Hands-on Science
Sample Pageswww.portageandmainpress.comhands-onscienceAn Inquiry ApproachGrade 6Series EditorJennifer LawsonWriterJennifer LawsonWinnipeg Manitoba Canada
Sample Pages 2016 Jennifer LawsonPages of this publication designated as reproduciblemay be reproducedwith the following iconunder licence from Access Copyright. All otherpages may be reproduced only with the permissionof Portage & Main Press, or as permitted by law.All rights are otherwise reserved, and no part ofthis publication may be reproduced, stored in aretrieval system, or transmitted in any form or byany means – electronic, mechanical, photocopying,scanning, recording, or otherwise – except asspecifically authorized.Portage & Main Press gratefully acknowledgesthe financial support of the Province of Manitobathrough the Department of Culture, Heritage &Tourism and the Manitoba Book Publishing TaxCredit, and the Government of Canada throughthe Canada Book Fund (CBF), for our publishingactivities.Hands-On Science, Grade 6An Inquiry ApproachISBN 978-1-55379-314-4Printed and bound in Canada by Prolific Groupwww.portageandmainpress.comAssistant Editors:Leigh HamblyLeslie MalkinDesirae WarkentinBook and Cover Design:Relish New Brand Experience Inc.Cover Photos:ThinkstockIllustrations:Jess Dixon; 26 Projects; ArtPlus Ltd.Teacher Reviewer:Susan Atcheson100-318 McDermot AvenueWinnipeg, MB, Canada R3A 0A2Tel: 204-987-3500 Toll free: 1-800-667-9673Toll-free fax: 1-866-734-8477Email: books@portageandmainpress.comwww.hands-on.ca
Sample on to Hands-OnScience, Grade 62The Hands-On ScienceAssessment Plan15Program Introduction2Assessment for Learning15The Foundations of Scientific Literacy2Assessment as Learning15Program Principles2Assessment of Learning16Program Implementation3Performance Assessment16Program Resources3Portfolios17Classroom Environment6An Important Note to Teachers17Timelines6Assessment Reproducibles18Classroom Management6Classroom Safety7Unit 1: Diversityof Living Things29Introduction30Curriculum Correlation Chart: Knowledgeand Understanding Outcomes33Curriculum Correlation Chart: ScientificInquiry and Design Process Outcomes34Resources for Students37Websites38Scientific Inquiry Skill: Guidelines for teachers cating, Analyzing,and Interpreting8Predicting10Inferring101 What Do We Know About the Diversityof Living Things?40Inquiry Through Investigatingand Experimenting102 How Can We Show ClassificationSystems in Different Ways?48Inquiry Through Research113 How Is the Animal Kingdom Divided Up? 55Some Things to Keep in Mind11Addressing Students’ Literacy Need124 How Can We Compare and ContrastAnimals?69Using the Design Press125 What Can We Learn by Investigatingan Arthropod Colony?806 What Are Characteristics of Organismsin the Plant Kingdom?917 How Do Living Things Adapt to Survivein Their Environment?99Developing Attitudes Related to Science,Technology, and Society12Cultural Connections13Indigenous Connections13Technology13Sustainability148 What Is a Fungus?1099 What Can We Learn About OrganismsThrough a Pond Study?11410 What Are Bacteria?12811 What Can Fossils Tell Us About Lifeon Earth?133
Sample Pageswww.portageandmainpress.comUnit 3: Electricity259Introduction260Curriculum Correlation Chart: Knowledgeand Understanding Outcomes263Curriculum Correlation Chart: ScientificInquiry and Design Process Outcomes264Resources for Students267Websites and Online Videos26812 Inquiry Project: How Can I Use theDesign Process to Explore Diversityof Living Things?150Unit 2: Flight157Introduction158Curriculum Correlation Chart: Knowledgeand Understanding Outcomes161Curriculum Correlation Chart: ScientificInquiry and Design Process Outcomes1621 What Do We know About Electricity?270Resources for Students1652 What Is Static Electricity?278Websites and Online Videos1663 What Is Current Electricity?2881 How Do Organisms and OtherObjects Move Through Fluids?1694 How Do We Get Electricity FromChemical Sources?2942 What Are the Properties of Fluids?1805 How Do Electric Circuits Work?3033 What Are the Features of LighterThan-Air Flying Devices?1926 What Are Electrical Conductors andInsulators?3104 What Is Bernoulli’s Principle?2017 How Do Electrical Switches Work?3155 How Is Bernoulli’s Principle Used inthe Design of Airplane Wings?2086 What Are the Forces Affecting Flight?2158 What Happens When We Use MultipleBatteries to Construct Parallel andSeries Circuits?3197 What Is Propulsion?2258 How Are Unbalanced Forces Usedto Steer Flying Devices?2309 How Is Pneumatic Power Usedin Flight?23810 How Can We Design and ConstructModel Aircraft to Meet Certain Criteria? 