grade 6 science curriculum pacing guide 2018-2019

Grade 6 Science– Curriculum Pacing Guide – 2018-2019

Anderson School District Two 2018-2019

Science 6 Pacing

Quarter Unit # Topic # of

Days

1 1 Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere

8-10

2 Water Cycle + Clouds 6

3 Weather Tools 9

4 Air Masses & Fronts, Climate 8

5 Severe Weather/ Solar Energy 8

2 6 Forms of Energy 9

7 Law of Conservation of Energy (Circuits) 10

8 Electricity & Magnetic fields (Motors) 10

9 Heat Transfer (Conduction, Convection, Radiation) 15

10 Simple Machines + Efficiency 8

3 11 Classification of Living things & Taxonomy 12

12 Protists 8



13 Fungi 5

14 Plant Structure & Function 20

4 15 Animals: Vertebrate vs Invertebrates 10

16 Adaptations & Behaviors 8

17 Innate vs Learned Behaviors 5

18 Endotherm Ectotherm 6

SC PASS Review

Unit 1 - Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere ( 8-10 days)

Standard 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).

Unit 1 – Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere (8-10 days)



Topic, Indicators Science and Engineering

Practices and Cross Cutting Concepts

Learning Targets

& Sample Formative Assessment Tasks/Questions

Resources (Suggested Activities)

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.

Topic ● atmosphere layer

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. ● Patterns ● Cause & Effect

● Systems & System Models

I can…

Students will create a scale poster of the layers of Earth’s atmosphere

Create an infographic on human caused harm to the Earth’s atmosphere,

greenhouse effect

● Earth’s Atmosphere Model Use logic problem clues to construct a scale model of Earth’s Atmospheric

Layers. A resource can be found at: http://www.csr.utexas.edu/grace/education/activities/pdf/Scale_of_Eart

h.pdf ● Construct a temperature graph

which shows what happens to temperatures in Earth’s atmospheric

layers which includes qualitative and quantitative analysis.

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. Contribution to atmosphere:

● Natural phenomena ● Greenhouse effect ● Human induced

phenomena

6.S.1A.7: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from

observations, data, or informational texts.

Cause and Effect

Assessment Guidelines: The objective of this indicator is

for students to analyze data form a variety of sources, including informational text, to provide arguments based

on evidence for and against natural and human phenomena contributing to

the compositions of Earth’s atmosphere.

● Investigations of Acid Rain:

Students can conduct a scientific investigation to analyze the causes and effects of acid rain. One example can be found here

https://www.teachengineering.org/activities/view/cub_air_lesson06_activity2

Unit Review and Test

http://www.csr.utexas.edu/grace/education/activities/pdf/Scale_of_Earth.pdf








Unit 2 - Water Cycle & Clouds ( 6 days) Standard 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.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.

Unit 2 – Water Cycle & Clouds ( 6 days)


Practices and

Cross Cutting Concepts

Learning Targets & Sample Formative

Assessment Tasks/Questions


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).

Water cycle

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.

Patterns Structure and Function

I can... Select one process of the water cycle. Design a

demonstration to show what happens. Include title, materials, and a summary of

what your demonstration shows.

● Water Wonders Simulate what

happens to a drop of water as it

moves within the water cycle. This

resource can be found at:

http://wps.ablongman.com/wps/media/objects/1513/1550154/%2344_Water_Wonders.pdf

● Water Cycle Song Use a water cycle

song to create a cause and effect flow chart that explains each process of the water cycle. This resource can

be found at:






https://www.youtube.com/watch?v=

okZBiy_IdBA

● Investigations of Acid Rain: Students

can conduct a scientific investigation to analyze the causes and effects of acid rain. One example can be found

here https://www.teachengineering.org/activities/view/cub_air_lesson06_activ

ity2 ● eSchooltoday: Check out the links to

the Water Cycle, Ozone Depletion,

and Water Pollution. This resource can be found at: http://www.eschooltoday.com/

● Precipitation Education: This

resource can be found at: https://pmm.nasa.gov/education/wa

ter-cycle

● Check out the Water Cycle: This

resource can be found at: http://studyjams.scholastic.com/stud

yjams/ ● Create a diagram that illustrates

the water cycle. Include a title,

picture, labels, and caption. Your caption should explain how water is cycled in the atmosphere.

