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Mild Cognitive Impaired (MiCI)
Science |
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6th Grade Science |
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STRAND 5:
USING EARTH SCIENCE KNOWLEDGE |
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STANDARD: GEOSPHERE (GE) All students will describe the earth's
surface. |
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Benchmark |
Students Will |
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Suggested Activities/Assessment
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S.FI.E.GE.m.EB01 E.GE.FI.EB.V.1.m.1a Identify and/or
describe major features of the earth’s surface using maps. Key concepts: Landforms—plains,
deserts, mountains, mountain range; bodies of water—rivers, oceans, lakes,
Great Lakes; maps.
Real-world
contexts:
Maps showing continental and regional surface features, such as the Great
Lakes or local topography, for travel and recreational purposes. |
Describes the surface of the earth (water, land forms). Understands the forces which change the earth such as: Volcanoes Earth Quakes Erosion Wind Floods |
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MI-Access See
Benchmark for Specific EGLCE Classroom
activities and teacher developed assessment(s). |
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STANDARD: GEOSPHERE (GE)
All
students will describe the earth's surface.
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Benchmark |
Students
Will |
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Reference |
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Activities/Assessment
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S.FI.E.GE.m.EB02ADD E.GE.FI.EB.V.1.e.2ADDm Identify
and/or describe types of earth materials.
Key concepts: Materials—rocks,
boulders, gravel, sand, clay, soil; attributes—size, texture, color,
hardness. Real-world contexts: Art projects,
gardening, beach and playground activities, yard work. |
Identifies and describes natural resources as those naturally occurring elements we use such as: Fuels, rocks,
minerals, Water, air, plants
animals and soil. |
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MI-Access
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STANDARD: GEOSPHERE
(GE)
All students will describe
and explain how the earth's features change over time.
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Benchmark |
Students
Will |
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Reference |
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Activities/Assessment
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S.FI.E.GE.m.EB03 E.GE.FI.EB.V.1.m.2a Identify
and/or describe major events in the rock cycle. Key concepts: Boulders, gravel,
sand, volcanoes, earthquake, erosion. Real-world contexts: Mountains,
beaches. Examples of surface changes include places around the school where
erosion has occurred, such as gullies formed in downhill gravel areas, cracks
in asphalt; sand dunes. |
Identify major
events in the rock cycle including volcanic eruptions, weathering by water,
wind, freezing, ice etc. Identify the
effects of erosion from water run-off. |
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MI-Access |
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STANDARD: GEOSPHERE
(GE) All students will
describe and explain how the earth's features change over time. |
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Benchmark |
Students
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Reference |
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Activities/Assessment
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S.FI.E.GE.m.EB04 E.GE.FI.EB.V.1.m.4a Identify
fossils and/or explain that they are evidence of past life. Key concepts: What is a fossil?,
extinction. Real-world contexts: Collections,
drawing, leisure outings. |
Identify fossils
and how they help us understand the past. Students will explain
how we know about living things that no longer exist such as the dinosaurs.
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MI-Access
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STANDARD: GEOSPHERE
(GE)
All students will
analyze effects of technology on the earth's surface and resources.
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Benchmark |
Students
Will |
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Reference |
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Activities/Assessment
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S.FI.E.GE.m.EB05 E.GE.FI.EB.V.1.m.5a Identify
and/or describe how materials are taken from the earth. Key concepts: Mining, farming. Real-world contexts: Local examples of
surface changes. |
Identify resources
from the earth and the processes for doing so. She/he will also explain the
uses and consequences of doing so (fossil fuels – we need to live but also
produces pollution). |
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STANDARD: GEOSPHERE
(GE)
All students will
analyze effects of technology on the earth's surface and resources.
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Benchmark |
Students
Will |
Text
Reference |
Suggested
Activities/Assessment
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S.FI.E.GE.m.EB06ADD E.GE.FI.EB.V.1.e.6ADDm Identify
reasons why it is important to conserve and/or recycle. Key concepts: Waste Management,
limited resources. Real-world
contexts: Making
responsible choices in daily living that impact dump sites, landfills, and
limited resources; being involved in conservation (such as turning off light,
watering grass less, carpooling) and recycling (such as recycling soda pop
cans) activities at home, in school, and in the community; appropriate
disposal of used materials. |
Identifies renewable/non-renewable resources. Describes conservation as taking care of what we have and gives examples of conservation practices for resources. Understands the concept of recycling to help conserve our natural resources and and to reduce waste. Identifies which items are recyclable in our community Understands local procedures for recycling. |
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MI-Access
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STANDARD:
HYDROSPHERE (HY)
All
students will describe the characteristics of water and demonstrate where water
is found on earth.
