6th Grade Science Curr Map 2014-152

JCPS 6
th
Grade Science Curriculum Map

Assessment Cycle 1/Unit 1
Next Generation Science Standard (NGSS): MS-PS1: Matter and Its Interactions
Assessment 1 Key Focus Topics:
1) Properties of Matter 2) Thermal Energy 3) States of Matter
NGSS Dimension 1: Science and Engineering Practices
Recognizing that each of the eight science practices play an important role in every instructional cycle, special emphasis is placed on the following practice(s)
for this standard: Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, and Obtaining,
Evaluating, and Communicating Information.
NGSS Dimension 2: Crosscutting Concepts
During this instructional cycle special emphasis will be placed upon making explicit connections between the content and the following crosscutting
concept(s): Patterns, Cause and Effect, Scale Proportion and Quantity, Energy and Matter, and Structure and Function.
NGSS Physical Science
Disciplinary Core Ideas
(Chap.5)
Suggested Unit Learning
Targets
Suggested
Pacing
Instructional Resources/Teacher Notes
PS1.A: Structures &
Properties of Matter

Each pure substance has
characteristic physical and
chemical properties (for
any bulk quantity under
given conditions) that can
be used to identify it.
(PS1-2, PS1-3)
Gases and liquids are
made of molecules or
inert atoms that are
moving about relative to
each other. (PS1-4)
In a liquid, the molecules
are constantly in contact
with others; in a gas, they
are widely spaced except
when they happen to
I can identify physical
and chemical
properties.
I can identify
properties of physical
and chemical
changes.
I can explain how the
Periodic Table is
organized.
I can describe the
behavior of particles
in a gas.
I can describe how
particles of a gas
behave when they are
compressed or
expanded.
I can compare
expansion,
36 days

Unit 1: Chemical Interactions: Investigations 1-5

FOSS Investigation 1 Substances
** Click here to access Inv. 1 Teacher Notes and Resources.
o Refer to Teacher Notes for Inv. 1 for edits to Teacher Guide.
o Add the physical/chemical properties card sort.
o Formative Assessment: CER Scientific Explanation

FOSS Investigation 2 Elements
o Part 1: Steps 1-5 stay the same.
o Steps 6-9 are optional
o Part 2: Omit Step 12
Important!
All linked resources below are those from 2013-14. This
summer edits will be made be sure to check back in
late July to access revised or additional resources.

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collide. In a solid, atoms
are closely spaced and
may vibrate in position but
do not change relative
locations. (PS1-4)
Solids may be formed
from molecules, or they
may be extended
structures with repeating
subunits (e.g., crystals).
(PS1-1)
The changes of state that
occur with variations in
temperature or pressure
can be described and
predicted using these
models of matter. (PS1-4)

contraction, and
compression.
I can explain how gas
will behave when
heated or cooled.
I can describe the
arrangement and
motion of particles in
solids, liquids, and
gases.
I can explain how
liquid behaves when
heated or cooled.
I can explain
temperature change,
heat and energy
transfer when
different
temperatures of
water are mixed.
I can explain the 3
methods of heat
transfer.
I can explain energy
transfer when
particles collide.
I can give examples of
the Law of
Conservation of
Energy and explain
them.

FOSS Investigation 3 Particles
o Formative Assessment Option: Inv. 3 mini assessments
o Intervention Option: simulation for students still struggling with
particulate nature of matter:
http://phet.colorado.edu/en/simulation/gas-properties
FOSS Investigation 4 Kinetic Energy
** Click here to access Inv. 4 additional Resources.
o Part 1: No changes
o Part 2: DEMO
o Keep step 1-14 but demo the liquid expansion/contraction to
the class.
o You should be able to do both part 2 & 3 in the same day.
o Intervention Option: For students still struggling with heating and
cooling:
http://phet.colorado.edu/en/simulation/states-of-matter

FOSS Investigation 5 Energy Transfer

*Unit 1 Chemical Interactions will continue into Assessment Cycle 2.