● Construct a temperature graph

which shows what happens to

https://www.youtube.com/watch?v=okZBiy_IdBA

https://www.youtube.com/watch?v=okZBiy_IdBA




http://www.eschooltoday.com/

https://pmm.nasa.gov/education/water-cycle

https://pmm.nasa.gov/education/water-cycle

http://studyjams.scholastic.com/studyjams/

http://studyjams.scholastic.com/studyjams/



temperatures in Earth’s atmospheric

layers which includes qualitative and

quantitative analysis.

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.

Weather conditions, Cloud Shapes, Weather maps, Satellites,

Radar

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.

● Patterns

● Cause and Effect

● The National Center for Atmospheric Research https://scied.ucar.edu/clouds-memory-game

● eSchooltoday: Check out the links to

the Clouds, Winds, Floods, Droughts, Hurricanes, and Tornadoes. This resource can be found at:

http://www.eschooltoday.com/ ● NASA Space Place: Learn about

different cloud types. This resource can be found at:

http://spaceplace.nasa.gov/cloud-scramble/en/


https://scied.ucar.edu/clouds-memory-game

https://scied.ucar.edu/clouds-memory-game






Unit 3 - Weather Tools (9 days)

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.

Unit 3 – Weather Tools ( 9 days)

Topic, Indicators

Science and Engineering Practices

and Cross Cutting Concepts




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. Weather tools:

● Hygrometer ● Rain Gauge ● Sling psychrometer ● Barometer

● Anemometer ● Wind vane (weather vane)

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


Patterns Cause and Effect

● Matching game for tools

and what they record. ● Create data plots and

graphs for collected data for assigned tool.

Design a weather station blueprint which contains all of the instruments to measure

weather factors. Include a title, labels with description and the measurement units for each instrument, and a caption. Your

caption should include the purpose of a weather station.

● Chapter 11. A Sling Psychrometer and Relative

Humidity: A Structured-Inquiry Activity,Meteorology: An Educator’s Resource for Inquiry-Based Learning for Grades 5-9, Page# 47

● Chapter 6. Constructing a Barometer: A Structured Inquiry Activity, Meteorology: An Educator’s Resource for Inquiry-Based Learning for Grades 5-9, Page# 27

https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/Meteorology%20-%20An%20Educators%20Resource

.pdf ● Weather Wiz Kids: Website

developed by meteorologist, Crystal

Wicker, to allow children to learn more about the weather and meteorology. This resource can be

https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/Meteorology%20-%20An%20Educators%20Resource.pdf







found at:

http://www.weatherwizkids.com/ ○ Webquest Doc

https://docs.google.com/docume

nt/d/1-WrNhcaH2q4JfBcPBKDTi3B8yf-9f1WRjwqehf5QBPc/edit?usp=sharing


http://www.weatherwizkids.com/

https://docs.google.com/document/d/1-WrNhcaH2q4JfBcPBKDTi3B8yf-9f1WRjwqehf5QBPc/edit?usp=sharing







Unit 4 - Air Masses & Fronts, Climate ( 8 days)

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.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).

Unit 4 – Air Masses & Fronts, Climate ( 8 days)

Topic, Indicators



Learning Targets & Sample Formative Assessment Tasks/Questions


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).

Air Masses High & low Pressure Systems Frontal boundaries Thunderstorms

Hurricanes Tornadoes

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.

Cause and Effect System and System Models

Design a demonstration

which simulates the three fronts (cold, warm, and stationary). Include title,

materials, and a summary of what your demonstration shows.

● eSchooltoday: Check out the links to the Clouds, Winds, Floods, Droughts, Hurricanes, and Tornadoes. This

resource can be found at: http://www.eschooltoday.com/

● Design a demonstration which

simulates the three fronts (cold, warm, and stationary). Include title, materials, and a summary of what your

demonstration shows. ● Design a weather station blueprint

which contains all of the instruments to

measure weather factors. Include a title, labels with description and the measurement units for each instrument, and a caption. Your caption should

include the purpose of a weather station. ● Using the Station Model for recording

weather data, track and record the weather for 5 days.




