6th grade science at a...

6th Grade ScienceAt A Glance

2017 - 2018

Unit 1: Energy Transfer and Conservation

Teaching Dates: 8/23/17- 10/20/17 Benchmark Window: 10/16/17-10/20/17

Standards: SEPs

Performance Indicators: 6.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 6.S.1A Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 6.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 6.S.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 6.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 6.S.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 6.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 6.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 6.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 6.S.1B Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. 6.S.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or 2 needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

Unit 1: Energy Transfer and Conservation


Standards: 6.P.3

Conceptual Understandings: 6.P.3A, 6.P.3B

Performance Indicators:6.P.3 The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.6.P.3A Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical,chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.6.P.3A.1 Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical,chemical, radiant, and thermal).6.P.3A.2 Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.6.P.3A.3 Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.6.P.3A.4 Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.6.P.3A.5 Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction.6.P.3A.6 Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.6.P.3B Conceptual Understanding: Energy transfer occurs when two objects interact thereby exerting force on each other. It is the property of an object or a system that enables it to do work (force moving an object over a distance). Machines are governed by this application of energy, work, and conservation of energy.6.P.3B.1 Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys,inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.6.P.3B.2 Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) or the amount of energytransferred to the surrounding environment as it moves an object.

Unit 1 - Weeks 1 - 2

Dates Essential Learning Tasks & Activities

8/23/17-8/25/17Lab Safety, Energy

Pre-Assessment6.S.1-6.S.8 6.S.1-6.S.8 6.S.1-6.S.8

Notebook Setup with FOSS Resource

SEP’s Introduction & Lab Safety Procedures Lab Safety Contracts, Notebook Setup

Energy Pre-Assessment Assess Prior Knowledge

8/28/17- 9/1/17Circuit of Inquiry & Battery

LabsDimensional Analysis

6.P.3A.1-4,66.P.3B.1-2

6.S.1A.1, 3-4,7 6.P.3A.1-2

6.S.1A.1,3,7,8 6.P.3A.16.P.3A.26.S.1A

STC Activity 1: Circuit of Inquiry Lab Assess prior knowledge of energy,motion, machines

STC Activity 2: Making a Battery Components of a Battery: What is the evidence that batteries were created in this lab? (DOK 3)

Making a BatteryEnergy Collaboration/ Creation Lesson Plan- Energy transfer (chemical → electrical)

STC Activity 3: Rechargeable Batteries Transforming Energy: Does the motor or light need more energy to operate? Support your claim with evidence.Dimensional Analysis Intro BookLesson 1 Lesson 2Lesson 3 Lesson 4

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9/5/17- 9/8/17Forms of Energy & Transformations

6.S.1A.66.P.3A.16.P.3A.36.P.3A.16.P.3A.36.P.3A.26.P.3A.26.P.3A.1

STC Activity 4: Storing and Using Energy in a Battery Energy is proportional to the time the battery is charged. Is it better to use the results of class data or only individual data? Support your claim with evidence. (DOK 3)

Energy Exists in Different Forms: List 3 ways you use energy. How does each example involve a transformation? (DOK 1)

Conservation of Energy: Suppose you are jumping on a trampoline. Describe the conversions that occur between potential & kinetic energy. (DOK 2)

Energy Can Change Forms, but is Never Lost Solar and Wind energy: List two advantages and two disadvantages of solar power. (DOK 1)

Technology Improves the Way People Use Energy Forms of Energy & Transformation Blended Learning Lesson

9/11/17- 9/15/17Measuring Force Using

Spring Scale6.S.1A.36.P.3A.46.P.3A.3

STC Activity 5: Introduction to Forces: 5.1 and 5.2 p.36-47.Force, spring scale: What do you think determines the weight of an object? Support your answer with data. (DOK 3)