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Benchmark |
Students
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Reference |
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S.FI.E.HY.m.EB01 E.HY.FI.EB.V.2.m.1a Use
maps of the earth to locate water in its various forms and describe
conditions under which they exist. Key concepts: Liquid water
forms—lakes, rivers, oceans. Frozen
water forms—snow on mountains. Real-world
contexts: Safe
and recreational uses of local lakes, rivers, streams, ponds; examples of
frozen water, including snow, frozen Great Lakes shorelines, frozen lakes. |
Describe various features found on
earth related to water (Glaciers, Polar Ice Cap, Lakes, Streams, rivers etc). |
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MI-Access
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STANDARD:
HYDROSPHERE (HY) All students will
describe how water moves. |
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S.FI.E.HY.m.EB02 E.HY.FI.EB.V.2.m.2a Explain
the behavior of water on the surface. Key concepts: Water
cycle—collection and run off. Real-world
contexts: Aspects
of the water cycle, including precipitation, flooding, evaporating puddles,
droughts. |
Understands and describes the water cycle, using these words: Evaporation. Condensation. Precipitation. |
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MI-Access
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STANDARD: HYDROSPHERE
(HY)
All students will
analyze the interaction of human activities with the hydrosphere.
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Benchmark |
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Reference |
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S.FI.E.HY.m.EB03ADD E.HY.FI.EB.V.2.e.3ADDm Identify
public uses of water. Key concepts: Public
uses—generate electricity, recreation, irrigation, transportation, industry,
wells and reservoirs. Real-world
contexts: Understanding
the relationship of the water in the world around them to their own lives, such
as in examples of public uses of water, including fire hydrants, car wash,
swimming, fishing, boating, shipping on the Great Lakes, irrigation systems
(farming), sewer system. |
Students will
identify how the various resources help us in our daily lives (lakes provide
drinking water and have recreational functions). |
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MI-Access
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STANDARD:
HYDROSPHERE (HY) All students will
analyze the interaction of human activities with the hydrosphere. |
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Benchmark |
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Reference |
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S.FI.E.HY.m.EB04 E.HY.FI.EB.V.2.m.4a Identify
sources of pollution in the water. Key concepts: Sources of
pollution—sewage, household dumping, industrial wastes, agricultural
run-off. Real-world
contexts: Understanding
what daily living activities contribute to water pollution. |
Identify how to prevent polluting the
environment and the effects of doing so. They will understand that
municipalities have developed waste treatment plants and how septic tanks
work. |
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MI-Access
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STANDARD:
ATMOSPHERE AND WEATHER (AW) All students will
investigate and describe what makes up weather and how it changes from day to
day, from season to season and over long periods of time. |
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Benchmark |
Students
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S.FI.E.AW.m.EB01 E.AW.FI.EB.V.3.m.1a Interpret
temperature, precipitation, and cloud cover information; identify how they
are measured; and relate the weather information to daily activities. Key concepts: Air has
temperature—cold, hot, warm, cool.