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).

Climate Latitude Elevations

Shape of land Distance from water Global winds

Ocean Currents

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

Patterns Stability and Change

● “Zoo-Mania!” Create a zoo with exhibits

from all climate regions. Select a name for each exhibit. Choose animals and plants suitable for each climate region. You will

also write a description of each exhibit. Include the specific conditions under which each exhibit should be maintained. You must include temperature and

precipitation. Briefly name and describe the climate region and the animals and plants you have selected. Fun facts are

also expected. Finally, include a map showing where the climate regions are located.




Unit 5 - Severe Weather & Solar Energy (8 days)

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.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).

Unit 5 – Severe Weather & Solar Energy ( 8 days)

Topic, Indicators





● Resources (Suggested Activities)

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). Severe Weather

Hurricanes Tornadoes Thunderstorms

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

Cause and Effect

System Models

“Hurricane or Tornado?” Create an argumentative

essay about which storm would you choose to endure. Include the causes, duration, and

types of damage. Design and create a solar

oven capable of “cooking” a s’mores

● “Hurricane or Tornado?” Create an

argumentative essay about which storm would you choose to endure. Include the causes, duration, and types of damage.

● Create a family-friendly infographic or brochure informing about storm causes and storm safety. Include safety for

hurricanes, tornadoes, and blizzards. Include a description of the storm and the causes. With a provided US Map, key in the prominent areas for each of the

storm types. Provide step-by-step procedures of what needs to be done. If needed, include items that should be

included in a survival kit.



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).

Solar Energy Convection

Global Winds Jet Stream Ocean Current


refine models to (1)

understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3)

communicate ideas to others. Cause and Effect

Energy and Matter: Flows, Cycles, Conservation

END OF FIRST NINE WEEKS



Unit 6 - Forms of Energy ( 9 days)

Standard 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).

Unit – 6 Forms of Energy (9 days)

Topic, Indicators





● Resources (Suggested Activities)

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).

Forms of Energy:

Chemical Electrical Mechanical

Solar Heat

6.S.1A.2: Develop, use, and refine models to (1)


communicate ideas to others. System & System Models

I can…

● Analyze various images

to determine the source

of energy and explain how the device transforms one type of energy into another

(including mechanical, electrical, chemical, radiant, and thermal).

● Experiments with Different Forms of Energy - Students will conduct various

experiments to analyze and interpret data to describe and compare different forms of (mechanical,

electrical, chemical, radiant, and thermal) energy. Some resources are: R.E.A.C.T. Renewable Energy Activities-

http://www.nrel.gov/docs/gen/fy01/30927.pdf

● Radiant(Solar) Energy Activities- http://www1.eere.energy.gov/education/pdfs/solar_exploringsolarenergystudent.pdf

● Experiments on Mechanical

Engineering for Kids-

http://www.ehow.com/info_10067494_experiments-mechanical-energy-kids.html



http://www1.eere.energy.gov/education/pdfs/solar_exploringsolarenergystudent.pdf








● Kids.gov - Energy Lesson Plans and

Activities

http://energy.gov/eere/education/teach-and-learn

● Science-Class.net- Energy

http://science-class.net/archive/science-class/Physics/energy.htm

● Energy lesson plans and lab activities Tryengineering.org http://tryengineering.org/

● NEED Project Lesson plans and

activities on Energy, intermediate level http://www.need.org/intermediate

● enLIGHTenSC Energy lesson plans

and activities, link to energy websites.

http://www.enlightensc.org/lesson-plan/6th-grade/






http://tryengineering.org/

http://www.need.org/intermediate





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. Gravitational Potential vs Kinetic


refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices

or solutions, or (3) communicate ideas to others.

System & System Models

Develop a model to demonstrate how a slingshot could be manipulated to support the law of

conservation of energy through the transfer from potential to kinetic energy.