STC Activity 6: 6.1, 6.2 Changing the Load only, 6.3 EMPHASIS P6:Constructing explanations & Designing solutions Measuring Force: Does load size effect the force needed to pull the load. Support answer with evidence. (DOK 3)

STC Activity 7: 7.1 Measuring the Force Exerted by a Motor: Motors exert forces and forces can be measured. What is the maximum force exerted by the motor? (DOK 3)

https://drive.google.com/open?id=1rjSsuVL8WzeUuZIAx3EOeAYQ1xNCXvY__DV5sUOsjik



9/18/17-9/22/17Scientific Work,

Simple Motors and Generators

6.P.3B.16.P.3A.4

STC Activity 8: Work and the Motor File Measuring the Work Done Across aSurface 8.1 and Measuring the Work to Lift a Load 8.2 Lab p.72-81Scientific work: How can you determine the amount of work done by the motor? Support your answer with evidence. (DOK 3)

STC Activity 8a: SC Essential ElectromagnetSTC Activity 8b: MotorsRelationship between magnetism, electricity, electromagnets,generators, and simple electric motors: Explain how an electromagnet works(DOK 3) and how they work together to transform electrical energy to mechanical energy. (DOK 2)

Assessment

9/25/17-9/29/17Levers and Pulleys

6.P.3A.46.P.3B.26.P.3A.46.P.3B.16.P.3B.1

STC Activity 9: Power of a Motor- Measuring Power Lab 9.1 p.82-90Calculate the power of a motor: How does the number of batteries affect the amount of work done by the motor? (DOK 3)

STC Activity 10: Assessing What You Know 10.1 p.92-97 Demonstrate knowledge of energy, forces, work, and power: Performance Assessment, Data Analysis, Multiple Choice Questions, Short Answer Response (DOK 3)

STC Activity 11: Inclined Plane File Measuring Forces on a Cart on anInclined Plane 11.1 and 11.2 p. 100-107 Incline planes are simple machines that decrease the amount of force needed to do work. Why are ramps for people with physical disabilities long and gently sloping, rather than short and steep? Support your answer with evidence (DOK 3)

STC Activity 12: The Pulley Using Pulleys to Do Work Lab 12.1 p. 108-191 Pulleys are simple machines that decrease the amount of force needed to do work. What did you observe about the effort force with the different pulley combinations?(DOK 3)



10/2/17- 10/6/17Machines,

Temperature & Kinetic Energy

6.P.3B.26.P.3B.26.P.3B.26.P.3B.26.P.3A.1

STC Activity 13: Balancing a Lever Lab 13.1 p 120-129STC Activity 15.1:Calculating the Efficiency of Machines in Levers and Pulleys (worksheet p. 183)Using levers to decrease the amount of force needed for work: How does the amount of work done by the lever change when lifting the sled? Explain your reasoning (DOK 3)

STC Activity 14: Machines Assessment: Technological Design Challenge 14.1 p.130-139 Design challenge with force and work: Rubrics – TG. pg 193 and 194 Self Assessment in TG. Pgs. 197-198 (DOK 3)

STC Activity 14a: SC Essential Modern technology uses compound machines. Simple and complex machines in common tools: Design a complex machine and draw it labeling the simple machines. (DOK 3)

STC Activity 14b: SC Essential Temperature depends on particle movement. Temperature and kinetic energy: How can you explain thermal expansion as kinetic energy? (DOK 2)

STC Activity 14c: SC Essential Energy flows from warmer to coolerObjects Heat and thermal energy: Describe the relationship among kinetic energy, heat, temperature, and thermal energy.(DOK 2)

10/10/17- 10/13/17Engineering Design

Process6.P.3B.16.P.3A.56.P.3A.66.S.1B.1

STC Activity 14d: SC Essential The transfer of energy as heat can becontrolled conduction, convection, and radiation: Key Question for Activity

Engineering Design Process: Teacher’s Choice: Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) Ask questions to identify problems or needs. (2) Ask questions about the criteria and constraints of the device or solutions. (3) Generate and communicate ideas for possible devices or solutions. (4) Build and test devices or solutions. (5) Determine if the devices or solutions solved the problem and refine the design if needed. (6) Communicate the results.

