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SCI.AAS.6.1- Use a model to show that Earth's moon moves around Earth, and Earth and its moon move around the sun; recognize the movements responsible for day/night and the length of a year.

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The teacher would begin by completing a KWL chart to determine what students know already and would like to learn. The teacher would then read the book Faces of the Moon to the students and discuss the following questions: What is a phase of the moon? How many phases are there? Why does the moon have phases? Students will then be given a black strip of construction paper, white colored pencil, and a piece of copy paper. Students will draw and shade the phases of the moon on the black construction paper and glue the strip onto the copy paper. Students will label each phase and write a short description under each. To conclude, the teacher will play a Kahoot with pictures of the moon phases and facts and finish the L section of the KWL chart.

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The teacher will assess the moon phase construction paper activity. The Kahoot and KWL will also serve as assessment. 

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The teacher will show the following video and learn the moon phase song (https://www.youtube.com/watch?v=HkvlrWpsnuQ).

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SCI.AAS.6.2- Recognize that gravity is responsible for the moon's orbit around Earth, and Earth's orbit around the sun.

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Students will use the online manipulative ( http://sciencenetlinks.com/media/filer/2017/12/20/gravity.html) with a sheet of paper to plan launches. Students will play with different settings to see what works and what doesn't. Students should observe that the Earth doesn't have to touch the beanbag to pull it down, but that it's gravity pulling it down.

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Students will go outside and experiment with real beanbags and make observations on a piece of paper. Observations should include that gravity plays a role in the beanbags falling.

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Students will read the following article ( https://www.readworks.org/article/Satellites-and-Gravity/db9d5a7e-11d6-4e3b-a2b5-7a24b288803b#!vocabularySection:application/articleTab:content/) and then fill out a vocabulary foldable as a class.

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SCI.AAS.6.3- Use a model to compare the relative sizes of objects in the solar system (e.g., sun, Earth, moon).

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The class will be told that they should be measuring in paces, which is one step with each foot. The teacher will have placed solar system cards at scale intervals around the class. Students will predict how many paces the Earth will be from the sun. Students will walk and record the distance from the Sun to the Earth and from the Earth to different planets and then discuss.  Students will record in their science notebook a drawing of a scale model of the solar system, representing the distance in some way.

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Students will be assessed based on their drawing in their science notebook. Students should show some understanding of scale and distance in their drawings. The teacher can also informally assess their discussions.

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Students will create a physical model of the solar system using styrofoam balls, kebob sticks, and paint as a class project. The teacher will model the first few steps, modeling how to measure and represent distance on a scale-model.

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SCI.AAS.6.5- Recognize that changes in Earth's features are brought on by slow processes such as mountain building and fast processes such as volcanic eruptions; identify erosion as a process that changes Earth's surface.

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The students will take a virtual field trip of a volcano to see what it looks like and build background knowledge. Then, students will be given a map of the United States. The teacher will project a map onto the board and together students and teachers will color a dot where every volcano is. Students will then be shown a picture of an area after a volcanic eruption and asked to describe what they see. Students will draw a picture comparing and contrasting an area before and after a volcanic eruption.

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Students will be assessed based on their comparing and contrasting activity. Students should show knowledge that an area will face physical change following an eruption by displaying this in their drawing.

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Students will read the book Volcano Wakes Up by Lisa Westberg Peters and write their own poem about a volcano.

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SCI.AAS.6.7- Use a model to explain the water cycle, including evaporation, condensation, and precipitation; recognize that the sun provides the energy which drives the water cycle.

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Students will be asked to create an artistic model of the water cycle. Students will be provided different mediums to choose one that best fits their talents and interests. These mediums include posters, clay, PowerPoints, paint, or acting it out. Students will present their product to the class and discuss.

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Students will be provided a rubric that can be used to score any method of demonstration that the students choose. Each demonstration will be assessed on having each step of the cycle and ability to present the information confidently to the class.