● Skate Park Design (See

appendices) Students will investigate the conservation of energy as it transforms from gravitational potential

to kinetic energy using different marbles and ramps. Students will then develop a hill for a skate park that will give the most kinetic energy within a

given space. ● Phet Colorado Simulations

https://phet.colorado.edu/en/simulati

on/energy-skate-park-basics ● Marshmallow Catapult Design

Students will investigate the idea of elastic potential energy with rubber bands. Students will then develop a catapult for marshmallows.

http://teachers.egfi-k12.org/activity-build-a-simple-catapult/


https://phet.colorado.edu/en/simulation/energy-skate-park-basics

https://phet.colorado.edu/en/simulation/energy-skate-park-basics





Unit 7 - Law of Conservation of Energy (Circuits) ( 10 days)

Standard 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.3: Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.

Unit 7 – Law of Conservation of Energy (Circuits) (10 days)

Topic, Indicators

Science and Engineering


Learning Targets

& Sample Formative Assessment Tasks/Questions


6.P.3A.3: Construct explanations for how energy is conserved as

it is transferred and transformed in electrical circuits.

Electrical circuits

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.

Cause and Effect Stability and Change

I can..

Analyze and describe the energy transformations present in an electric

doorbell. Design a device that

would minimize the heat loss in a cup of hot chocolate or other heated object. Another variation

would be to design a device to keep a cold object from gaining heat.

Students will collect data by recording temperature rates over a period of

● Learning Circuits Flashmain- Students

will practice using electric circuits. Then students will describe the transformations of energy occurring

within the circuits and write explanations for these transformations as well as the resulting energy transformed into heat released to the

environment. This resource can be found here: http://www.learningcircuits.co.uk/flas

hmain.htm

● Appliance deconstruction- Use real world examples and/or cross-section

images to analyze and describe the energy transformations present within the electric circuits and mechanical

actions of household appliances (toasters, vacuum, blender).

http://www.learningcircuits.co.uk/flashmain.htm

http://www.learningcircuits.co.uk/flashmain.htm



time. ● Energy Efficient House- Design, build

and test materials for maximum insulation efficiency. Design a “house” that will maintain the coolest internal

temperature (or prevent an ice cube from melting) when placed in front of a heat lamp. Students will compete to design the most energy efficient

house.

● Squishy Circuits- Conductive Play Dough Make conductive and insulated play dough. Analyze and interpret the flow of electrical energy through the

play dough when used to make electric circuits. http://courseweb.stthomas.edu/aptho

mas/SquishyCircuits/conductiveDough.htm


http://courseweb.stthomas.edu/apthomas/SquishyCircuits/conductiveDough.htm





Unit 8 - Electricity & Magnetic fields (Motors) ( 8 days)



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.

Unit 8 – Electricity & Magnetic fields (Motors) (8 days)





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. Electromagnets

Generators Simple Electrical motors




System and System Models

Energy and Matter

I can..

Design and create a Simple Electric motor and an Electromagnet

● Models of Magnetic Fields and

Electrical Energy Build a generator DIY Electric Generator, how it works http://amasci.com/coilgen/generator_2.html

● Build an electromagnet

https://www.teachengineering.org/acti

vities/view/cub_mag_lesson2_activity1 ● Build a simple electric motor How to

Make a Simple Electric Motor that

demonstrates the interactions of electricity and magnetic fields. http://www.education.com/science-

fair/article/no-frills-motor/


http://amasci.com/coilgen/generator_2.html

http://amasci.com/coilgen/generator_2.html

https://www.teachengineering.org/activities/view/cub_mag_lesson2_activity1

https://www.teachengineering.org/activities/view/cub_mag_lesson2_activity1

http://www.education.com/science-fair/article/no-frills-motor/

http://www.education.com/science-fair/article/no-frills-motor/



Unit 9 - Heat Transfer (Conduction, Convection, Radiation) (15 days)



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.

Unit – Heat Transfer (Conduction, Convection, Radiation) (15 days)



Learning Targets & Formative Assessment Tasks/Questions


6.P.3A.5: Develop and use models to describe and compare the

directional transfer of heat through convection, radiation, and conduction.

Convection Radiation Conduction



communicate ideas to others. System and System Models

I can… Design an experiment or

demonstration that illustrates the three forms of heat transfer.