PS3.A: Definitions of Energy

The term heat as used in
everyday language refers
both to thermal motion
(the motion of atoms or
molecules within a
substance) and radiation
(particularly infrared and
light). In science, heat is
used only for this second
meaning; it refers to
energy transferred when
two objects or systems are
at different temperatures.
(PS1-4)
Temperature is not a
measure of energy; the
relationship between the
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temperature and the total
energy of a system
depends on the types,
states, and amounts of
matter present. (PS1-4)

NGSS Performance Expectations:

PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or
removed.

Thermal Energy
States of Matter

Science Proficiency Assessment 1

Download SPA 1 from CASCADE upon
release

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Assessment Cycle 2/Unit 1 (continued) and Unit 2
Next Generation Science Standard (NGSS): MS-PS1: Matter and Its Interactions
1) Phase Changes 2) Chemical Reactions 3) Forces and Interactions
Unit 1 (KFT 1 and 2) and Unit 2 (KFT 3)
for this standard: Asking Questions and Defining Problems, Planning and Carrying Out Investigations, Constructing Explanations and Designing Solutions,
Engaging in Argument from Evidence.
concept(s): Patterns, Cause and Effect, Scale Proportion and Quantity, Systems and System Models, Stability and Change, Energy and Matter, and Structure
and Function.
NGSS Physical Science
Disciplinary Core
Ideas
(Chap.5)
Targets
Suggested
Pacing
PS1.A: Structures &

Substances are
made from different
types of atoms,
which combine with
one another in
various ways. Atoms
form molecules that
range in size from
two to thousands of
atoms. (PS1-1)

PS1.B: Chemical
Reactions

Substances react
I can identify
properties of physical
and chemical changes.
I can differentiate
between dissolving
and melting.
I can explain the
following processes at
the particle level:
melting, freezing,
evaporation,
condensation.
I can explain the
relationship among
substances, elements,
and atoms.
I can explain the
relationship between

18 days

Unit 1: Chemical Interactions, continued

FOSS Investigation 7- Phase Change
o Optional Melting vs. Dissolving graphic organizer
o Part 3: DEMO Steps 1-9 Move forward with steps 10-13 with no changes
o After students complete the Freeze Water investigation, have
them examine their graphs. In order to get a good set of data,
students will need at least 30 full minutes. Students graphs should
mirror the one in the FOSS teachers guide. The emphasis during
discussion of the graphs should center around two big ideas:
1. Notice the places on the graph where the temperature of the
water is decreasing at the same time that the temperature of the
ice is increasing. What is happening in terms of energy transfer
when that occurs? (This helps students connect this new experience
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chemically in
characteristic ways.
In a chemical
process, the atoms
that make up the
original substances
are regrouped into
different molecules,
and these new
substances have
different properties
from those of the
reactants. (PS1-2,
PS1-3, PS1-5)

The total number of
each type of atom is
conserved, and thus
the mass does not
change. (MS-PS1-5)

PS3.A: Definitions of
Energy

The term heat as
used in everyday
language refers both
to thermal motion
(the motion of
atoms or molecules
within a substance)
and radiation
(particularly infrared
and light). In
science, heat is used
only for this second
meaning; it refers to
elements and
compounds.
I can explain and give
examples of a
chemical reaction.
I can describe a
chemical reaction in
terms of atoms and
molecules, substances,
energy, and mass.
I can identify and use
reference points to
calculate distance.
I can graph the motion
of an object using
correct labels, units,
and plotting.
I can calculate speed
using distance and
time.
I can compare
constant velocity and
acceleration.
I can describe the
effect of force on the
motion of an object.
I can describe the
force of friction and its
effects on the motion
of an object.
I can calculate the net
force acting upon an
object.
I can explain how
balanced and
unbalanced forces can
change the motion of

back to their work in Investigation 5. The graph serves as a visual
confirmation that energy is leaving the water and transferring into
the ice.)
2. Notice the parts of the graph where the line(s) flatten out. What
do you think is happening there? What things are changing? What
is not changing? What is happening to the energy in the system
when the lines are flat? (The plateaus on the graph mark the
moments when phase change is actually occurring. In this example,
the water was in the process of freezing and the ice was in the
process of melting. The temperature is not changing during this
time because the energy is being used to do the work of phase
change.)
o This can lead to a further discussion of phase change diagrams and
what they represent. This isnt the emphasis of the investigation,
but can help reinforce phase change ideas.
o Optional PowerPoint on phase change diagrams.
o Optional Gas to Solid graphic organizer