24411 How Do Aircraft and SpacecraftCompare?12 Inquiry Project: What Can We LearnAbout the Pioneers of Air andSpace Travel?2502539 What Happens When We Use MultipleLight Bulbs to Construct Parallel andSeries Circuits?32410 How Can We Design and Construct anElectrical Device to Perform a UsefulFunction?32911 How Can We Construct anElectromagnet?33512 How Is Electricity Transformed intoMotion in a Motor?34013 How Is Motion Transformed intoElectricity in a Generator?34514 What Are Nonrenewable Sourcesof Energy?35015 What Are Renewable Sources ofElectrical Energy?355
Sample Pageswww.portageandmainpress.com16 What Are Constellations?48317 How Are Astronomy and AstrologyDifferent?49018 Inquiry Project: What More Do I Wantto Know About the Solar System?494382References for Teachers499Curriculum Correlation Chart: Knowledgeand Understanding Outcomes385About the Contributors500Curriculum Correlation Chart: ScientificInquiry and Design Process Outcomes387Resources for Students390Websites and Online Videos39216 How Do We Consume and ConserveElectrical Energy?36217 Inquiry Project: What More Do I Wantto Know About Electricity?376Unit 4: The Solar System381Introduction1 What Do We Know About the SolarSystem?3952 What Are the Features of Our SolarSystem?4033 What Are the Characteristics of thePlanets in Our Solar System?4124 What Are the Characteristics ofthe Sun?4215 Why Do We Experience a Day/NightCycle?4256 Why Do We Have a Year Cycle?4317 How Can We Use the Sun to Tell Time? 4368 What Is the Surface of the Moon Like? 4409 What Are Gravity, Mass, and Weight?44410 What Are the Phases of the Moon?44911 What Is a Lunar Eclipse?45612 What Can We Learn About SpaceExploration?46113 How Have Canadians Contributedto Space Science?46614 How Has Space ExplorationContributed to Daily Life?47115 What Are the Advantages andDisadvantages of Space Exploration?476
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Sample Pageswww.portageandmainpress.comIntroduction toHands-On Science, Grade 6
Sample Pageswww.portageandmainpress.comIntroduction to Hands-On ScienceProgram IntroductionFoundation 3: KnowledgeHands-On Science helps develop students’scientific literacy through active inquiry, problemsolving, and decision making. With each activityin the program, students are encouraged toexplore, investigate, and ask questions as ameans of heightening their own curiosity aboutthe world around them. Students solve problemsthrough firsthand experiences, and by observingand examining objects within their environment.In order for young students to develop scientificliteracy, concrete experience is of utmostimportance – in fact, it is essential.Students will construct knowledge andunderstandings of concepts in life science,physical science, and earth and space science,and apply these understandings to interpret,integrate, and extend their knowledge.The Foundations ofScientific LiteracyHands-On Science focuses on the fourfoundation statements for scientific literacyin Canada, as outlined in the Pan-CanadianProtocol.1 These foundation statements are thebases for the learning outcomes identified inHands-On Science.Students will develop an understanding ofthe nature of science and technology, of therelationships between science and technology,and of the social and environmental contexts ofscience and technology.Foundation 2: SkillsStudents will develop the skills required forscientific and technological inquiry, for solvingproblems, for communicating scientific ideasand results, for working collaboratively, and formaking informed decisions.Students will be encouraged to developattitudes that support responsible acquisitionand application of scientific and technologicalknowledge to the mutual benefit of self, society,and the environment.NOTE: While these foundation statements formthe bases for the science program, it is importantfor teachers to recognize and honour that somestudents might identify with science from a culturalknowledge base. For example, Indigenous studentsmight not respond to in-class questioning, as theymight view this as opposing traditional protocolof respectful listening; therefore, the teacher mayhave to clarify the intent of questioning in theclassroom and acknowledge the different waysstudents may demonstrate knowledge, basic skills,values, and