Design a device that would minimize the heat loss in a cup of hot chocolate or other

heated object. Another variation would be to design a device to keep a cold object from gaining heat. Students

will collect data by recording temperature rates over a period of time.

● Popcorn Lab -- Using three different methods of heat transfer, pop popcorn and have the student

guess conduction, convection, radiation based off of prior knowledge.

● Models of Heat Transfer Exploring Heat Transfer-Sally Ride Science Students will explore the three

processes of heat transfer. https://sallyridescience.com/stem-central/7206-exploring-how-heat-moves

● Heat transfer activities

http://www.cs.cmu.edu/~rapidproto/

students.03/tuanl/project3/heattransf

https://sallyridescience.com/stem-central/7206-exploring-how-heat-moves



http://www.cs.cmu.edu/~rapidproto/students.03/tuanl/project3/heattransferhandout.pdf




erhandout.pdf

● Heat Transfer- Conduction,

Convection, Radiation Video

https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heattransfer-

conduction-convection-radiation

6.P.3A.6: Design and test devices that minimize or maximize heat transfer by

conduction, convection, or radiation.

Design

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 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. Scale, Proportion, & Quantity

● Design Devices that Minimize or

Maximize Heat Transfer Heat experiments - http://bpes.bp.com/primary-

resources/science/ages-7-to-9/materials/thermal-conductors-and-insulatorsonline-experiment

● Insulation Simulation- http://www.sciencekids.co.nz/gamesactivities/keepingwarm.html

● IEEE Energy lesson plans www.tryengineering.org

● Wind With Miller * Choose “Crash Course” http://xn--drmstrre-64ad.dk/wp-content/wind/miller/windpower%20w

eb/en/kids/index.htm ● Rube Goldberg Machines

https://www.rubegoldberg.com/ ● Honda Commercial (Rube Goldberg


https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heattransfer-conduction-convection-radiation





http://bpes.bp.com/primary-resources/science/ages-7-to-9/materials/thermal-conductors-and-insulatorsonline-experiment




http://www.sciencekids.co.nz/gamesactivities/keepingwarm.html

http://www.sciencekids.co.nz/gamesactivities/keepingwarm.html

http://www.tryengineering.org/

http://drømstørre.dk/wp-content/wind/miller/windpower%20web/en/kids/index.htm




https://www.rubegoldberg.com/



example)

https://youtu.be/YWk9N92-wvg

● Rube Goldberg Machine Cool Video

https://www.youtube.com/watch?v=qybUFnY7Y8w

● Solar Energy

www.solarschools.net/resources/stuff

/power_station_to_us.aspx


https://youtu.be/YWk9N92-wvg



http://www.solarschools.net/resources/stuff/power_station_to_us.aspx

http://www.solarschools.net/resources/stuff/power_station_to_us.aspx



Unit 10 - Simple Machines + Efficiency ( 8 days)

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) and the amount of energy transferred to the surrounding environment as it moves an object.

Unit 10 – Simple Machines + Efficiency (8 days)



Learning Targets & Sample Formative Assessment

Tasks/Questions


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. Simple Machines: Levers

Pulleys Inclined Planes

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.

A problem is posed that requires a simple machine,

students should choose the correct simple machine for the problem and design it to

maximize efficiency. Improve upon the design of a machine by reducing the

input force needed to complete work. Support the improved design with data analysis

● Gizmos - levers, pulleys, wheel

● Activities with simple machines- This resource can be found here

http://science-class.net/archive/scienceclass/Physics/simple_machines.htm

● Simple Machine Centers

http://www.nsta.org/publications/news/story.aspx?id=53295

● Rube Goldberg Machine Cool Video











Patterns

Systems and System Models Stability and Change

6.P.3B.2: Design and test solutions that improve the efficiency of a

machine by reducing the input energy (effort) and the amount of energy transferred to the surrounding environment as it

moves an object. Machine Efficiency

Input energy (effort) Reducing energy lost Levers Pulleys

Inclined Planes

S.1B.1: 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, and (6) communicate the results.

