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Bring Science Alive!. 6th Grade Integrated

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Unwrapping a TCI Segment


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Bring Science Alive! 6th Grade Integrated Segment 1 - Systems and Subsystems in Earth and Life Science Integrated Phenomenon: Sometimes, people get sunburned skin from a day at the beach. Create an initial model to explain this phenomenon.

The Atmosphere and Energy

Anchoring Phenomenon: Cold food in a cooler stays cold, and food in a solar cooker gets hot. 1 Earth’s Atmosphere

Phenomenon: Breathable air exists only in the lowest 5 km of Earth’s atmosphere.

2 Taking Earth’s Temperature

Phenomenon: Ice melts faster on some surfaces than others. Engineering Challenge: Minimizing and Maximizing the Rate of Heat Transfer

3 Earth and Solar Energy

Phenomenon: The surface temperature on Venus is 464 °C, which is hot enough to melt lead. Performance Assessment: Surviving Extreme Temperatures Anchoring Phenomenon: Food in a cooler stays cold, and food in a solar cooker gets hot.

Cells

Anchoring Phenomenon: A bacterial cell, created in a biology laboratory, has no parent. 4 Cell Theory

Phenomenon: People once believed that mice could be generated from dirty shirts in bags of wheat.

5 Parts of Cells

Phenomenon: Many cells, like this paramecium, can move around and fulfill their needs without legs or body systems. Performance Assessment: Modeling Synthetic Cells Anchoring Phenomenon: A bacterial cell, created in a biology laboratory, has no parent.

Using Your Model to Explain the Phenomenon

Return to the model created at the beginning of the segment, and revise it based on what you learned about the atmosphere, energy, and cells. Then, use your model to explain the Integrated Phenomenon.


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Segment 2 - Earth Systems, Weather, and Organisms Integrated Phenomenon: When a person takes a dog on a long walk in the summer, you might see that the person is sweating but the dog is panting. Create an initial model to explain this phenomenon.

Weather

Anchoring Phenomenon: Severe weather events can lead to extreme loss of life and property. 6 Air Pressure and Wind

Phenomenon: Some days are windy, and some are not.

7 Water and the Weather

Phenomenon: When warm air rises and then cools, clouds form in the sky.

8 Air Masses and Changing Weather

Phenomenon: Suddenly on a warm day, a cool wind begins to blow, clouds form, and the temperature drops by ten degrees.

9 Severe Weather

Phenomenon: There are more tornadoes in the Great Plains than anywhere else in the United States. Performance Assessment: Severe Weather Action Plan Anchoring Phenomenon: Severe weather events can lead to extreme loss of life and property.

Traits

Anchoring Phenomenon: Organisms have unique physical and behavioral traits that help them survive. 10 Traits for Survival

Phenomenon: Humans have opposable thumbs, but turtles do not.

11 Traits for Reproduction

Phenomenon: The blue-footed booby has bright blue feet that the males show off by strutting in front of the females. Engineering Challenge: Designing a Seed Dispersal Device Performance Assessment: Planning a Trait Trek to Madagascar Anchoring Phenomenon: Organisms have unique physical and behavioral traits that help them survive.

Bodies

Anchoring Phenomenon: People become sick when body systems don’t function properly. 12 Interacting Body Systems

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open. Engineering Challenge: Designing a Prosthetic Hand

13 Levels of Organization

Phenomenon: Body systems, like the skeletal system, are made of smaller and smaller parts.

14 Controlling Body Systems

Phenomenon: Sometimes people lose their sense of balance or memory. Performance Assessment: Diagnosing JJ Anchoring Phenomenon: People become sick when body systems don’t function properly.

Using Your Model to Explain the Phenomenon

Return to the model created at the beginning of the segment, and revise it based on what you learned about weather, traits, and bodies. Then, use your model to explain the Integrated Phenomenon.


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Segment 3 - Regional Climates, Global Warming, and Living Systems Integrated Phenomenon: Scientists have genetically modified soybeans to be drought-resistant. Create an initial model to explain this phenomenon.

Climate

Anchoring Phenomenon: From 1880 to 2016, Earth’s average temperature increased by 0.95°C. 15 Climate Patterns

Phenomenon: Earth’s surface is warmer at the equator than it is at the poles.

16 Global Circulation of the Atmosphere

Phenomenon: The Sooty Shearwater’s yearly migration follows the same figure-eight pattern each time.

17 How the Ocean Affects Climate

Phenomenon: The ocean water along the southern California coastline is colder than the ocean water along the South Carolina coastline, despite being at the same latitude.

18 Local Climate

Phenomenon: The local climates on either side of a mountain are different. Engineering Challenge: Designing a Microclimate

19 Earth’s Climate Over Time

Phenomenon: During the past 100 years, Earth’s average global temperature has risen by about 0.7 °C.

20 Climate Today and Tomorrow

Phenomenon: Since 1979, the average yearly minimum size of the ice cap at the North Pole has decreased by about 40 percent. Performance Assessment: Mitigating and Adapting to Climate Change Anchoring Phenomenon: From 1880 to 2016, Earth’s average temperature increased by 0.95° C.