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Students will play a matching game in which they match each stage of the cycle with a picture. Videos will be shown of each cycle after students identify it to connect it to real life.

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SCI.AAS.6.12a- Distinguish which scientific instrument would be used to measure weather conditions (i.e., temperature, wind speed, and air pressure); identify weather conditions including sunshine, clouds, rain, ice storms, and blizzards.

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Students will learn what each instrument measures with a Peardeck interactive presentation. The students will then take on the role of meteorologists and have to practice using the instruments. The teacher will create stations and students will get in groups. The students will record findings for temperature, wind speed, and air pressure both inside the classroom and outside.

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Students will be given cut out thermometers that are blank. The teacher will give them a temperature and students will color and label it correctly.

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Students will be given papers with printed thermometers and barometers with different measurements on them. Students will practice reading the paper copy's measurements.

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SCI.AAS.6.13 - Use models to investigate how energy from the sun impacts Earth's surface; recognize that uneven heating of Earth's surface causes patterns in weather and climate. SCI.AAS.6.13a - Recognize that the sun's thermal energy is distributed throughout Earth's atmosphere by convection and radiation.

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The teacher will get a globe and a heat lamp and turn the lamp on towards the globe. The lamp will represent the sun. Students will have to answer questions such as "What does the Sun provide the Earth? How does that heat/energy transfer to the earth?" The teachers will inform students that energy is transferred in three different ways: radiation, conduction and convection and provide examples for each.

Radiation- UV waves

Conduction- touching a hot pot

Convection- air blowing through a vent
There will be stations representing each and students will rotate through.

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The teacher will call out scenarios of heat transfer. Students will hold up one finger for conduction, two for convection, and three for radiation.

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Students will listen to the Conduction, Convection, and Radiation song and complete a vocabulary foldable. https://www.youtube.com/watch?v=7Y3mfAGVn1c&feature=youtu.be

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SCI.AAS.6.14- Interpret data (e.g., tables, graphs) to determine changes in local and global temperatures over time; identify human activities (e.g. the use of fossil fuels) and natural processes (e.g. volcanic activity) as causes of these changes in temperatures.

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Students will create two line graphs: one that shows how carbon dioxide levels have changed over time, and one that shows how global temperatures have changed over time. Students will read current news article(s) detailing the human activities and natural processes that could change global temperatures. Students will interpret their graphical data, as well as information in the article, to determine if there is any relation between carbon dioxide levels and global temperatures.

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Students will be given two temperatures and will work to find the difference. Students will draw inferences of why the temperatures increased and must include something about carbon dioxide levels.

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Students will use the following website to calculate their carbon footprint. https://calc.zerofootprint.net/ Students will then write about how that impact affects the Earth and how they can change their actions.

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SCI.AAS.6.15- Compare the relationship between human population and food consumption, water use, and land use.

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Students will examine how they use water daily and calculate their daily water consumption. In addition, students will analyze how the changing human population will affect water consumption globally. Lastly, students will develop methods to decrease their personal water consumption, and/or design a product or policy that could help citizens decrease their water consumption.

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The teacher will ask students to create a plan and write out how they can decrease their water use, including what impact on the environment they think their changes will have.

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The class will work together to do a water cycle escape room. Students will have to correctly answer questions about it in order to get clues to escape.

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SCI.AAS.6.16- Assess how human behaviors impact the environment (e.g., recycling, conservation, pollution); suggest processes to minimize human impact on the environment.

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The students will be given a STEM challenge of creating a water filter to clean the water to minimize the human impact on the water. They will be given the following supplies:

cotton balls

gauze squares

tulle/netting

tissue

paper towels

coffee filters

gravel (aquarium gravel works great)

sand

Students will work together and test their solutions.

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The teacher will have students list three recycling solutions and describe them. This can be done as a whole class or individually.

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Students will partner up and do a reduce, reuse, and recycle sort. It is a cut and paste activity. Students will have to paste each activity under the correct column.