attitudes.Program Principles1. Effective science programs involve handson inquiry, problem solving, and decisionmaking.2. The development of students’ skills, attitudes,knowledge, and understanding of STSEissues form the foundation of the scienceprogram.3. Children have a natural curiosity aboutscience and the world around them. Thiscuriosity must be maintained, fostered, andenhanced through active learning.4. Science activities must be meaningful,worthwhile, and relate to real-life experiences.1 Common Framework of Science Learning Outcomes: PanCanadian Protocol for Collaboration on School Curriculum, 1997sPortage & Main Press, 2016 · Hands-On Science · Grade 6 · ISBN: 978-1-55379-314-4Foundation 1: Science, Technology, Society,and the Environment (STSE)Foundation 4: Attitudes2Hands-On Science Grade 6
5. The teacher’s role in science education isto facilitate activities and encourage criticalthinking and reflection. Children learn bestby doing, rather than by just listening.The teacher, therefore, should focus onformulating and asking questions ratherthan simply telling.6. Science should be taught in correlation withother school subjects. Themes and topics ofstudy should integrate ideas and skills fromseveral core areas whenever possible.7. The science program should encompass,and draw on, a wide range of educationalresources, including literature, nonfictionresearch material, audio-visual resources,technology, as well as people and places inthe local community.8. The science program should be infusedwith knowledge and world-views of theIndigenous Peoples of North America,as well as other diverse multiculturalperspectives.9. Assessment of student learning in scienceshould be designed to focus on performanceand understanding, and should beconducted through meaningful assessmenttechniques carried on throughout the unitof study.Program ImplementationProgram ResourcesHands-On Science is organized in a formatthat makes it easy for teachers to plan andimplement. The book is divided into four units,which are the selected topics of study for thegrade level, as well as a main introduction at thebeginning of the book. The units relate directlyto the learning outcomes, which complementthose established in the Pan-Canadian Protocoland related provincial/territorial documents.Each unit also has its own introduction, whichsummarizes the general goals for the unit. Thiswww.portageandmainpress.comintroduction provides background informationfor teachers, planning tips, lists of vocabularyrelated to the unit, as well as other pertinentinformation such as how to embed technology,sustainability, and Indigenous and multiculturalperspectives into units of study.Also included at the beginning of each unit isa Curriculum Correlation Chart for Knowledgeand Understanding Outcomes, and anotherfor Scientific Inquiry and Design Process SkillsOutcomes. These are based on the PanCanadian Protocol for Science outcomes,as well as on provincial/territorial sciencecurriculum documents.Additionally, the introduction to each unitincludes a list of related books suitable forstudents and a list of annotated websites.References for Teachers is located at theend of the book.Each unit is organized into numbered lessonscomprised of topics and activities based on thelearning outcomes. Lessons are arranged in thefollowing format:Lesson Title: The title of each lesson is posedas a guided inquiry question, which identifiesthe outcomes students will be addressing or thequestion they will be answering.Information for Teachers: Some lessonsprovide teachers with the basic scientificknowledge they will need to present theactivities. This information is offered in a clear,concise format, and focuses specifically on thetopic of study.Materials: A complete list of materials requiredto conduct the main activities is provided. Thequantity of materials required will depend onhow you conduct activities. If students areworking individually, you will need enoughmaterials for each student. If students areworking in groups, the materials required willsIntroduction3Portage & Main Press, 2016 · Hands-On Science · Grade 6 · ISBN: 978-1-55379-314-4Sample Pages