Genes

Anchoring Phenomenon: Some organisms look exactly like their parents and others do not. 21 Proteins, Genes, and Chromosomes

Phenomenon: Some cats have short, straight hair and some cats have long, wavy hair.

22 Inheriting Genes

Phenomenon: Some organisms, like bacteria, are identical to their parents but other organisms, like dogs, are not.

23 Genes and the Environment

Phenomenon: Identical twins look similar but not exactly alike. Performance Assessment: Conserving Coral Reefs Using Genetics Anchoring Phenomenon: Some organisms look exactly like their parents and others do not.

Changes in Genes

Anchoring Phenomenon: An organism’s traits can be altered by a change in its genes. 24 Genetic Mutations

Phenomenon: Some people have six fingers on one hand and some grapefruit are bright red. Engineering Challenge: Designing a Dog Breeding Process

25 Engineering and Genetics

Phenomenon: Before the 1990s, there were no glow-in-the-dark mice, but now there are many kinds of glow-in-the-dark mice. Performance Assessment: Investigating Genetic Engineering Anchoring Phenomenon: An organism’s traits can be altered by a change in its genes.

Using Your Model to Explain the Phenomenon

Return to the model created at the beginning of the segment, and revise it based on what you learned about climate, genes, and changes in genes. Then, use your model to explain the Integrated Phenomenon.


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P H E N O M E N A

A Phenomena-Rich Program TCI believes that phenomena makes science more meaningful for students. Bring Science Alive! provides many opportunities for students to engage with, investigate, and make sense of natural phenomena in their own lives.

Integrated Phenomenon The integrated phenomenon ties together multiple disciplines. Students come up with an initial model to explain the phenomenon and revise it throughout the segment.

Anchoring Phenomenon The anchoring phenomenon encourages students to make connections with the world around them. Students then further explore the phenomenon during the Performance Assessment.

Lesson Phenomenon

Local Phenomenon

Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigations. At the end of a lesson, students use what they learned to make sense of the phenomenon.

Students build a deeper, personal connection to the phenomenon through direct observation or by conducting research to find out more about the phenomenon in their local area.


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Bring Science Alive! covers a variety of phenomena topics to engage every student.

Multimedia Phenomena

Phenomena are presented through videos, images, and hands-on observations.

Rich multimedia throughout the program provide easy ways for students to interpret the phenomena.


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Three-Dimensional Learning Students set forth to investigate each lesson’s phenomenon. Each carefully-designed investigation guides students through mastering the lesson’s science practices, crosscutting concepts, and disciplinary core ideas.

Lessons are broken out into modules so that teachers can pick and choose what works for their classroom.

Lessons are presented in an easy-to-use, customizable slideshow format.

Pacing is provided for teachers to plan in advance.

Each and every lesson focuses on at least one Science and Engineering Practice, one Disciplinary Core Idea, and one Crosscutting Concept.

Investigations are designed to meet Math and ELA Common Core standards as specified by NGSS.


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Material Kits are prepared and organized to seamlessly integrate into each lesson.

Consumable Materials can easily be ordered online.

Everything needed for one lesson is grouped together into a clearly labeled bag.


Cells & Genetics Materials Kit Item #LM-0630

Engineering Challenge: Designing a Seed Dispersal Device continued

Traits for Survival Rubber band, #62

Materials List Bin 1

1

Engineering Challenge: Designing a Seed Dispersal Device

Cotton balls, pkg/300

1

Thread

1

Construction paper, pkg/50

1

Yarn

1

Paper, tissue, pkg/24

1

Sticky dots, sheet

1

Twist ties, pkg/2000

1

Interacting Body Systems

www.teachtci.com

Wax paper, roll

1

Aluminum foil, roll

1

String

1

Rubber band, #54

1

Measuring tape

1

Preserved frog

8

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Cells & Genetics Materials Kit Item #LM-0630

Materials List Bin 1 Engineering Challenge: Designing a Prosthetic Hand continued

Engineering Challenge: Designing a Prosthetic Hand

Cardboard tube

8

Ping pong ball

16

Cardboard sheet

16

Yarn

1

Cup, paper, 3 oz

16

Levels of Organization Clay, modeling, pkg/4

1

Craft sticks, pkg/100

1

Elastic cord

1

Mounting putty

1

Prepared slides, Set/8

1

Loose In This Bin Plastic tubing

Rubber band, #54

Straw

www.teachtci.com

1 Gloves, medium, box/100

1

Gloves, small, box/100

1

TCI Cells poster

1

1

75

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Cells & Genetics Materials Kit Item #LM-0630

Cell Theory

Materials List Bin 2 Cell Theory continued

Beaker, 1000mL

1

Toothpicks, box/750

1

Coverslips, pkg/100

1

Prepared slides, set/6

1

Sodium chloride, 0.9%

1

Tape, transparent

1

Iodine solution

1

Loose In This Bin

www.teachtci.com

Methylene blue

1

Spray bottle

8

Nutrient agar, 23g

1

Vial, 10mL, pkg/25

1

Microscope slides

1

1.5mL Microcentrifuge Tube, pkg/100

1

Marker, black

8

Pipet, pkg/70

1

Stirring rod

1

Petri dish, sterile

25

Cotton swab, pkg/2

32

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Cells & Genetics Materials Kit Item #LM-0630

