Mild Cognitive Impaired (MiCI) Science

 6th Grade Science

STRAND 5: USING EARTH SCIENCE KNOWLEDGE

 

STANDARD: GEOSPHERE (GE)

All students will describe the earth's surface.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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

 

 

 

MI-Access

See Benchmark for Specific EGLCE

Classroom activities and teacher developed assessment(s).

 

 

 

 

  STANDARD: GEOSPHERE (GE)

All students will describe the earth's surface.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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.

 

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

STANDARD: GEOSPHERE (GE)

All students will describe and explain how the earth's features change over time.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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.

 

MI-Access

 

 

 

 

 

 

 

 

 

 

STANDARD: GEOSPHERE (GE)

All students will describe and explain how the earth's features change over time.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

 

 

 

 

 

 

 

 

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: GEOSPHERE (GE)

All students will analyze effects of technology on the earth's surface and resources.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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).

 

 

 

 

 

 

 

 

 

 

STANDARD: GEOSPHERE (GE)

All students will analyze effects of technology on the earth's surface and resources.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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.

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

STANDARD: HYDROSPHERE (HY)

All students will describe the characteristics of water and demonstrate where water is found on earth.

 

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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).

 

 

 

MI-Access

 

 

 

 

 

 

 

 

 

STANDARD: HYDROSPHERE (HY)

All students will describe how water moves.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

 

 

 

 

 

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

STANDARD: HYDROSPHERE (HY)

All students will analyze the interaction of human activities with the hydrosphere.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

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).

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: HYDROSPHERE (HY)

All students will analyze the interaction of human activities with the hydrosphere.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

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.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

 

 

 

 

MI-Access

 

 

 

 

 

 

 

 

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.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

STANDARD: ATMOSPHERE AND WEATHER (AW)

All students will explain what causes different kinds of weather.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

STANDARD: ATMOSPHERE AND WEATHER (AW)

All students will analyze the relationships between human activities and the atmosphere.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

MI-Access

 

 

 

 

 

 

 

 

 

STANDARD: SOLAR SYSTEM, GALAXY AND UNIVERSE (SS)

All students will compare and contrast our planet and sun to other planets and star systems.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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).

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

STANDARD: SOLAR SYSTEM, GALAXY AND UNIVERSE (SS)

All students will describe and explain how objects in the solar system move.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.E.SS.m.EB02

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.

 

MI-Access

 

 

 

 

 

 

 

 

 

 

STANDARD: SOLAR SYSTEM, GALAXY AND UNIVERSE (SS)

All students will explain how we learn about the universe.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

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.

 

MI-Access