CURRICULUM GUIDE

SCIENCE 6

I. Course Description and Philosophy

This course will focus on different areas of science which will include plants, invertebrates, the earth, universe, space, and chemistry. Other science disciplines will be addressed due to the connection they have with these science topics including but not limited to health.

II. Spiritual Emphasis

The opening verse in the Bible (Genesis 1:1) is the framework of all creation and scientific disciplines. God is the Creator and sustainer of His creation. Throughout His Word He addresses the creation.

A. God created all things (Genesis 1 & 2)B. God provides (Genesis 2:16-18)C. God desires for us to study creation (Job 12:7-8)D. God uses mathematics to create order (Exodus 28:24-29)E. God desires cleanliness and good health (Deuteronomy 23:12-13)F. We are wonderfully made (Psalm 139:13-14)G. God designed the plants and animals for specific purposes (Genesis 1:29-

30)H. All matter and energy comes from God (Genesis 1 & 2)I. All organisms coexist because of God’s design (Genesis 9:2-3; Job 35:4)J. God designed organisms to be able to reproduce (Genesis 1:11-12)K. God provides order to His creation (Genesis 8:22; Job 38:31-33)L. Sin introduced the genetic disorders onto the earth (Genesis 3:14-19;

Romans 3:10-18)M. All nations are related (Acts 17:24-26)N. God gave man dominion over the animals (Genesis 21:19-20)O. God is in control of climates and weather (Job 28:24-27; 36:27-30)

III. Course Goals and Objectives

Upon successful completion of the sixth grade science course the student will be able to:

Understand the processes and purposes of plants

Understand the order and classification of invertebrates and their role in the ecosystem.

Understand the structures of the earth and the various processes that have affected those structures from the creation until now

Understand the vastness of the universe and the order and complexity with which it is designed

Understand man’s curiosity for space and space exploration Understand the basic concepts of chemistry and how elements play a part

in that process Understand that knowledge of personal safety and first aid are beneficial

to everyone Understand the systems of the body and how an active and healthy

lifestyle are beneficial to those systems Understand that the body’s defenses are for protection and good health

and that there are beneficial as well as harmful drugs that can be taken

IV. Sequence

FIRST NINE WEEKS

Weeks 1-4 Plentiful plants (Chapter 1)

1.1 Leaves: The Food Factories 1.2 Roots and Stems 1.3 Flower, Fruit, and Seed 1.4 Plant Families You Should Know 1.5 The World of Trees 1.6 Broadleaf Trees 1.7 Conifers 1.8 Plant Surprises: Ferns, Mosses, Algae, and Fungi

Weeks 5-8 Observing Invertebrates (Chapter 2)

2.1 Classification 2.2 Insects: The Most Numerous Arthropods 2.3 Familiar Orders of Insects 2.4 Spiders: Arthropod Engineers 2.5 A Selection of Spiders 2.6 Spiders’ “Classmates” 2.7 Crustaceans 2.8 Centipedes and Millipedes

2.9 Worms and Mollusks: Invertebrates without External Skeletons 2.10 Strange Sea Specimens 2.11 Protozoans: Microscopic Invertebrates

Week 9 Nine Weeks Test

SECOND NINE WEEKS

Weeks 1-4 Our Fascinating Earth (Chapter 3)

3.1 Earth’s Structure 3.2 Earthquakes 3.3 Volcanoes 3.4 Classification of Volcanoes 3.5 Fiery Rocks 3.6 Layered Rocks and Changed Rocks 3.7 Hidden Treasures of the Earth: Gems and Metals 3.8 Hidden Treasures of the Earth: Important Fuels 3.9 Caves 3.10 A Giant Magnet

Weeks 5-8 God’s Great Universe (Chapter 4)

4.1 What is space like? 4.2 Galaxies: Giant Groups 4.3 Constellations: Figures in the Stars 4.4 Stars: Distant Wonders 4.5 Early Ideas in Astronomy 4.6 Exploring the Solar System 4.7 Our Earth 4.8 The Mysterious Moon 4.9 Smaller Space Travelers

Week 9 First Semester Final Exam

THIRD NINE WEEKS

Weeks 1-4 Exploring Space (Chapter 5)

5.1 Understanding Light 5.2 Instruments of Astronomy 5.3 Principles of Space Flight 5.4 Race to the Moon 5.5 Space Stations