Sample Pageswww.portageandmainpress.combe significantly reduced. Many of the identifieditems are for the teacher to use for displaypurposes, or for making charts for recordingstudents’ ideas. In some cases, visual materials(large pictures, sample charts, and diagrams)have been included with the activity to assistthe teacher in presenting ideas and questions,and to encourage discussion. You may wish toreproduce these visuals, mount them on sturdycardstock, and laminate them so they can beused for years to come.Explore: This section details a step-by-stepprocedure, including higher-level questioningtechniques, and suggestions for encouraging theacquisition of new knowledge and skills. In somecases, one lesson may involve several Exploreactivities, which are identified as Explore: PartOne, Explore: Part Two, and so on.Learning Centre: Included with most lessonsare independent student learning opportunitiesthat focus on the learning outcomes. They aredesigned as learning centres, and to promotedifferentiated instruction, the centres arebased upon multiple intelligences research.2Each centre focuses on a different multipleintelligence, to provide opportunities for studentsto use areas of strength and also to exposethem to new ways of learning. The following2 Conklin, Wendy. Differentiation Strategies for Science. HuntingtonBeach, CA: Shell Education, 2004. Verbal-Linguistic: These learners thinkin words and enjoy reading, writing, wordpuzzles, and oral storytelling. When alearning centre focuses on Verbal-Linguisticintelligence, the following icon is used:V-L Logical-Mathematical: These learnersthink by reasoning and enjoy problemsolving, puzzles, and working with data.When a learning centre focuses on LogicalMathematical intelligence, the following iconis used:L-M Visual-Spatial: These learners think in visualpictures and enjoy drawing and creatingvisual designs. When a learning centrefocuses on Visual-Spatial intelligence, thefollowing icon is used:V-S Bodily-Kinesthetic: These learners thinkusing their physical bodies, and enjoymovement, sports, dance, and hands-onactivities. When a learning centre focuses onBodily-Kinesthetic intelligence, the followingicon is used:KB- Musical-Rhythmic: These learners think inmelodies and rhythms and enjoy singing,listening to music, and creating music.When a learning centre focuses on MusicalRhythmic intelligence, the following iconis used:RM-Katz, Jennifer. Teaching to Diversity: The Three-Block Model ofUniversal Design. Winnipeg: Portage and Main Press, 2012.sPortage & Main Press, 2016 · Hands-On Science · Grade 6 · ISBN: 978-1-55379-314-4Engage: This activity is intended to activateprior knowledge, review previous lessons, andengage students in the lesson. The guidedinquiry question for the lesson is also introducedin this section. Teachers may choose to recordthe question for display throughout relatedinvestigations. For example, the guided inquiryquestion might be recorded on a sentence stripand displayed.intelligences, identified by the accompanyingicons, are focused on in Hands-On Science:4Hands-On Science Grade 6
www.portageandmainpress.comInterpersonal: These learners think bytalking to others about their ideas andenjoy group work, planning social events,and taking a leadership role with friends orclassmates. When a learning centre focuseson Interpersonal intelligence, the followingicon is used:TERIN Intrapersonal: These learners think withinthemselves and enjoy quietly thinking,reflecting, and working individually. Whena learning centre focuses on Intrapersonalintelligence, the following icon is used:ATRIN Naturalistic: These learners learn byclassifying objects and events and enjoyanything to do with nature and scientificexploration of natural phenomena. Whena learning centre focuses on Naturalisticintelligence, the following icon is used:N Existential: These learners learn by probingdeep philosophical questions and enjoyexamining the bigger picture as to why ideasare important. When a learning centrefocuses on Existential intelligence, thefollowing icon is used:EXTeachers are encouraged to explore the topicof multiple intelligences with their studentsand to have students identify ways they learnbest, and ways that are challenging for them.Guidelines for this process are included in thebook Teaching to Diversity (cited in the footnoteon the previous page).Each learning centre is described on a taskcard that remains at the centre, along withany required supplies and materials. Whenimplementing the learning centres, it is importantto review the task card prior to having studentswork at the centre, to ensure they are familiarwith the content and the expectations.NOTE: Many of the learning centre tasks also offerexcellent