Cloud cover—cloudy, partly cloudy; sunny, foggy. Precipitation—rain, snow, hail, freezing
rain. Wind—breezy, windy, calm. Severe weather—thunderstorms, lightning,
tornadoes, high winds, blizzards. Real-world
contexts: Implications
of weather conditions on daily living activities. |
The Student... Knows weather is determined by the sun, wind and clouds. Knows various forms of precipitation. Knows safety procedures associated with weather conditions (e.g., tornado, blizzard). Names and explains the forms of precipitation. Rain. Snow Sleet. Hail. Names and describes the main types of clouds. Cirrus. Cumulus. Stratus. Nimbus. Understands how storms are formed and what dangers are associated with each. Thunder and lightning. Hurricane. Tornado. Blizzard. |
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MI-Access
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STANDARD:
ATMOSPHERE AND WEATHER (AW) All students will
investigate and describe what makes up weather and how it changes from day to
day, from season to season and over long periods of time. |
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Benchmark |
Students
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Reference |
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Activities/Assessment
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S.FI.E.AW.m.EB02ADD E.AW.FI.EB.V.3.e.2ADDm Identify
and/or describe seasonal changes in Michigan’s weather. Key concepts: Seasons and types
of weather: fall-cool nights and warm days; winter-snowy and constantly cold,
getting dark early in the evening; spring-warmer days, often rainy with
thunderstorms; summer-hot days and warm nights, daylight lasting until late
in the evening, storms. Real-world
contexts:
Implications of seasonal weather conditions on daily living activities. |
The Student... Understands that the earth is a planet in a solar system which revolves around the sun (a star). Understands that the earth has different climates and changing seasons because of its position in relation to the sun. Understands that weather is determined by the sun, and our atmosphere. |
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MI-Access
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STANDARD:
ATMOSPHERE AND WEATHER (AW) All students will
explain what causes different kinds of weather. |
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S.FI.E.AW.m.EB03 E.AW.FI.EB.V.3.m.3a Identify
and/or use weather information about water from a variety of sources, such as
weather reports from television, radio, and newspapers, and relate them to
daily activities. Key concepts:
Rain, fog, snow. Real-world
contexts: Implications
of weather conditions on daily living activities. |
Knows when to listen for weather information and what safety precautions to take in the event of violent weather. |
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MI-Access
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STANDARD:
ATMOSPHERE AND WEATHER (AW) All students will
analyze the relationships between human activities and the atmosphere. |
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Benchmark |
Students
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Reference |
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Activities/Assessment
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S.FI.E.AW.m.EB04ADD E.AW.FI.EB.V.3.e.3ADDm Identify and
explain appropriate safety precautions during severe weather. Key concepts: Safety precautions—safe locations,
sirens, radio broadcasts, severe weather watch and warning. Real-world
contexts: Safety
implications of local severe weather, including thunderstorms, tornadoes, and
blizzards; examples of local community safety precautions, including weather
bulletins and tornado sirens. S.FI.E.AW.m.EB05 E.AW.FI.EB.V.3.m.4a Identify
and/or describe health effects of polluted air. Key concepts: Effects—breathing
difficulties, irritated eyes.
Sources—car exhaust, industrial emissions. Real-world
contexts: Understanding
health implications of polluted air, such as locations and times where air
quality is poor; local sources of potential air pollution. |
Understands that weather instruments are used to measure and predict weather. Understand how polluted air affects
plants and animals. They will understand ways to reduce air pollution and why
it is important to do so. |
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MI-Access
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STANDARD: SOLAR
SYSTEM, GALAXY AND UNIVERSE (SS) All students will compare and contrast our planet and
sun to other planets and star systems. |
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S.FI.E.SS.m.EB01 E.SS.FI.EB.V.4.m.1a Compare and contrast characteristics of the earth and
other planets as they relate to supporting life. Key
concepts: Presence of atmosphere and water, temperature. Real-world contexts: Local and extreme conditions on earth; exploration of
other planets and their satellites. |
Understand how Earth is very
different than other planets and those differences are needed to support life
(temperature, atmosphere, water, plant life). |
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MI-Access
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STANDARD: SOLAR
SYSTEM, GALAXY AND UNIVERSE (SS) All students will
describe and explain how objects in the solar system move. |
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E.SS.FI.EB.V.4.m.2a Demonstrate
a basic and general awareness about the motion of the earth around the sun,
the earth on its axis, and the moon around the earth. Key concepts: Spin, orbit,
length of day, nighttime, month, year, calendar. Real-world contexts:
Observation
of the sun’s and stars' motions during the night and moon’s motions, using a
telescope and binoculars. |
Identify how the rotation of Earth
gives us day and night. Students will identify how the orbit
of the Earth and the tilt of the Earth affects weather and provides us with
seasons. |
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MI-Access
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STANDARD: SOLAR
SYSTEM, GALAXY AND UNIVERSE (SS) All students will
explain how we learn about the universe. |
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S.FI.E.SS.m.EB03ADD E.SS.FI.EB.V.4.h.4ADDm Demonstrate
an awareness of tools used to learn about the universe. Key concepts: NASA telescopes,
astronauts, satellites, Space Shuttle. Real-world contexts:
Histories
of discoveries, stories of exploration, visits to observatories and
planetariums, videos showing space exploration. |
Identify tools and technologies used
to study the universe (including Earth and its weather). Students will identify the purpose of
an planetarium. |
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MI-Access
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