Ephrata Area School District, Ephrata, PA 17522 Building/Level: Intermediate School Standards Reading CC.3.5.6-8.G CC.3.5.6-8.H CC.3.5.6-8.A CC.3.5.6-8.B CC.3.5.6-8.C CC.3.5.6-8.D CC.3.5.6-8.F Writing CC.3.6.6-8.A CC.3.6.6-8.B CC.3.6.6-8.C CC.3.6.6-8.D CC.3.6.6-8.E CC.3.6.6-8.F

Time Period 45 Days (One marking period)

Content (Big Ideas, EQ) •

Students experiment with variables that do and do not affect the behavior of pendulums. • Students construct a fleet of paper-cup boats and discover how many passengers (pennies) each will hold before sinking. • Students construct rubber banded power airplanes and fly them on a line. • Students manipulate small catapults called flippers to investigate the variables that contribute to the highest and longest flips of objects.

Curriculum Map Subject Area: Science - Variables Competencies/ Objectives

Concepts/Skills Pendulums Variables Mass Length Graphing Predicting Capacity Distance Controlled Experiment Independent Variable Dependent Variable System Angles

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Grade(s): 6 Unit 1 - Science

Students build and observe standard pendulums made from strings and pennies. Using controlled experimentation, the variables of mass, release position, and length are tested to see how they affect the number of swings the pendulum completes in a given amount of time. Students are introduced to a two-coordinate graph Students construct standard paper-cup boats and test them too find out how many passengers they can carry. Students conduct controlled experiments to discover how many passengers each boat can carry. Students swap fleets of boats with another group and make predictions.

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Assessment

Materials

Lab assignment sheets Journals Response Sheets Science Stories Unit Exam

Science Journal Science Stories FOSS Materials

Strategies/ Interventions Peer Collaboration Lab Work Reading Skills Direct Instruction

Ephrata Area School District, Ephrata, PA 17522 Building/Level: Intermediate School Standards

Time Period

Content (Big Ideas, EQ)

Curriculum Map Subject Area: Science - Variables Competencies/ Objectives

Concepts/Skills

• Students construct a model • •

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propeller-driven plane that flies along a fishing line. Students identify the variables that can affect flight. Students design controlled experiments for testing the effect of other variables on their plane system. Students plot the results of controlled experiments on two-coordinate graphs. Students construct catapults. Students explore their catapult system by varying the mass of the object flipped, the angle of the flipper system, and the length of the flip system. Students design and carry out their own controlled experiment to investigate consumer products.

Grade(s): 6 Unit 1 - Science Assessment

Materials

Strategies/ Interventions

Ephrata Area School District, Ephrata, PA 17522 Building/Level: Intermediate School Standards Reading CC.3.5.6-8.G CC.3.5.6-8.H CC.3.5.6-8.A CC.3.5.6-8.B CC.3.5.6-8.C CC.3.5.6-8.D CC.3.5.6-8.F Writing CC.3.6.6-8.A CC.3.6.6-8.B CC.3.6.6-8.C CC.3.6.6-8.D CC.3.6.6-8.E CC.3.6.6-8.F

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Time Period 45 Days (One marking period)

Curriculum Map Subject Area: Science – Levers and Pulleys

Content (Big Ideas, EQ)

Concepts/Skills

*What is the relationship between effort and work? 1. What happens to the effort needed to lift a load as the position where the effort is applied changes? 2. What happens to the effort needed to lift a load as the position of the load changes? 3. How many ways can you arrange the fulcrum, load, and effort in a lever system? 4. How can we predict the effort needed to lift the load in a pulley system? 5. What is the relationship between the mechanical advantage and the distance the load an effort move in a pulley-system?

1a. Gain experience with the concept of force and the application of force to do work. 1b. Identify & create three different parts of a lever system. 1c. Design a variety of pulley systems. 1d. Use data to develop and communicate expectations. 1e. Use measurement & mathematics in a scientific investigation. 1f. Systematically collect and interpret data. 1g. Graph data to discover relationships between effort and work. 1h. Identify the mechanical advantage provided by lever systems and pulley systems. 1i. Use diagrams to translate 3D relationships into 2

Competencies/ Objectives •

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Gain experience constructing and using levers. Learn the concepts of lever arm, fulcrum, load, and effort. Experience one advantage that can be gained by using a lever. (reduced effort) Collect, organize, and analyze data from lever experiments. Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating. Learn to identify class-1, class-2, and class-3 levers. Diagram levers to show placement and direction of the load and effort. Analyze common tools in terms of levers. Assemble and investigate one and two pulley systems.

Grade(s): 6 Unit 2 - Science Assessment Formative Assessments: Teacher observation Student data sheets Student written response sheets Performance assessments lab sheet / notebook Active participation involving a student’s ability to “DO” science rubric

Summative Assessments: End of module assessment Portfolio / Unit Packet evaluation

Materials Science Journal Science Stories FOSS Materials Inspire Flipcharts

Strategies/ Interventions Peer Collaboration Lab Work Reading Skills Direct Instruction Small group instruction

Ephrata Area School District, Ephrata, PA 17522 Building/Level: Intermediate School Standards

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Time Period

Curriculum Map Subject Area: Science – Levers and Pulleys

Content (Big Ideas, EQ)

Concepts/Skills

*How does a machine affect the amount of effort needed to complete work? 6. How can a lever make work easier? 7. What classes of levers can we find in the real world, and how are they used to make work easier? 8. What other levers do we find around us? 9. How much effort is needed to lift a load in a one-pulley system, and is it always the same? 10. How many ways can two pulleys be assembled to provide different levels of advantage? 11. How does the advantage of a pulley system change with different set-ups?

dimensions. 1j. Analyze real-world tools and machines in terms of the simple machines that make them work.

Competencies/ Objectives • Learn vocabulary •

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associated with pulley systems. Discover the advantages of using pulleys. (decreases in effort and change in direction of effort) Diagram pulley systems Investigate pulleys systems with one and two pulleys. Discover the relationship between the number of ropes pulling on a load and the effort required to lift that load. Record and compare the distance moved by the load and the effort in four different pulley systems.

Grade(s): 6 Unit 2 - Science Assessment

Materials

Strategies/ Interventions

Ephrata Area School District, Ephrata, PA 17522 Building/Level: Intermediate School Standards

Time Period

Content (Big Ideas, EQ) *What advantages can be gained by using a simple machine? 12. What conventions can be used so we can communicate in the same language and have an efficient way to record the lever systems we build? 13. What other lever and pulley systems can be designed?

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Curriculum Map Subject Area: Science – Levers and Pulleys Concepts/Skills

Competencies/ Objectives

Grade(s): 6 Unit 2 - Science Assessment

Materials

Strategies/ Interventions