Cause and Effect

Scale, Proportion, & Quantity

● Improve the efficiency of a machine-

Modify the design of a machine (ex: change the angle of an inclined plane, use screw with different threads,

change the fulcrum placement on a lever, use various configurations of pulleys, diameter of wheel in wheel and axle, use three different wedge sizes

cut out of cardboard to separate a substance (clay, play dough)) to perform work using less input force, i.e to demonstrate how to increase the

efficiency of a machine. ● Design and build a Rube Goldberg

machine to perform a simple task using a required number of simple machines. Rube Goldberg machines were inspired by a cartoonist who created elaborate

machines to perform simple tasks (ie hammering a nail; his legacy continues in an annual contest and promotes the

combining of multiple simple machines to accomplish a single task.) https://www.rubegoldberg.com/

●


END OF SECOND NINE WEEKS

https://www.rubegoldberg.com/



Unit 11 - Classification of Living things & Taxonomy (12 days)

Standard 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. 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).

Unit 11 – Classification of Living things & Taxonomy ( 12 days)

Topic, Indicators



Learning Targets

& Formative Assessment Tasks/Questions


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.

Living Organisms

Use Energy Respond to stimuli Reproduce Grow & Develop

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,

Characteristics of Living Things Match: For ELL or struggling learners… select

pictures representing the characteristics that all living things share. Write the

characteristic (terms) on cards. Have the students match the word card with the picture for

understanding. Another option would be to use picture cards of living and nonliving things and have

student sort them, then

● Characteristics of Living Things: This could be used as an introductory video. Prior to showing it, have students name

what characteristics all living things share as an anchor chart or on the whiteboard. Students can use the video

to obtain information to support their claims. After the video, students will communicate their findings. This resource can be found at

https://www.youtube.com/watch?v=juxLuo-sH6M

● Characteristics of Life: This PowerPoint

is a resource students can use to obtain





or (2) reporting the results of

student experimental investigations.

Cause and Effect Energy and Matter Structure and Function Stability and Change

describe what the living

things have in common (these should be the characteristics of life).

Living and Non-living Dialogue: In order for students to demonstrate

mastery, have them create a cartoon and dialogue between a living and non-living thing (ex: frog sitting

on a rock) arguing why one is living and one is not (using the claim, evidence,

and reasoning format.)

information to support their claims

about characteristics of living things. To make it interactive, have students create foldables/and or graphic

organizers. This resource can be found at http://www.bgreen.kyschools.us/userfiles/1134/Classes/47607/Characteristi

cs%20of%20Life%2010.ppt ● Characteristics of Living Things Lab:

This lab investigates the characteristics

of living things. Students make observations and collect and analyze data in order to support their claim of, if

an item is living or not. http://www.stemmom.org/2012/06/living-non-livingvs-dead-lab.html

●

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).

Taxonomy Kingdom Protists Plant

Fungi




Systems and System Models

Patterns

● Classification: This is a basic workbook that students can use to

develop a model of scientific taxonomy. Students can use this workbook to obtain and evaluate scientific information to help the

development of their model. This could be used as individual reinforcement for both concepts

and vocabulary. This resource can be found at http://www.warrencountyschools.org/userfiles/1576/Classes/19431/Cla

ssificationWorkbook.pdf

● Taxonomy, Classification and

Naming of Living Things: This video explains modern day taxonomy so

http://www.bgreen.kyschools.us/userfiles/1134/Classes/47607/Characteristics%20of%20Life%2010.ppt



http://www.stemmom.org/2012/06/living-non-livingvs-dead-lab.html

http://www.stemmom.org/2012/06/living-non-livingvs-dead-lab.html

http://www.warrencountyschools.org/userfiles/1576/Classes/19431/ClassificationWorkbook.pdf





that students can construct

scientific models. There is also a self-checking quiz that can be incorporated. If students have no

access to the internet, this can be done as a class activity. This resource can be found at http://study.com/academy/lesson/t

axonomy-classification-and-naming-ofliving-things.html

● Classification of Living Things:

Levels of classification (reading and interactive), which allows students to obtain scientific information to

assist in the development of models. This resource can be used in several ways and found at http://www.kidsbiology.co

m/biology_basics/classification/classification1.php

● How are living things classified in groups?: This classification of the kingdoms of life virtual lab, allows students to use a model to practice

classifying organisms based on their characteristics, into kingdom groups. This resource can be found

at http://www.glencoe.com/sites/common_assets/science/virtual_labs/E07/E07.html

● Six Kingdoms Brochures:

Kingdoms of life foldable: This

interactive activity allows students to differentiate function and

http://study.com/academy/lesson/taxonomy-classification-and-naming-ofliving-things.html



http://www.kidsbiology.com/biology_basics/classification/classification1.php



http://www.glencoe.com/sites/common_assets/science/virtual_labs/E07/E07.html





structure of each of the six

kingdoms of life. Students can create a foldable with teacher guidance or it can be done as an

individual project. The activity reinforces both informational text reading skills as well as note-taking skills. This resource can be found at

http://www.lcboe.net/userfiles/103/Classes/6514/kingdoms%20notes%20and%20brochure%20activity.pdf?id=542744

● Classifying Living Things: This

lesson has many classification

virtual labs, which allow students to use different models and gather information to add to their own models, if they are using interactive

notebooks. This resource can be found at http://www.stevensonj.net/classific

ation-of-living-things.html

● Concept review: This is a game format for review. This resource

can be found at http://www.math4childrenplus.com/living-things/

● Interactive Sites for Education: An

interactive series that has students use models that relate to the

characteristics of living things. This resource can be found at http://interactivesites.weebly.com/li

ving-things.html





http://www.stevensonj.net/classification-of-living-things.html

http://www.stevensonj.net/classification-of-living-things.html

http://www.math4childrenplus.com/living-things/

http://www.math4childrenplus.com/living-things/

http://interactivesites.weebly.com/living-things.html

http://interactivesites.weebly.com/living-things.html



● Jeopardy game: A website that

reviews characteristics of living things. This resource can be found at

https://www.superteachertools.us/jeopardyx/jeopardy-review-game-live.php?gamefile=318399&playid=1124884

● Characteristics of Living Things:

Interactive review of the characteristics of living things. This

resource can be found at https://www.quia.com/rr/350728.html

● Classification Station: A Rap that

describes the levels of classification. This resource can be found at

https://www.youtube.com/watch?v=gj15UF08lUI






https://www.quia.com/rr/350728.html

https://www.quia.com/rr/350728.html





Unit 12 - Protists ( 8 days)

Standard 6.L.5: The student will demonstrate an understanding of the structures, processes, and responses that allow protists, fungi, and plants to survive and reproduce.

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.

Unit 12 – Protists ( 8 days)

Topic, Indicators






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.

Euglena

Paramecium Amoeba (Fungi) ?

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. Patterns

Structure and Function

Students will create 3-D

models of euglena, paramecium, and amoeba using craft-type objects based upon their

observations of real or virtual protists. The focus will be to analyze the basic structures

that allow each organism to obtain energy and explore their environments and to construct explanations of

how protists move and obtain energy. Each model should also include a

description card which contains the following information: scientific name,

● Protists Intro: This video introduces

students to the world of protists. Students use the video to analyze and compare the different types of protists. A follow-up could be for the students

to put questions on sticky notes about protists to be placed on an anchor chart. Teams could follow up by

answering the questions that were posted. This video can be found at https://www.youtube.com/watch?v=0-6dzU4gOJo

● What is a Protist?: This is an

introductory lesson with links about

protists and fungi. Students analyze and interpret informational text to describe the basic characteristics and

https://www.youtube.com/watch?v=0-6dzU4gOJo

https://www.youtube.com/watch?v=0-6dzU4gOJo



structures for movement,

and how movement occurs. They must also include information about the Protist

Kingdom: What are the characteristics, and where do they live?

In order for students to construct information on how protists respond to their environments, have them

research a harmful protist. In the format of a poster or infographic, they are to

include the scientific name, how it is harmful (cause & effect), as well as how the protist can be contracted.