Unit 1 - Week 9


10/16/17- 10/20/17Review and Assessment

All energy standards

Energy Unit Review

Energy Unit

Energy Unit Benchmark Test

Unit 2 - Weather and Climate

Teaching Dates: 10/23/17-12/19/17 Benchmark Window: 12/11/17-12/15/17

Standards: SEPs

Performance Indicators:6.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 6.S.1A Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 6.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 6.S.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 6.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 6.S.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 6.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 6.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 6.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 6.S.1B Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. 6.S.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or 2 needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

Unit 2 - Weather and Climate


Standards: 6.E.2

Conceptual Understandings: 6.E.2.A, 6.E.2.B

Performance Indicators:6.E.2 The student will demonstrate an understanding of the interactions within Earth's systems (flow of energy) that regulate weather and climate. 6.E.2A Conceptual Understanding: Earth's atmosphere, an envelope of gases that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of Earth's atmosphere. 6.E.2A.1 Develop and use models to exemplify the properties of the atmosphere (including the gases, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth. 6.E.2A.2 Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth's atmosphere. 6.E.2A.3 Construct explanations of the processes involved in the cycling of water through Earth's systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). 6.E.2B Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns. 6.E.2B.1 Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions. 6.E.2B.2 Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes). 6.E.2B.3 Develop and use models to represent how solar energy and convection impact Earth's weather patterns and climate conditions (including global winds, the jet stream, and ocean currents). 6.E.2B.4 Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents).



10/23/17- 10/27/17Condensation and

Precipitation6.S.1A.26.E.2A.36.S.1A.26.E.2A.36.S.1A.26.S.1A.46.S.1A.66.S.1A.86.E.2B.1

PRE-ASSESSMENT and SEPUP #60 Water Changes State- Students learn how water changes from one phase to another. Teachers model changes in the state of water and the water cycle. States of water (solid, liquid, gas), water vapor, clouds, condensation, evaporation, water cycle: What are five appropriate safety procedures you use when conducting investigations (DOK 1)

SEPUP #61 Investigating Groundwater- Students investigate the ability of water to filter through gravel and sand, to introduce groundwater Groundwater, infiltration: Summarize the steps in a controlled scientific investigation. (DOK 4)

Condensation and Precipitation. Clouds: cumulus, cirrus, cumulonimbus elevation, precipitation: How does a cloud form?(DOK 3) How does a precipitate form? How is it measured? (DOK 3)

10/30/17- 11/3/17Water Cycle and Soil

and Water Essay Research

6.S.1A.26.S.1A.46.S.1A.66.S.1A.86.E.2A.36.E.2B.1

SEPUP #62 Traveling on the Water Cycle- Students use a board game and literacy strategies to investigate the conversion of water from one form to another. water cycle, radiation, evaporation, transpiration condensation, Precipitation, run-off, collection: Draw and label the different processes of the water cycle. (DOK 1) How does water circulate through earth’s crust, oceans and atmosphere? (DOK 2)

Research for Soil and Water Essaywater cycle, radiation, evaporation, transpiration condensation, Precipitation, run-off, collection



11/6/17- 11/10/17Weather

Instruments and Careers, Weather

and Climate6.S.1A.36.S.1A.46.S.1A.56.S.1A.66.E.2B.1

SEPUP #50 Weather Effects: Students are introduced to four kinds of careers related to weather and look at maps of weather risks.Weather, rain gauge, thermometer, barometer, sling psychrometer, wind vane, anemometer: How does weather affect your daily life? SB (Issues and Earth Science student book) pg E-8, AQ4 (DOK 2)