Parts of Cells

Materials List Bin 3 Proteins, Genes, and Chromosomes

Box, plastic

1

Clay, modeling, pkg/4

2

Salt

1

Embroidery thread set

1

Dialysis tubing, 10ft roll

1

Red ribbon

1

Dialysis tubing clamp

2

Plastic bag, zip lock, 13 x 15�

1

Activity ring

8

Genes and the Environment Food coloring, set/4

1

Planter trays

96

Glitter, silver

1

Seeds, radish

1

Seeds, broccoli

1

Performance Assessment: Modeling Synthetic Cells

Clay, modeling, pkg/4

www.teachtci.com

8

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Cells & Genetics Materials Kit Item #LM-0630

Genetic Mutations

Materials List Bin 3 Loose In This Bin

Ruler

16

Planter tray

2

Dice

32

Potting soil, 8 quart

1

Pony bead, blue, pkg/1000

1

Pony bead, red, pkg/500

1

Tri-bead, green, pkg/480

1

Pony bead, white, pkg/1000

1

Elastic cord, black

3

www.teachtci.com

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Weather and Climate Materials Kit Item #LM-0753

Common Materials

AP-20-1

Materials List Bin 1

Common Materials continued

Anemometer

1

Binder clips, pkg/60

1

Barometer

1

Windsock

1

Food coloring, pkg/4

1

Loose In This Bin

www.teachtci.com

Gauze roll

1

Beaker, 250mL

6

Hygrometer

1

Beaker, 600mL

6

Digital scale

1

Clay, modeling, pkg/4

10

Rain gauge

1

Containers, plastic shoebox

8

Salt, non-iodized

1

Cups, 9 oz

50

Thermometer

36

Foam sheets

48

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Weather and Climate Materials Kit Item #LM-0753

Materials List Bin 2

Earth and Solar Energy

Earth’s Atmosphere Bernoulli bags

AP-20-1

8

Taking Earth’s Temperature

Laser pointer, keyring

6

Optical filters, set of 5 colors

6

Graduated cylinders, 10mL

8

Isopropyl alcohol, 16oz

1

Balloons

12

Pipettes

12

Check valves

6

Straws

12

Dowel, wooden

12

Tile, ceramic

1

Syringes, 60cc

12

Thermometer, infrared

1

Tubing, 10ft

1

www.teachtci.com

Air Pressure and Wind

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Weather and Climate Materials Kit Item #LM-0753

AP-20-1

Materials List Bin 2

Climate Patterns Batteries, AAA, pkg/18

1

Flashlights

6

Engineering Challenge: Designing a Microclimate

Moss

2

Soil, 8qt

2

Digital moisture meter

1

Loose In This Bin The Atmosphere and Energy

How the Sun Heats Earth The hospitable temperatures on this “Goldilocks planet” are the result of a complex system of interactions involving sunlight, the atmosphere, the ocean, landforms, and living things.

The Natural Greenhouse Effect Keeps Earth Warm

TCI Weather poster

Convection Distributes Energy on Earth

1

Earth’s Tilted Axis Causes the Seasons

* Models are not to scale

Weather and Climate TCI-Weather

www.teachtci.com

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Thinking Like an Engineer Engineering Challenges throughout the program allow for students to think like engineers as they solve real-world problems related to the Anchoring Phenomenon.

Students are assigned roles and come together to solve an engineering problem. This mirrors a real-world engineering team.

Teams develop solutions, conduct iterative testing, and use data (or results) to improve their solutions.

Students come up with their own metrics to measure the success of their design solution.


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Rubrics detail what is expected at each achievement level.

Engineering Challenge Rubric

Students go through the engineering design process for each challenge.

Rubrics are provided for the students so that they can thoughtfully answer questions knowing what they will be graded on.


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Checking Student Progress Bring Science Alive! offers a variety of assessments types to evaluate student learning.

Formative Assessment

Lesson Game In a Lesson Game, students answer selectedresponse questions about the lesson. Results are automatically tracked in your gradebook.

Key Science Concepts Videos, diagrams, and detailed illustrations provide an additional check for students’ understanding.

Notebook Monitor students’ progress in their notebooks as they go through the lesson and investigations.

Interactive Tutorials Students can check their own understanding of main ideas with Interactive Tutorials.

Simulations Students explore scientific concepts through an interactive game-like environment, which allows them to check and evaluate predictions.

Wrap-Up Slides Lead a culturally-responsive discussion with carefully designed three-dimensional questions.


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Summative Assessment Assessment items evaluate mastery of all three NGSS dimensions. Questions range in Depth of Knowledge levels 1-4.

Interactive stimuli engage students and prepare them for digital state tests.

A series of discrete items and performance tasks create a well-rounded assessment.

Performance Assessment

Students work collaboratively or individually to complete the tasks.

Analytical rubrics are provided to assess student work individually.

Hands-on Performance Assessments provide opportunities to check student understanding of the Performance Expectations.