5.6 Space Shuttle 5.7 Satellites and Space Probes 5.8 Exploring the Inner Planets 5.9 Exploring the Outer Planets 5.10 The Origin of the Universe

Weeks 5-8 Matter and Chemistry (Chapter 6)

6.1 Materials and Matter 6.2 Atoms: Building Blocks of Matter 6.3 The Elements 6.4 Groups of Elements 6.5 Molecules and Compounds

Week 9 Nine Weeks Test

FOURTH NINE WEEKS

Weeks 1-4 Safety and First Aid (Chapter 1&2) Growth and Fitness (Chapter

3&4)

Chapter 1 Safety First

Personal safety: Preventing Accidents Recreational Safety : Playing it safe Environmental Safety: Preparing for the worst

Chapter 2 First Steps of First Aid

First aid: Emergency care Sports Aid: Personal care Critical conditions: Call 911

Chapter 3 Your Changing Body

Becoming You Growing up physically From cells to systems Your body regulators

Chapter 4 An Active Lifestyle

Maintaining an active lifestyle Nutrition’s role in your lifestyle Fitness in an active lifestyle

Workout for an active lifestyle

Weeks 5-8 A Healthy Mind and Body (Chapters 5-8)

Chapter 5 Your Body’s Defenses

Immunities vs. Invaders First Line of defense Protection through prevention God’s Word on diseases

Chapter 6 Your Communication System

Your body’s computer A passageway for messages The body’s messengers A healthy communication system

Chapter 7 Drugs: Use and Abuse

Uses of drugs Abuse of drugs

Chapter 8 A Healthy Spirit

V. Methodology

Lecture

Demonstration

Hands on activities

Outside assignments

Labs

Quizzes

Tests

VI. Textbook

Observing God’s World, Gregory Rickard/Gregory Parker, A-Beka Book Publishing 2001 Third Edition

Choosing Good Health, Delores Shimmin, A-Beka Book Publishing 2001 Second Edition

Bible

VII. Enrichment

Projects

Work sheets

Dissection (Owl pellet)

VIII. EVALUATION

Homework 25%

Quizzes 25%

Tests 50%

IX. TEKS

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TEK Objective and Goal 112.18 Chapter

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(1) The student, for at least 40% of instructional time,conducts laboratory and field investigations followingsafety procedures and environmentally appropriate andethical practices

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(a) The student is expected to demonstrate safe practicesduring laboratory and field investigations as outlinedin the Texas Safety Standards.

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(b) The student is expected to practice appropriate use andconservation of resources, including disposal, reuse, or recycling of materials

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(2) The student uses scientific inquiry methods during laboratoryand field investigations

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(a) The student is expected to plan and implement comparativeand descriptive investigations by making observations, askingwell-defined questions, and using appropriate equipmentand technology

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(b) Design and implement experimental investigations by makingobservations, asking well-defined questions, formulatingtestable hypotheses, and using appropriate equipment andtechnology

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(c) Collect and record data using the International System of Units(SI) and qualitative means such as labeled drawings, writing, andgraphic organizers

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(d) Construct tables and graphs, using repeated trials and means, toorganize data and identify patterns

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(e) Analyze data to formulate reasonable explanations, communicatevalid conclusions supported by the data, and predict trends

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(3) The student uses critical thinking, scientific reasoning, and problemsolving to make informed decisions and knows the contributions ofrelevant scientists

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(a) The student is expected to in all fields of science, analyze,evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimentaland observational testing, including examining all sides ofscientific evidence of those scientific explanations, so as toencourage critical thinking by the student

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(b Use models to represent aspects of the natural world such asa model of the Earth’s layers Chap. 3

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(c) Identify advantages and limitations of models such as size,scale, properties, and materials

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(d) Relate the impact of research on scientific thought and

society, including the history of science and contributions of scientists as related to the content

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(4) The student knows how to use a variety of tools and safetyequipment to conduct science inquiry. The student is expected to:

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(a) Use appropriate tools to collect, record, and analyzeinformation, including journals/notebooks, beakersPetri dishes, meter sticks, graduated cylinders, hotplates, test tubes, triple beam balances, microscopes,thermometers, calculators, computers, timing devices,and other equipment as needed to teach curriculum