SEPUP #51 Investigating Local Weather- Students record, graph, and analyze five days of local weather data. Daily vs. monthly data (mean,median, mode),precipitation, meteorology: Students graph monthly weather data. SB pg. E-11 to E-14 (DOK 3)

(OPTIONAL) SEPUP #52 Local Weather History Students conduct a survey to learn about the history of local weather disasters. Weather, risk, atmosphere, career of an atmospheric scientist: How are weather disasters different from everyday weather? (DOK 2)

SEPUP #53 Weather and Climate Students use climate maps to identify local climate and compare it to similar areas. Weather, climate, climatologist: SB, pg. E-22, AQ4 Predict weather conditions and patterns from data (DOK 2)

11/13/17- 11/17/17Heat Transfer,

Convection Currents and

Land/Sea Breezes

6.S.1A.1-2,4,6,86.E.2B.36.S.1A.26.E.2B.4

SEPUP #54 The Earth’s Surface Hydrologist, mean, median, mode: Where is most of the water on earth’s surface? (DOK 2)

SEPUP #55 Heating Earth’s Surfaces Climate, sun’s energy, land & sea breezes, radiation, conduction: Proc: DI, SB Quick Check: Q3, pg. E-29. Explain how the sun’s energy heats different surfaces of the earth. (DOK 3)

SEPUP #56 Ocean Temperatures Climate, ocean temperatures, latitude: Pair Share: Explain why hurricanes form over ocean areas with water temps above 26.5�C (DOK 3)

SEPUP #57 Oceans and Climate: Climate, ocean Currents, climatologist, hydrologist: How do oceans affect climate? SB pg. E-42, AQ3 (DOK 2)

SEPUP #58 The Causes of Climate: Climate, sun’s Energy, oceans, landforms: What three factors affect climate? SB pg. E-48, AQ 4 (DOK 1)



11/20/17-11/21/17Air Pressure and

Weather Instruments

6.S.1A.46.E.2A.16.S.1A.26.E.2B.1

SEPUP #63 Investigating Air Students explore the nature of air by making observations of air pressure and by using a chemical indicator.Air, substance: Q4: Understanding Concept pg. E-1, Q46Describe the consistency of air. Support your answer with evidence from the investigation.

Barometer, Sling Psychrometer, Rain Gauge: Record accurate using the barometer and the sling psychrometer. (DOK 2)

11/27/17- 12/1/17Global Winds and

Jet Streams, Greenhouse Effect and

Atmospheric Layers 6.E.2A.16.S.1A.66.S.1A.76.S.1A.86.E.2A.26.S.1A.1-26.S.1A.6-86.E.2B.4

SEPUP #64 Earth’s Atmosphere: atmospheric composition, air pressure, water vapor, temperature, altitude, human impact: How does the earth’s atmosphere change at different elevations from the earth’s surface? (DOK 2)

SEPUP #65 History of Earth’s Atmosphere: Atmospheric composition, Greenhouse effect: Has the earth’s atmosphere always been the same as it is today? (DOK 2)

SEPUP #66 Atmosphere and Climate: Atmospheric composition, Greenhouse effect: UC:AQ2 What role does atmosphere play in weather and climate? (DOK 1)

SEPUP #67 Measuring Wind Speed and Direction: Hurricanes, tornadoes, and thunderstorms: Procedure: DI pg. E-180 What do all wind instruments have in common? (DOK 3)

SEPUP #68 Worldwide Wind: Global Winds, Coriolis Effect, Jet Stream: What is the pattern of prevailing winds on different parts of the earth? (DOK 3)



12/4/17- 12/8/17Air Masses, Pressure

Systems, Weather Maps and Station Models

6.S.1A.16.S.1A.26.E.2B.26.S.1A.46.S.1A.56.S.1A.66.E.2B.16.E.2B.2

Summarize the relationship of the movement of air masses; high/low pressure systems, & frontal boundaries to storms and other weather conditions. Air masses, types of weather fronts, high/low pressure systems: How does an air massForm? What happens when air masses collide? (DOK 2)