FOSS Investigation 8- Solutions
o Part 2: Skip
o Part 3: Skip
o Add the Mixtures and Solutions Reading
o Add the Mixtures/Solution/Element card sort

Physical and Chemical Changes (District created)
** Click here to access Physical and Chemical Changes Resources.
o Physical/Chemical Changes Stations
o Physical/Chemical Changes Formative Assessment Unit

FOSS Investigation 9- Chemical Reactions
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energy transferred
when two objects or
systems are at
different
temperatures. (PS1-
4)
Temperature is not a
measure of energy;
the relationship
between the
temperature and the
total energy of a
system depends on
the types, states,
and amounts of
matter present.
(PS1-4)

PS2.A: Forces and
Motion

For any pair of
interacting objects,
the force exerted by
the first object on
the second object is
equal in strength to
the force that the
second object exerts
on the first, but in
the opposite
direction (Newtons
third law). (MS-PS2-
1)

an object.
I can explain the role
inertia plays in an
objects motion.
acceleration of an
object is affected by
the strength of the
unbalanced force
acting on it, and its
mass.
I can identify the
forces involved when
two objects interact
with each other.

20 days

o Add the Conservation of Mass Lab
o Refer to Inv. 9 Resources to see the lab. This is a guided
investigation in which students prove the law of conservation of
mass.
o Add the Conservation of Mass reading.

Unit 2: Next Generation Science Standard (NGSS):
MS-PS1: Matter and Its Interactions

Unit 2: Forces and Interactions
**Click here to access Student Notebook.

Getting to Know Motion-
FOSS Investigation 1- From Here to There
o Part 1- Omit first day of free experimentation with air trolleys
o Omit Moving Along multimedia

FOSS Investigation 2- Speed
o Omit Part 1Who Got There First?
o Omit Reading Time: The Infinite Line
o Omit Part 3 Measuring Time and Distance
o OPTIONAL readings: First in Flight and How Fast Do Things Go?
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The motion of an
object is determined
by the sum of the
forces acting on it; if
the total force on
the object is not
zero, its motion will
change. The greater
the mass of the
object, the greater
the force needed to
achieve the same
change in motion.
For any given object,
a larger force causes
a larger change in
motion. (MS-PS2-2)

All positions of
objects and the
directions of forces
and motions must
be described in an
arbitrarily chosen
reference frame and
arbitrarily chosen
units of size. In
order to share
information with
other people, these
choices must also be
shared. (MS-PS2-2)

FOSS Investigations 3 and 4- OMIT
FOSS Investigation 5- Acceleration
** Click here to access 5.1 Teacher Notes and Resources
o Part 1-
o Omit Part 2
o Omit Part 3
o Omit Part 4
o Omit Readings
o OPTIONAL: Multimedia Dotmaker program

Newtons First Law -
** Click here to access Newtons First Law Resources
o Use the Newton's First Law Stations teachers guide to establish stations
through which students will rotate. Use the questions within the
teachers guide to help debrief the stations and guide students to reflect
upon the experiences through the lens of Newtons first law.
o Include Newtons Laws Reading and Graphic Organizer (See Newtons
First Law Resources)
Students will begin by filling out the graphic organizer
for Newtons First Law. They will return to the graphic
organizer throughout the unit to add more
information as their understanding of the laws grows.
o Include the Response Sheet/Exit Slip (See Newtons First Law Resources)
to formatively assess student understanding.

