Cycle 3

grade 6

SWLSB

Cycle 3

Grade 6

Material World

Forces and Motion

pressure & attraction

Essential Questions:

how are gravity and magnetism similar?

How can pressure and other forces affect objects?

WHAT DOES THE STUDENT NEED TO KNOW?(POL)

HOW WILL IT BE TAUGHT?

2. Magnetism and electromagnetism

c. Distinguishes between a magnet and an electromagnet

d. Identifies objects that use the principles of electromagnetism (e.g. electromagnetic crane, fire door)

3. Gravitational attraction on an object

a. Describes the effect of gravitational attraction on an object (e.g. free fall)

4. Pressure

a. Recognizes various manifestations of pressure (e.g. inflatable balloon, atmospheric pressure, airplane wing)

b. Describes the effects of pressure on an object (e.g. compression, displacement, increase in temperature)

7. Combined effects of several forces on an object

a. Predicts the combined effect of several forces on an object at rest or an object moving in a straight line (e.g. reinforcement, opposition)

Suggested approach;

  • The EiE unit will cover many aspects of the magnetism section of the curriculum
  • The STIC ‘attraction’ activity provides another opportunity for practical experimentation and fun.
  • Discuss the use of both magnets and electromagnets in everyday life
  • Compare/contrast both forms of magnetism stressing that electromagnetism is convenient as it can be switched on/off
  • Discuss Gravity as a force of attraction between ALL objects that have mass
  • Explore action of gravity on objects here on Earth i.e. falling
  • Explore the concept of pressure and relate it especially to air pressure

Inquiry opportunities: STIC: ‘Attraction’

Other experiments/demos:

ed-tech resources:

This kit contains tools necessary for exploring magnetism such as U-magnets, bar magnets, ferromagnetic materials, compasses, and electromagnets. Use this kit to teach students about the one of the strongest fundamental forces in the universe.

SWLSB

Cycle 3

Grade 6

Material World

Systems and Interactions

mechanisms

Essential Questions:

how can simple machines combine to make a Complex Machine?

what are common components of mechanisms?

WHAT DOES THE STUDENT NEED TO KNOW?(POL)

HOW WILL IT BE TAUGHT?

3. Other machines

a. Identifies the main function of some complex machines (e.g. cart, waterwheel, wind turbine).

4. How manufactured objects work

a. Identifies the mechanical parts (e.g. gears, cams, springs, simple machines, connecting rods)

b. Recognizes two types of motion (rotation and translation)

c. Describes a simple sequence of mechanical parts in motion

5. Servomechanism and robots

a. Recognizes robotic structures that use a servomechanism

6. Transportation technology (e.g. car, airplane, boat)

a. Recognizes the influence and impact of transportation technology on people’s way of life and surroundings

7. Electron technology

a. Recognizes the influence and the impact of electric appliances on people’s way of life and surroundings (e.g. telephone, radio, television, computer)

Suggested approach

  • Carrying out the EiE module (catching the wind) and the STIC; ‘Periscope’ projects will cover a large amount of concepts in this module (and they are great FUN!).
  • Take care to ensure that the types of motion rotation and translation are clearly identified.
  • Use other objects to clearly demonstrate the following components; . gears, cams, springs, simple machines, connecting rods and ask students to bring in examples.
  • Explore the idea of a servomechanism and how it can be used in robots

Inquiry opportunities: STIC: Periscope

Other experiments/demos:

ed-tech resources:

borrow me

This kit contains 3 sets of wooden gears showing the different kinds of gear trains. Use this kit to show a simple sequence of mechanical parts in motion as well as transmission of mechanical energy

SWLSB

Cycle 3

Grade 6

Earth and Space

Forces and Motion

Ebb & Flow

Essential Question:

how is water on earth influenced by the sun and moon?

WHAT DOES THE STUDENT NEED TO KNOW?(POL)

HOW WILL IT BE TAUGHT?

2. The tides

a. Describes the ebb and flow of the tides (rise and fall of sea levels)

Engineering is Elementary

N/A

Suggested approach

This is a very brief module that can largely be covered by using the digital simulations (Gizmos) and other digital resources (onboard, discovery etc.) to explore the phenomena of Tides and how they are related to the moon.

The National Geographic - Information Video Tides is also very helpful!

Inquiry opportunities: Students can use google spreadsheets (or exel) and use data found online about tides to plot graphs of tides versus time over a month and try to make inferences about the moon’s position

Other experiments/demos:

ed-tech resources:

SWLSB

Cycle 3

Grade 6

Earth and Space

systems and Interactions

out of this world

Essential Questions:

where is the earth and what are its NEIGHBORS?

what causes the seasons and the weather?

WHAT DOES THE STUDENT NEED TO KNOW?(POL)

HOW WILL IT BE TAUGHT?