SEPUP #69 Forecasting Weather Weather maps, weather fronts, high/low pressure systems, Review storm formation

Weather Blended Learning Lesson: Analyze data on a weather map and station model Weather maps, station models: Procedure: CS What information is found on a weather map? How can a weather map be used to forecast weather? (DOK 3)

12/11/17- 12/15/17Weather Review and

BenchmarkAll weather indicators

Weather Unit ReviewPeer Editing & Feedback: Collaborate with ELA teachers Use the scoring rubric provided by the district.Suggestion: Students write essay in Google Docs. Then, share the link with teammates. During peer editing/Kagan strategy, students can provide feedback on paper.

Weather Unit Class Assessment/Graded

Weather Unit Benchmark Review and Assessment

Complete Soil and Water Essay (Continued for Week 9)

https://drive.google.com/open?id=1H0CgEILc02-NI_YVlnta1_0lBX4PbAjD7BTE3Nbkg_M

Unit 2 - Week 9


12/18/17-12/19/17Complete Soil

and Water EssaysComplete Soil and Water Essay

Unit 3 - Protists, Fungi, and Plants


Standards: SEPs

6.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 6.S.1A Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 6.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 6.S.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 6.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 6.S.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 6.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 6.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 6.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 6.S.1B Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. 6.S.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or 2 needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

https://drive.google.com/open?id=15R4vaFXyYKdeTVu8opFaFz0w356mzi2hmVKrVR5vCS4

#

Unit 3 - Protists, Fungi & Plants


Standards: 6.L.5

Conceptual Understandings: 6.L.5A., 6.L.5.B

Performance Indicators:6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in how they obtain energy and move. The Fungi Kingdom consists of organisms that do not make their own food (heterotrophs) but obtain their nutrition through external absorption. Fungi can be grouped by their growth habit or fruiting structure and respond to changes in the environmental stimuli similar to plants. 6.L.5A.1 Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment. 6.L.5A.2 Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity). 6.L.5B. Conceptual Understanding: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.6.L.5B.1 Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water. 6.L.5B.2 Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants. 6.L.5B.3 Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 6.L.5B.4 Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. 6.L.5B.5 Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity).


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1/3/18-1/5/18Living/Nonliving

6.L.4A.1 6.S.1A.1 6.S.1A.6 6.S.1A.7 6.S.1A.8

FOSS #1-What is Life? Part 1: Living or Nonliving Notebook Setup, dead, dormant, evidence, habitat, living, nonliving, organism.How do you know if something is living? How do you classify organisms based on the 5 Kingdoms of Life?

1/8/18-1/12/18Living/NonlivingKingdoms of Life

6.L.4A.1 6.S.1A.1 6.S.1A.6 6.S.1A.7 6.S.1A.86.L.4A.2 6.S.1A.2 6.S.1A.5

Part 2: Anything Alive Here? Distinguish between living, nonliving, dormant, and dead. How do you know if something is living? How do you classify organisms based on the 5 Kingdoms of Life?

FOSS #2-The Microscope Part 3: Microscopic Life Living, organism, compound microscope, field of view, magnification, magnify, power, scaleWhat evidence can we find that brine shrimp are living organisms?



1/17/18-1/19/18Microscopic LifeDiscovering the

Cell6.L.4A.1 6.L.4A.2 6.L.5A.1 6.S.1A.1 6.S.1A.2 6.S.1A.5 6.S.1A.6 6.S.1A.7

FOSS #3-The Cell Part 1: Discovering Cells What microscopic structures make up organisms such as elodea? How are elodea and the paramecium alike, and how are they different? Is there life in the mini-habitats? If so, where did it come from?

FOSS #3-The Cell (continued) Part 2: Paramecia What microscopic structures make up organisms such as elodea? How are elodea and the paramecium alike, and how are they different? Is there life in the mini-habitats? If so, where did it come from?