Newtons Second Law-
FOSS Investigation 6- Force
**Click here to access Newtons Newton's Second Law Resources
o Part 1- Push and Pull

Teachers Notes- For best results use a new piece of
index card with every class period and replace the
rubber bands every few periods.
It is best to be explicit with students that the
pushers are not scientifically accurate, but can be
used for our purposes in class.
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Addition to Pushes and Pulls C- Add a meter tape to
the student materials. Ask students to measure the
distance moved by a load of three masses when
pushed with 4N of force. Then ask them to push the
same load with 8N of force. Guide students to
compare their results. Ask them what conclusions we
can draw from these results.
o Return to the Newtons Laws reading and read about Newtons second
law (See Newtons Second Law Resources). Have students populate the
graphic organizer with any new information that students have learned.
o Part 2- Friction
Teachers Notes- The pulleys that are included with
the module are very weak. For best results either use
substitute pulleys (available in some buildings) or be
explicit with students that one group member is going
to need to hold the pulley steady while the lab is in
progress,
For best results consider substituting glue sticks in for
the straws that are used to decrease friction
underneath the sled.
Discuss connections from this activity to both
Newtons first and second laws as a part of the class
discourse.
o Include Part 3 (All)
o OPTIONAL- Part 4 (Multimedia)
o OPTIONAL Readings: Aristotle, Galileo, and Newton, Force Bench

Newtons Third Law
**Click here to access Newtons Third Law Resources
o Use the Newtons Third Law Stations teachers guide to establish
stations through which students will rotate. Use the questions within
the teachers guide to help debrief the stations and guide students to
reflect upon the experiences through the lens of Newtons third law.
Emphasize the common patterns that all of the experiences shared.

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PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.

PS1-2: Analyze and interpret data on the properties of substances before and after the substance interact to determine if a chemical reaction has occurred.

PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

MS-PS2-1: Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects.

MS-PS2-2: Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the object and the mass of the
object.

Phase Changes
Chemical Reactions
Forces and Interactions


release

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Assessment Cycle 3/Unit 3 and Unit 4
Next Generation Science Standard (NGSS): MS- ESS2: Earths Systems
1) Rock Cycle 2) Plate Tectonics 3) Earths Place in the Universe
Unit 3 (KFT 1 and 2) and Unit 4 (KFT 3)
for this standard: Constructing Explanations, Developing and Using Models, Analyzing and Interpreting Data.

concept(s): Patterns, Systems and System Models.
NGSS Earth Space
Science Disciplinary
Core Ideas
(Chap. 7)
Targets
Suggested
Pacing
ESS2.A: Earths
Materials and Systems

All Earth processes
are the result of
energy flowing and
matter cycling within
and around the
planets systems.
This energy is
derived from the sun
and Earths hot
interior. The energy
that flows and
matter that cycle
produce chemical
and physical changes
in Earths materials
of density in
convection currents in
the earths mantle.
I can explain the heat
transfers involved in
convection currents.
I can explain the effect
of convection currents
on the earths tectonic
plates.
I can describe the
changes in continental
position over time.
I can analyze fossil and
geological data to
provide evidence to
support the theory of

31-36 days

Unit 3: Earths Systems

The Teacher Guide for the lessons below are not from a module.
**Click here to access these guides.

Lesson 1-Density
Lesson 2 Earths Layers
Lesson 3- Convection Currents
Lesson 4- Continental Drift
Lesson 5- Seismic News
Lesson 6- Sea Floor Spreading
Lesson 7- Plate Tectonics
Lesson 8- Dynamic Planet

Earth History Module and mini lessons:
Lesson 9- FOSS Investigation 3- Grand Canyon Rocks
Part 1 & 2 only
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and living
organisms. (ESS2-1)

The planets systems
interact over scales
that range from
microscopic to
global in size, and
they operate over
fractions of a second
to billions of years.
These interactions
have shaped Earths
history and will
determine its future.
(ESS2-2)
_____________________
ESS2.B: Plate Tectonics
and Large-Scale System
Interactions

