Zones+of+Intervention+Grade+6


 * = **Zones of Intervention Grade 6** ||
 * < **Content Standard** || **Expected Performance** ||< **Library-based Authentic Task** ||
 * < 6.2 - An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact.

//6.2. b. - Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter.// //﻿// || C5. Explain how populations are affected by predator-prey relationships. ||< Track hawk migration. Participate in online tracking sites. Collect data and compare to [|previous years]. Ask why do we track and what do these numbers mean. Follow tracking website such as [|Hawk Count!], [|NorthEast Hawk Watch] or students can create their own. ||
 * < 6.4 - Water moving across and through earth materials carries with it the products of human activities.

//6.4. a. - Most precipitation that falls on Connecticut eventually reaches Long Island Sound.// || C11. Explain how human activity may impact water resources in Connecticut, such as ponds, rivers and the Long Island Sound ecosystem. ||< Explore school building and grounds for storm drain runoff. With notebooks and cameras collect data using tables, charts, graphs. Research and report on findings producing map tracing destination of water from school grounds to the Long Island Sound. ||
 * < 7.1 - Energy provides the ability to do work and can exist in many forms.

//7.1. a. - Work is the process of making objects move through the application of force//. || C13. Explain how simple machines, such as inclined planes, pulleys and levers, are used to create mechanical advantage. ||< Research simple machines and find examples of real life applications. Create chart. Using three different simple machines students will design and build a device that completes a simple task. Completed devices will be videoed in action and uploaded to a class wiki. ||