FOSS #3-The Cell (continued) Part 3: Microworlds What microscopic structures make up organisms such as elodea? How are elodea and the paramecium alike, and how are they different? Is there life in the mini-habitats? If so, where did it come from?

1/22/18-1/26/18Paramecia,

MicroworldsProtists6.S.1A.2 6.L.4A.1 6.L.4A.2 6.L.5A.1

Protists *TEACHER CREATED RESOURCES NOT FOUND IN FOSS Collaborative-Creation Lesson Planning Guide Protists, Fungi & Plants Protist Lesson What are the characteristics of these three types of protists (euglena, paramecium, amoeba)? How do they obtain food?

FOSS #4-Domains Part 3: Fungi Archaea, atom, bacteria, classification, colony, control, culture, decomposer, domain, e. coli, eukaryote, fungus, microorganism, molecule, plasmid, prokaryote, spore What evidence is there that fungi are living organisms?



1/29/18-2/2/18Fungi, Fungi Tropisms

6.L.5A.1 6.L.5A.2

Fungi-Categorization & Obtaining Energy *TEACHER CREATED RESOURCES NOT FOUND IN FOSS, Fungi, saprophytic, parasitic, symbioticHow do fungi obtain energy?

Fungi Tropisms *TEACHER CREATED RESOURCES NOT FOUND IN FOSS, stimuli, tropisms, How do fungi respond to external stimuli?

2/5/18-2/9/18Vascular/Nonvascular

, Root TypesTranspiration/Xylem/

Phloem6.L.5B.1 6.L.5B.2 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.5 6.S.1A.6 6.S.1A.7

6.L.5B.3

FOSS #5-Plants:The Vascular System Part 1: What Happened to the Water? vascular (system), nonvascular, transpiration, photosynthesis, respiration, vein, xylem, phloem, roots, aerobic cellular, guard cells, organ, organ system, stomata, tissue. What happened to the water? How is water transported through a vascular plant? How do nonvascular plants get water and nutrients? How do plants use water?

Non-vascular systems *TEACHER CREATED RESOURCES NOT FOUND IN FOSS. vascular (system), nonvascular. What happened to the water? How is water transported through a vascular plant? How do nonvascular plants get water and nutrients? How do plants use water?

Part 2: Looking at Plant Structures , What happened to the water? How is water transported through a vascular plant? How do nonvascular plants get water and nutrients? How do plants use water?

Types of roots *TEACHER CREATED RESOURCES NOT FOUND IN FOSS, fibrous roots, taproots. What is the difference between fibrous roots and taproots?



2/12/18-2/16/18Transpiration & Photosynthesis

6.L.5B.2

Part 3: Transpiration & Photosynthesis , photosynthesis, respiration, transpiration, stomata,

Photosynthesis, Respiration, Transpiration *TEACHER CREATED RESOURCES NOT FOUND IN FOSS, chloroplast, chlorophyll, glucose, stomata, guard cells, How do the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants?

2/20/18-2/23/18Plant

Reproduction & Growth,

Tropisms, Environmental

Factors6.L.5B.3 6.L.5B.4 6.L.5B.5 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.6 6.S.1A.7 6.S.1A.8

FOSS #6-Plant Reproduction & Growth, Part 1: Lima Bean , How do the structural adaptations of seeds help them survive?

FOSS #6-Plant Reproduction & Growth (continued) Part 2: Environmental and Genetic Factors , How do environmental factors affect the germination and early growth of different food crops?

Plant Tropisms *TEACHER CREATED RESOURCES NOT FOUND IN FOSS , How do plants respond to external stimuli, including temperature, light, touch, water, and gravity?

FOSS #6-Plant Reproduction & Growth (continued) Part 3: Flowering-Plant Reproduction , How do environmental factors affect the germination and early growth of different food crops? What is the purpose of a flower?