Maps of ancient land
and water patterns,
based on
investigations of
rocks and fossils,
make clear how
Earths plates have
moved great
distances, collided,
and spread apart.
(ESS2-3)
_____________________
ESS2.C: The Roles of
Water in Earths
Surface Processes
continental drift.
I can recognize and
describe patterns in
seismic activity.
I can explain the
process of sea-floor
spreading in terms of
cycling matter.
I can use models to
predict possible plate
interactions.
processes of
weathering, erosion,
and deposition
contribute to the
formation of
sedimentary rock.
I can make inferences
based on evidence
about the source of
sedimentary rock
particles and the
environment of
deposition.
I can classify and
compare sedimentary,
metamorphic, and
igneous rocks.
I can explain cause and
effect relationships in
the rock cycle.
I can compare
constructive and
destructive forces on
Earth in order to make
predictions about

Skip Reading From the Little Colorado to the Foot of the Grand Canyon

Lesson 10- FOSS Investigation 4- My Sediments Exactly
Part 1,2,3,4 only
When teaching part 2 add the concepts of chemical and physical weathering
when in step 7.
Optional reading on chemical and physical weathering can be found at:
http://www.classzone.com/science_book/mls_grade7_FL/231_236.pdf
Optional video can be found on www.Brainpop.com
Optional experience: On the FOSS Earth History site a good resources for
small groups is the Geology Lab: Earth Processes.

Lesson 11- Constructive/Destructive Mini Lesson
**Click here to access this lesson.

Lesson 12- FOSS Investigation 8- One Rock to Another
Part 1 only
Skip Reading The Story of the Wrightwood Marble

Lesson 13-Rock Cycle Mini Lesson
**Click here to access this lesson.

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Waters movements
both on the land
and underground
cause weathering
and erosion, which
change the lands
surface features and
create underground
formations. (ESS2-
2)

ESS1.A:The Universe
and Its Stars

Patterns of the
apparent motion of
the sun, the moon,
and stars in the sky
can be observed,
described, predicted,
and explained with
models. (ESS1-1)
Earth and its solar
system are part of
the Milky Way
galaxy, which is one
of many galaxies in
the universe. (ESS1-
2)

landforms.
of water in processes
that change Earths
surface.

I can describe the
relationship among
the sun, Earth, and
moon.
I can describe the
rotation and
revolution of Earth and
the moon.
I can explain the
reasons for the
apparent motion of
the sun across the sky.
I can explain the
causes of the Earths
seasons.

30 days

Unit 4: Next Generation Science Standard (NGSS):
MS- ESS1: Earths Place in the Universe

Unit 4: Earths Place in the Universe

Earth in Space Module:

Lesson 1-Thinking About Earth As a Planet

Lesson 2 -Introducing the Sun-Earth-Moon System
o Omit Folklore reading

Lesson 3- Tracking Shadows
o Omit How to View the Sun Safely reading

Lesson 4- Seasons on Earth
o Omit Steering by the Stars reading

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ESS1.B: Earth and the
Solar System

The solar system
consists of the sun
and a collection of
objects, including
planets, their moons,
and asteroids that are
held in orbit around
the sun by its
gravitational pull on
them. (ESS1-2, ESS1-
3)

This model of the
solar system can
explain eclipses of the
sun and the moon.
Earths spin axis is
fixed in direction over
the short-term but
tilted relative to its
orbit around the sun.
The seasons are a
result of that tilt and
are caused by the
differential intensity
of the sunlight on
different areas of
Earth across the year.
(ESS1-1)

The solar system
appears to have been
formed from a disk of
dust and gas, drawn
I can describe the
patterns of the phases
of the moon and
make predictions
about its appearance.
I can compare the
positions of the sun,
Earth, and moon
during eclipses.
I can describe the
objects that make up
our solar system.
I can compare the
distances of the
objects that make up
our solar system from
the sun using a scale
model.
I can describe the
force of gravity.
I can describe the role
of gravity in the
motion of the objects
in the solar system.
I can describe the role
of gravity in the
formation of the solar
system.
I can compare and
contrast the planets
in our solar system.

