: Planning for the Next Generation
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NSS Alignment
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Performance Expectations (PEs) - Linked to Evidence Statements. Evidence Statements should not be used as assessments but as a guide. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.6-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climatesMS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
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MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.6-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climatesMS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
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MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.6-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
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MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
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MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
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MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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Science and Engineering Practices (SEPs):1. Asking Questions and Defining Problems1. Asking Questions and Defining Problems1. Asking Questions and Defining Problems1. Asking Questions and Defining Problems
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2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and Using Models2. Developing and using Models
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3. Planning and Carrying Out Invesitgations
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4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data4. Analyzing and Interpreting Data
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5. Using Mathematics and Computationsal Thinking5. Using Mathematics and Computationsal Thinking
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6. Constructing Explanation and Designing Solutions6. Constructing Explanations and Designing Solutions6. Constructing Explanations and Designing Solutions6. Constructing Explanations and Designing Solutions6. Constructing Explanations and Designing Solutions6. Constructing Explanations and Designing Solutions6. Constructing Explanations and Designing Solutions
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7. Engaging in Argument from Evidence7. Engaging in Arguemtn from Evidence
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8. Obtatining, Evaluating, and Communication Information8. Obtatining, Evaluating, and Communication Information8. Obtatining, Evaluating, and Communication Information8. Obtatining, Evaluating, and Communication Information
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Disciplinary Core IdeasPS3.A-Defining Energy
PS3.B-Energy Transfer
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LS1.A-Structure and Function
LS1.B-Growth and Function
LS1.A-Structure and Function
LS1.D-Information Procressing
LS1.B-Growth and Development of Organisms
LS3.B-Variation of Traits
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ESS2.C-The Role of Water in Earth's Surface
ESS2.D-Weather and Climate
ESS3.C-Human Impacts on Earth Systems
ESS3.D-Global Climate Change
ESS2.C-The Role of Water in Earth's Surface
ESS2.D-Weather and Climate
ESS3.C: Human Impacts on Earth Systems
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ETS1.A Defining and Delimiting an Engineering Problem
ETS1.B-Developing Possible Solutions
ETS1.C-Optimizing the Degin Solution
ETS1.A Defining and Delimiting an Engineering Problem
ETS1.B-Developing Possible Solutions
ETS1.C-Optimizing the Degin Solution
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Crosscutting Concepts (CCC):1. Patterns1. Patterns
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2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect2. Cause and Effect
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3. Scale, Proportion, and Quantity3. Scale, Proportion, and Quantity
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4. Systems and System Models4. Systems and System Models4. Systems and System Models4. Systems and System Models4. Systems and System Models
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5. Energy and Matter
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6. Structure and Function6. Structure and Function6. Structure and Function6. Structure and Function
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7. Stability and Change7. Stability and Change7. Stability and Change
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