Unit 3 - Week 9


2/26/18-3/2/18Flowers &

Pollinators & Defenses

Plant Review/Plant

Benchmark6.L.5B.3 6.L.5B.4 6.L.5B.5 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.6 6.S.1A.7 6.S.1A.8

FOSS #6-Plant Reproduction & Growth (continued), Part 4: Flowers and Pollinators, plant adaptations, pollination, flowering, pollinators, fertilization, What adaptations do flowering plants have to accomplish pollination?

Plant Defenses *TEACHER CREATED RESOURCES NOT FOUND IN FOSS, thorns, poisons, thigmotropism, What are some natural defenses that plants have?

Plant Review

Plant Unit Test & Plant Benchmark

Unit 4 - Classification & Animals


Standards: SEPs

6.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 6.S.1A Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 6.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 6.S.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 6.S.1A.4 Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 6.S.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 6.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 6.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 6.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 6.S.1B Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. 6.S.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or 2 needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.


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Standards: 6.L.4

Conceptual Understandings: 6.L.4.A, 6.L.4.B

Performance Indicators:6.L.4: The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive. 6.L.4A. Conceptual Understanding: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in which they can live. Because of the diversity of life on Earth, scientists have developed a way to organize groups of organisms according to their characteristic traits, making it easier to identify and study them. Performance Indicators: Students who demonstrate this understanding can: 6.L.4A.1 Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop. 6.L.4A.2 Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals). 6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments. Performance Indicators: Students who demonstrate this understanding can: 6.L.4B.1 Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics. 6.L.4B.2 Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. 6.L.4B.3 Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. 6.L.4B.4 Obtain and communicate information to compare and classify innate and learned behaviors in animals. 6.L.4B.5 Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.

Unit 4 - Classification & Animals


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Week 13/5/18-3/9/18

Insects Structure, Function & Behavior,

Structures for Defense

6.S.1A.1 6.S.1A.2 6.S.1A.4 6.S.1A.6 6.S.1A.7 6.S.1A.8 6.L.4A.1 6.L.5B.2

FOSS #7-Insects Part 1:Structure, Function, Behavior How do the structures and behaviors of the Madagascar hissing cockroach enable life’s functions? What special structures do animals have that allows them defend themselves?

FOSS #7-Insects (continued)Part 2: Insect Systems , How is the insect transport system like plant and human transport systems and how is it different? What special structures do animals have that allows them defend themselves?

Structures for Defense (Use Weebly Videos) Teacher’s Choice, Defense, Structure, mimicry, camouflage, What special structures do animals have that allows them defend themselves?

3/12/18-3/16/18Defense,

Resources/Taxonomy

Classify Vert/Invert/Endo

/Ecto6.L.4A.2 6.L.4B.1

Structures for defense, movement, obtain resources, Teacher’s Choice, defense, movement, resources, What special structures do animals have that allows them defend themselves, move, and obtain resources?

SC3 (3.1) Lesson A: Classification of Vertebrates & Invertebrates 6.L.4B.1/6-3.1, 6-3.1 PPT *The SC3 curriculum is still in the old standards numbering system, but this is how it converts. How can you develop a classification system for animals? What are the common characteristics of all vertebrates and invertebrates?

SC3(3.1) Lesson B: Ectothermic or Endothermic Vertebrate Animals (Classifying Vertebrates) 6.L.4B.1/6-3.1, 6-3.1 PPT, Essential Vocabulary 6.L.4A.2 6.L.4B.1 , What are the characteristics of the five groups of vertebrates?

Suggested Assessment Animal Blended Learning Lesson, Essential Vocabulary 6.L.4A.2 6.L.4B.1, What are the characteristics of the five groups of vertebrates?