Lesson 5- Investigating Lunar Phases
**Click here to access Lesson 5 Resources.
o Omit Apollo 11 Lands on the Moon reading
o Include new The Phases of the Moon reading with Graphic
Organizer
o Omit poster making on page 62 (#4-5) of Teachers Guide

Lesson 6- Solar and Lunar Eclipses
o Omit Pinhole Projectors reading and Making a Pinhole
Projector activity

Omit Lessons 7-10

Lesson 11- NEW Earth in Space Lesson 11
o Omit existing EIS Lesson 11 and use revised version
o Include What Else Orbits the Sun? Reading with Graphic
Organizer

Additional Optional Resources for Lesson 11 include:
o Planet size comparison simulation:
http://sciencenetlinks.com/interactives/messenger/psc/PlanetSize.html

o Planetary size and distance comparison
http://education.nationalgeographic.com/education/activity/planetary-size-and-
distance-comparison/?ar_a=1

Lesson 15- Gravity and Orbital Motion
o Include How did the Solar System Form? Reading with Graphic
Organizer
o Omit Mission: Saturn, Uranus, and Neptune Reading

Lesson 19- NEW Identifying Solar System Patterns
o Omit existing EIS Lesson 19 and use revised version Omit the
brochure project
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together by gravity.
(ESS1-2)
o New Student Sheets are in the Science Notebook

Teacher Notes/Recommendations:
As time allows, considerations could be made to incorporate instruction
regarding tides along with these S-E-M ideas. Tides are mentioned in the
framework for ESS1-1, as well as the NGSS Storyline for the topic, but are
not explicitly addressed in the Performance Expectation. The Earth In Space
module Lesson 16 pages are still available at the end of the student
notebook in the event this extension would be beneficial to your students.


ESS2-1: Develop a model to describe the cycling of Earths materials and the flow of energy that drives this process.

ESS2-2: Construct an explanation based on evidence for how geosciences processes have changes Earths surface at varying time and spatial scales.

ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate
motions.

ESS1-1: Develop and use a model of the Earth-sun- moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

ESS1-2: Develop and use a model to describe the role of gravity in the motions within the galaxy and the solar system.

ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.

Rock Cycle
Plate Tectonics
Earths Place in Universe


release

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Assessment Cycle 4/Unit 5
Next Generation Science Standard (NGSS): MS- ESS2: Earths Systems
1) Water Cycle 2) Weather 3) Climate
for this standard: Developing and Using Models, Planning and Carrying Out Investigations, & Analyzing and Interpreting Data.

concept(s): Systems and System Models, Cause and Effect, Energy and Matter, & Patterns.
NGSS Earth Space
Science Disciplinary
Core Ideas
(Chap. 7)
Targets
Suggested
Pacing
ESS2.C: Roles of Water in
Earths Surface
Processes

Water continually
cycles among land,
ocean, and
atmosphere via
transpiration,
evaporation,
condensation and
crystallization, and
precipitation, as well
as downhill flows on
land. (MS-ESS2-4)

Global movements of
water and its changes
in form are propelled
I can describe
the properties of
a gas.
I can describe
the motion of
gas particles.
I can describe the
effect of
compression on a
gas.
I can describe
where weather
happens.
I can describe the
composition and
temperature
changes that occur
throughout Earths
atmosphere.

30-34
days

Unit 5: Weather and Water

Weather and Water Module:

Getting to know Weather and Water
FOSS Inv. 1: What is Weather?
Part 1- omit reading Naming Hurricanes
Part 2- omit steps 5-14
Consider doing the Extending the Experience from the TG on pages 54-56.

FOSS Inv. 2: Wheres the Air?
Part 1-no changes
Part 2-Read A Thin Blue Veil as a class stopping periodically to assess
student understanding.

FOSS Inv. 4: Heat Transfer
Part 1- omit reading Thermometer: A Device to Measure Temperature
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by sunlight and
gravity.
(MS-ESS2-4)

The complex pattern
of the changes and
the movement of
water in the
atmosphere,
determined by winds,
landforms, and ocean
temperatures and
currents, are major
determinants of local
weather patterns.
(MS-ESS2-5)
______________________
ESS2.D: Weather and
Climate

Weather and climate
are influenced by
interactions involving
sunlight, the ocean,
the atmosphere, ice,
landforms, and living
things. These
interactions vary with
latitude, altitude, and
local and regional
geography, all of
which can affect
oceanic and
atmospheric flow
patterns. (MS-ESS2-
6)