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(b) Use preventative safety equipment, including chemicalsplash goggles, aprons, and gloves, and be prepared touse emergency safety equipment, including an eye/facewash, a fire blanket, and a fire extinguisher

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(5) The student knows the difference between elements and compounds.The student is expected to:

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(a) Know that an element is a pure substance representedby chemical symbols Chapter 6

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(b) Recognize that a limited number of the many knownelements comprise the largest portion of solid Earth, Chapter 6living matter, oceans, and the atmosphere

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(c) Differentiate between elements and compounds on Chapter 6the most basic level

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(d) Identify the formation of a new substance by usingthe evidence of a possible chemical change such as Chapter 6production of a gas, change in temperature, productionof a precipitate, or color change

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(6) The student knows matter has physical properties that can be used for classification. The student is expected to:

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(a) Compare metals, nonmetals, and metalloids using physical properties such as luster conductivity, or Chapter 6malleability.

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(b) Calculate density to identify an unknown substance Chapter 6

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(c) Test the physical properties of minerals, including Chapter 3hardness, color, luster, and streak

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(7) The student knows that some of Earth’s energy resources areavailable on a nearly perpetual basis, while others can berenewed over a relatively short period of time. Some energyresources, once depleted, are essentially nonrenewable. Thestudent is expected to:

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(a) Research and debate the advantages and disadvantagesof using coal, oil, natural gas, nuclear power, biomass,wind, hydropower, geothermal, and solar resources

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(b) Design a logical plan to manage energy resourcesin the home, school, or community.

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(8) The student knows force and motion are related to potentialand kinetic energy. The student is expected to:

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(a) Compare and contrast potential and kinetic energy

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(b) Identify and describe the changes in position, direction,and speed of an object when acted upon by unbalanced forces

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(c) Calculate average speed using distance and timemeasurements

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(d) Measure and graph changes in motion

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(e) Investigate how inclined planes and pulleys canbe used to change the amount of force to movean object

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(9) The student knows that the Law of Conservation of Energystates that energy can neither be created nor destroyed, itjust changes form. The student is expected to:

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(a) Investigate methods of thermal energy transfer including conduction, convection, and radiation

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(b) Verify through investigations that thermal energymoves in a predictable pattern from warmer tocooler until all the substances attain the sametemperature as an ice cube melting

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(c) Demonstrate energy transformations such as energyin a flashlight battery changes from chemical energyto electrical energy to light energy.

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(10) The student understands the structure of the Earth, the rockcycle, and plate tectonics. The student is expected to:

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(a) Build a model to illustrate the structural layers ofEarth, including the inner core, outer core, mantle, Chapter 3crust, asthenosphere, and lithosphere

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(b) Classify rocks as metamorphic, igneous, or

sedimentary by the processes of their formation Chapter 3

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(c) Identify the major tectonic plates, includingEurasian, African, Indo-Australian, Pacific, Chapter 3North America, and South American

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(d) Describe how plate tectonics causes majorgeological events such as ocean basins, Chapter 3earthquakes, volcanic eruptions, andmountain building

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(11) The student understands the organization of our solarsystem and the relationships among the various bodiesthat comprise it. The student is expected to:

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(a) Describe the physical properties, locations,and movements of the Sun, planets, Galilean Chapter 4moons, meteors, asteroids, and comets

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(b) Understand that gravity is the force that governs Chapter 4the motion of our solar system

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(c) Describe the history and future of spaceexploration, including the types of equipment Chapter 5and transportation needed for space travel

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(12) The student knows all organisms are classified into Domainsand Kingdoms. Organisms within these taxonomic groupsshare similar characteristics which allow them to interactwith the living and nonliving parts of their ecosystem. Thestudent is expected to:

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(a) Understand that all organisms are composed of Chapter 2one or more cells

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(b) Recognize that the presence of a nucleus determines Chapter 2whether a cell is prokaryotic or eukaryotic

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(c) Recognize that the broadest taxonomic classificationof living organisms is divided into currently Chapter 2recognized domains

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(d) Identify the basic characteristics of organisms,Including prokaryotic, eukaryotic, unicellular,or multicellular, autotrophic or heterotrophic,and mode of reproduction, that further classifythem in the currently recognized Kingdoms

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(e) Describe biotic and abiotic parts of an ecosystemIn which organisms interact

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(f) Diagram the levels of organization within an ecosystem, including organism, population,community, and ecosystem