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http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.1_final.doc

http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.1_animal_unit_lessonrevised.ppt





3/19/18-3/23/185 Invertebrates

GroupsResources

6.L.4A.2 6.L.4B.1 6.L.4B.2

SC3(3.1) Lesson C: Invertebrates, 6.L.4B.1/6-3.1, 6-3.1 PPT, Essential Vocabulary 6.L.4A.2 6.L.4B.1 6.L.4B.2 Defense, camouflage, mimicry, obtain resources, What are the characteristics of the five groups of invertebrates?

SC3(3.2) Lesson A: Moving, Defending, & Obtaining Resources, 6.L.4B.2/6-3.2, 6-3.2 PPF, In what ways do animals defend themselves, move, and obtain resources?

SC3(3.2) Lesson B: Bird Beaks Activity, 6.L.4B.2/6-3.2, 6-3.2pdf, Collaborative Creation Lesson Planning Guide Bird Beaks, Essential Vocabulary 6.L.4A.2 6.L.4B.1 6.L.4B.2 Defense, camouflage, mimicry, obtain resources, What structures do birds use for obtaining resources?

3/26/18-3/29/18Endothermic &

EctothermicAnimal

Classification6.L.4B.5

6.L.4A.1 6.L.4A.2 6.L.4B.1

SC3(3..3) Lesson A: Endothermic & Ectothermic Organisms, 6.L.4B.5/6-3.3, Essential Vocabulary Endothermic, ectothermic, What are the characteristics of endothermic and ectothermic animals? How does the temperature affect the respiration rate of goldfish?

Animal Classification Teacher’s Choice, Essential Vocabulary 6.L.4A.1 6.L.4A.2 6.L.4B.1, How are animals classified and what common characteristics do they share? What are 4 things all living organisms do?




http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.2_eat_and_run.pdf


http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.2_eat_and_run.pdf




4/9/18-4/13/18Environmental

Stimuli/Responses

Inherited and Learned

Behaviors6.L.4B.2 6.L.4B.3

6.L.4B.4

SC3(3.4) Lesson A: Environmental Stimuli, 6.L.4B.2/6-3.4, Essential Vocabulary 6.L.4B2 Defense (camouflage, smells, stingers, ejection, mimicry, grouping) obtain resources, physical responses, How do environmental stimuli cause physical responses in animals?

SC3(3.5) Lesson A: Behavioral Responses, 6.L.4B.3/6-3.5, Essential Vocabulary 6.L.4B.3 Behavior, hibernation, migration, grouping, courtship, In what ways do animals respond behaviorally to environmental stimuli?

SC3(3.7) Lesson A: Inherited and Learned Behaviors, 6.L.4B.4/6-3.7, Essential Vocabulary 6.L.4B.4 Imprinting, inherited behaviors, instincts, conditioning, learned behavior, How do learned behaviors in animals differ?

4/16/18-4/20/18Environmental

Stimuli & Animal Behavior &

Classification6.L.4B.3 6.L.4B.4

6.L.4B.1 6.L.4B

Environmental Stimuli & Animal Behavior (Use Weebly Videos) Teacher’s Choice, Essential Vocabulary 6.L.4B.3 6.L.4B.4, In what ways do animals respond behaviorally to environmental stimuli?

Classification, Teacher’s Choice, Essential Vocabulary 6.L.4B.1 6.L.4B.5 , How are animals classified and what common characteristics do they share?






4/23/18-4/27/18Animal Unit

Review & Benchmark

PASS Review & Pass Testing

All Animal Standards

Animal Unit Review

Animal Assessment Animal Benchmark

PASS Review

4/30/18-5/4/18PASS Review

PASS Review

Unit 4 - Week 9


5/7/18-5/11/18PASS Testing PASS Review

Weeks 10-13 SEP End of the Year Projects


5/14/18-6/5/18After Testing Activities to

Support the SEP’sAll Content Standards

SEP’s

End of the Year Projects focusing on reinforcing the SEPs, Focus should be on DOK Level 4 Activities

6th grade science at a...

Documents