assessment opportunities – both formativeand summative – that teachers can take advantageof through student conferences/interviews. Teacherscan then use the Individual Student Observationssheet, on page 19, to record assessment data. Seethe next section of Hands-On Science, AssessmentPlan, for more information on assessment.Embed: Part One: The activities in this sectionare intended to review the main ideas of thelesson, focusing on specific learning outcomes.The guided inquiry question for the lesson isalso reviewed in this section, and students areencouraged to share their knowledge, provideexamples, and ask further inquiry questions.This section also includes directions for anyreproducible activity sheets found in the lesson,which are designed to correlate with the learningoutcomes of the main activity. Activity sheets areincluded to be used during the main activity in alesson, often to record results of investigations.In some lessons, the same activity sheets areused as follow-up to the main activities.Students may work independently on thesheets, in small groups, or you may read overthe sheets together and complete them in alarge group setting. Activity sheets can alsobe made into overheads or large experiencecharts. Since it is important for students to learnto construct their own charts and recordingformats, teachers may decide to use the activitysheets as examples of ways to record andcommunicate ideas about an activity. Studentscan then create their own sheets rather than usethe ones provided.sIntroduction5Portage & Main Press, 2016 · Hands-On Science · Grade 6 · ISBN: 978-1-55379-314-4Sample Pages
Sample PagesNOTE: Activity sheets are meant to be used only inconjunction with, or as a follow-up to, the hands-onactivities. The activity sheets are not intended to bethe science lesson in itself or the sole assessmentfor the lesson.Embed: Part Two: With each lesson, teachersare also encouraged to embed learning byadding to graphic organizers; having studentsrecord, describe, and illustrate
Dec 23, 2020 · Hands-On Science Grade 6 Portage & Main Press, 2016 · V Hands-On Science · Grade 6 · ISBN: 978-1-55379-314-4 2 Introduction to Hands-On Science Program Introduction Hands-On Science helps develop students’ scientific literacy through active inquiry, problem solving, and decision ma
He’s got the whole world in his hands . He’s got the whole world in his hands . Verse 1 He’s got the itty bitty babies in his hands . He’s got the girls and boys in his hands . He’s got the great big grown-ups in his hands . He’s got the whole world in his hands . Verse 2 He’s got the earth
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Science Color & Light Delta Science Module (DSM) 4 Science Mixtures & Solutions Kit Full Option Science System (FOSS) 5 Science Landforms Kit Full Option Science System (FOSS) 5 Science Variables Kit Full Option Science System (FOSS) 5 Science Environments Full Option Science System (FOSS) 5 Science Oceans Delta Science Module (DSM) 5
Introduction to Science Section 2 The Branches of Science, continued The branches of science work together. -biological science: the science of living things botany, ecology -physical science: the science of matter and energy chemistry: the science of matter and its changes physics: the science of forces and energy -earth science: the science of the Earth, the
Hands Are Not for Hitting By Martine Agassi Free Spirit Publishing, Inc. Hands Are Not for Hittingis a story about alternative actions and activities that children and adults can do with their hands instead of hitting. It teaches correct use of hands in an encouraging way through the use of simple language and descriptive illustrations
God Has No Hands but Your Hands!! . The congregation began rebuilding the church facilities. One day a sculptor saw the broken figure of Christ, and offered to carve new hands. The church officials met to consider the sculptor’s friendly . Glenna Phi
The Laying-on-of-hands is certainly used in blessing. Israel blesses his grandchildren by the Laying-on-of-hands [Genesis 48:14 and following verses.]. When a group was blessed and individual Laying-on-of-hands was impractical, Aaron 'lifted his hands towards the people and blessed them.
Accounting for the quality of NHS output 3 2. Accounting for the quality of healthcare output There is a great deal of variation among health service users in terms of the nature of their contact . The .