3. Solar system

a. Recognizes the main components of the solar system (sun, planets, natural satellites)

b. Describes the characteristics of the main components of the solar system (e.g. composition, size, orbit, temperature)

4. Seasons

c. Associates the changing of the revolution and tilt of Earth

5. Stars and the galaxies

b. Distinguishes between stars, constellations and galaxies

6. Meteorological systems and climates

b. Associates the average amount of precipitation with the climate of a region (dry, humid)

c. Associates the average temperature with the climate of a region (polar, cold, temperate, mild, hot)

7. Technologies related to the earth, the atmosphere and outer space

a. Recognizes the influence and the impact of technologies related to the Earth, the atmosphere and outer space on people’s way of life and surroundings (e.g. prospecting equipment, meteorological instruments, seismograph, telescope, satellite, space station)

Engineering is Elementary

A Long Way Down: Designing a Parachute

Suggested approach

  • Reinvest & consolidate knowledge and concepts by constructing your school’s interstellar address and use this activity to define and categorise the differences between stars, planets and natural satellites (moons). (This was already done in grade 4 so this is a good opportunity to assess the efficacy of that learning!)
  • Once this address is established, use the ‘Scale of the Universe 2 ‘site to demonstrate the scale not only of our solar system but also of interstellar space (great opportunity to generate a sense of awe and wonder!)
  • Use a planetary data sheet/table in conjunction with the Celestia software, to compare the planets e.g. the temperature on different planets, the time is takes to orbit the sun (‘ORBITAL PERIOD’) and the time it takes to rotate on its axis (‘ROTATIONAL PERIOD”) the Gizmo comparing Earth to Venus is also useful for this!
  • Explore the cause of seasons so that students understand that it is not the distance of the earth to the sun causes the temperature variation, but the tilt of the Earth.
  • Explore the difference between ‘weather’ and ‘climate and how they are related.
  • Look at different regions of the Earth that have distinctive regional climates and use this as a good opportunity to mention climate change and it’s dangers
  • Finally explore the technologies that mankind has developed to monitor the planet both from space and from the ground

Inquiry opportunities: visit ANSC and DO some actual astronomical observation

Other experiments/demos:


ed-tech resources:

SWLSB

Cycle 3

Grade 6

Living World

Systems and Interactions

plants on the move

Essential Questions:

what can make a plant move?

WHAT DOES THE STUDENT NEED TO KNOW?(POL)

HOW WILL IT BE TAUGHT?

2. Motion in plants

a. Distinguishes among the three types of motion in plants (geotropism, hydrotropism, phototropism)

b. Explains how the types of motion in plants enable them to meet their basic needs

Engineering is Elementary

N/A

Suggested approach

  • Explain that it’s not just animals that move but that plants can also move very slowly.
  • Explain that these movements are called TROPISMS and that these movements are always either TOWARDS or AWAY from a certain stimulus.
  • If a plant part moves TOWARDS something it is a POSITIVE TROPISM
  • if a plant part moves AWAY from something it is a NEGATIVE TROPISM
  • Examples of TROPISMS to discuss with your class;
    • GEOTROPISM – a movement towards/away from GRAVITY (the Earth)
    • PHOTOTROPISM – a movement towards/away from LIGHT
    • HYDROTROPISM – a movement towards/away from WATER

So plant shoots are positively phototropic as they grow/move towards the light and plant roots are positively geotropic and positively hydrotropic as they growth towards both the Earth and towards water.

  • Watch ‘Phototropism and Geotropism Time Lapse Montage’ to illustrate this
  • Explain how these tropism benefit the [plant

Inquiry opportunities: a GREAT activity is to grow cress seeds in 3 different conditions; 1) multidirectional light 2) dark 3) unidirectional light (see SA for details about how to do this) and use the SMARTER SCIENCE framework to scaffold the generation of hypotheses

ed-tech resources:

SWLSB

Cycle 3

Grade 6

Living World

Systems and Interactions

pollutions solutions

Essential Questions:

how do we balance our needs with the needs of other organisms?

WHAT DOES THE STUDENT NEED TO KNOW?(POL)

HOW WILL IT BE TAUGHT?

2. Interaction between humans and their environment

a. Describes the impact of human activity on the environment (e.g. use of resources, pollution, waste management, land use, urbanization, agriculture)

5. Environmental technologies

a. Explains the scientific and technological concepts associated with recycling and composting (e.g. properties of matter, phase changes, physical changes, chemical changes, food chain, energy)

Engineering is Elementary

A Slick Solution: Cleaning an Oil Spill

Suggested approach

  • Brainstorm/discuss what is meant by the word ‘environment’ and discuss how the activity of humans has impacted the environment (e.g. use of resources, pollution, waste management, land use, urbanization, agriculture)
  • Explore and discuss some of the man-made environmental problems that exist and possible solutions.
  • Look at composting and recycling

Inquiry opportunities:

Other experiments/demos:

ed-tech resources:

Discovery; the ‘Enviro-Tacklebox’ series of videos

OnBoard ‘The Greenhouse Effect and Climate Change’, ‘Ecosystem Changes & Populations’ ‘Population Changes & extinction’ Water and Water Pollution

Gizmos --

Websites:

Videoconference: ‘Water Conservation and Pollution’, ‘Let it Rot!’

Arundel Nature and Science Centre (ANSC):

  • 3a Walk Through Time: Land Use. Learn about land and its many transformations both naturally
  • and those made by human impact.
  • 5a Back to Basics - Forest: The Natural Composter, how does a forest “work”?
  • 5a Leave No Trace: What’s in Your Pack?
  • learn concepts based on planning ahead recycling composting