I can describe
how energy
moves from one
material to
another.
I can explain how
radiant energy
from the Sun
heats solid and
liquid materials.
I can describe how
the atmosphere is
heated.
I can describe how
materials of different
densities interact.
I can explain how
energy transfer
drives the
process of
convection.
I explain where
water vapor
comes from.
I can explain relative
humidity.
I can explain how
evaporation,
condensation,
precipitation, and
other processes
produce many
variations of the
water cycle.
I can describe the
effects of
atmospheric pressure.
Part 2-no changes

FOSS Inv. 5: Convection
Part 1-omit. Students learned about density in the Earth Unit. Have
students read the reading Density as a review.
Part 2- omit. Students learned about convection in a liquid in the Earth
Unit. Have students read Convection as a review.
Part 3- no changes
OPTIONAL: Lava lamps are an excellent visual aid for convection currents.
Consider purchasing one for $10.00 on Amazon and using the optional
lesson on JCPS Online.
o After students have completed the lava lamp activity use this
YouTube video to help reinforce:
http://www.youtube.com/watch?v=nJN5LvVdMWU&feature=rel
ated

FOSS Inv. 6: Water in the Air
Part 1- no changes
o Skip step 1 in the Getting Ready Section of the teacher guide
(p191).
Part 2- no changes
Part 3- omit, but have students read Dragons Breath to review
humidity from investigation 6.2.
Part 4: omit
Part 5: omit

FOSS Inv. 7: The Water Planet
Part 1- no changes
Part 2- no changes
o Optional extension: Water Cycle Lesson and Formative
Assessment found on JCPS Online.
Use the ReadWorks.org website to access the ELA Close Analytical
Reading titled Drops Journey to further reinforce concepts around
the water cycle.

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th

Because these
patterns are so
complex, weather can
only be predicted
probabilistically.
(MS-ESS2-5)

I can explain what
causes wind.
I can interpret a
pressure map.
I can explain the
interaction between
two air masses.
I can create a graph
that interprets the
climate for a given
location.
I can interpret the
data from a
Climatograph.
I can use various
models to
compare the
different climates
of Earth.
I can describe
unequal heating.
I can explain how
unequal heating
and rotation of
the Earth can
determine
regional climates.
I can explain the
effect of prevailing
winds on climate.
I can explain the
effect of latitude
on climate.
I can explain the
effect of proximity
to water on
climate.
FOSS Inv. 8: Air Pressure and Wind
Part 1- no changes- (Note: Read What is Air Pressure as a class stopping
periodically to assess student understanding.)
Part 2- no changes
Part 3- omit
Part 4- no changes

FOSS Inv. 9: Weather and Climate
Part 1- Instead of creating a class solar balloon and going outside in steps
7-13 you can use one of the following videos to lead the same discussion.
o http://www.youtube.com/watch?v=rr3OSfdMg9Q
o http://www.youtube.com/watch?v=FACk4qWOOOk
Part 2- omit reading in step 16.

**Addition: NOAA Adapted Inv. 10 - Ingredients of Regional Climate
** Click here to access Inv. 10 Teacher Notes and Resources

NOAA Adapted Inv. 10 - Ingredients of Regional Climate
Part 1- Climate Variability Inquiry Stations # 1-3 (See Teacher Notes in
Investigation 10 folder on JCPS Online.)
Part 2- Climate Variability Inquiry Stations # 4-6 (See Teacher Notes in
Investigation 10 folder on JCPS Online. A Formative Assessment Probe is
also provided.)
Part 3- Culminating Activity (See Teacher Notes in Investigation 10
folder on JCPS Online. Students choose a location and research the
information. They then compare with others. Formative Assessment is
included.)
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th

I can describe
the effect of
rain shadows
on climate.
I can determine
an unknown
location based
on its climate.
ESS2-4: Develop a model to describe the cycling of water through Earths systems driven by energy from the sun and the force of gravity.

ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth can cause patterns of atmospheric and oceanic circulation that
determine regional climates.

Water Cycle
Weather
Climate


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