Finally they should include a public service announcement warning people of how they

can avoid contracting the protist. Use this video from “Monsters Within Me” as a springboard:

http://www.animalplanet.com/tvshows/monsters-inside-me/videos/the-eye-eating-

parasite/.

structures of common protists and

fungi. Students can draw a Venn diagram to compare fungi and protists. This resource can be found at

http://www.ck12.org/book/CK-12-Life-Science-Concepts-For-MiddleSchool/section/6.1/

● Characteristics of Protists: This slideshow introduces students to the groups of protists, their structures, descriptions of how they move, and

how they obtain energy. This resource can be found at http://www.biologyjunction.com/protis

t_fungi.ppt ● Protist Foldable: This foldable

includes the structures of volvox,

euglena, paramecium, and amoeba. Students use the foldable to compare structures and to analyze the functions

of the structures of the four common protists. After constructing the foldable, students could use a graphic organizer such as a Venn Diagram to

compare/contrast the structures and their functions for each of the featured protists. This resource can be found at

http://www.learnnc.org/lp/media/uploads/2012/05/protist_foldable_1.pdf.

● Protist Virtual Lab: Students

analyze protists and their structures in a virtual lab focusing on pond water. This resource can be found at

http://vsprotista.weebly.com/virtual-lab.html.

http://www.animalplanet.com/tvshows/monsters-inside-me/videos/the-eye-eating-parasite/







http://www.biologyjunction.com/protist_fungi.ppt

http://www.biologyjunction.com/protist_fungi.ppt

http://www.learnnc.org/lp/media/uploads/2012/05/protist_foldable_1.pdf

http://www.learnnc.org/lp/media/uploads/2012/05/protist_foldable_1.pdf

http://vsprotista.weebly.com/virtual-lab.html

http://vsprotista.weebly.com/virtual-lab.html



● Protist Virtual Lab 2: This lab

includes videos on the amoeba,

paramecium, and euglena. Students collect and analyze data to construct explanations about structures and functions of protists. This resource can

be found at http://labs.7bscience.com/protistlabs.html

● Analyzing Pond water (local or can be purchased): This lab uses pond water to locate protists. This resource

can be found at http://sciencenetlinks.com/lessons/pond-2-life-in-a-drop-of-pond-water/

● Background information about Protists - student-friendly: http://www.kidsbiology.com/biology_b

asics/five_kingdoms_life/protist3.php ● Fun facts and review about Protists:

http://easyscienceforkids.com/protists/


http://labs.7bscience.com/protistlabs.html

http://labs.7bscience.com/protistlabs.html

http://sciencenetlinks.com/lessons/pond-2-life-in-a-drop-of-pond-water/

http://sciencenetlinks.com/lessons/pond-2-life-in-a-drop-of-pond-water/

http://www.kidsbiology.com/biology_basics/five_kingdoms_life/protist3.php

http://www.kidsbiology.com/biology_basics/five_kingdoms_life/protist3.php

http://easyscienceforkids.com/protists/



Unit 13 - Fungi ( 5 days)

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.2: Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water,

and gravity).

Unit 13 – Fungi (5 days)





6.L.5A.2: Analyze and interpret data to describe how fungi respond to external stimuli

(including temperature, light, touch, water, and gravity).

Response to: Temperature Light Touch

Water Gravity

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.


Students create a poster or infographic which should include the following information: basic structures

of fungi, classification of fungi, and harmful/beneficial fungi. By

doing so, they will demonstrate how the structures of various fungi allow them to respond to

stimuli and how these responses harm or benefit living things as a result.

● Students create a poster or infographic which should include the following information: basic

structures of fungi, classification of fungi, and harmful/beneficial fungi. By doing so, they will demonstrate how the structures of various fungi

allow them to respond to stimuli and how these responses harm or benefit living things as a result.

● In order to construct explanations

based on data analysis, students design an experiment to

determine how fungi respond to a stimulus. For example, they could investigate if the amount of

light or the temperature determines the growth rate of fungi. This could either be used as a formative or



summative assessment as well as a

formal lab investigation. Depending on the learning levels of the students, the report could be done

as a template (see link) or as an independent study. http://www.nbexcellence.org/faculty/lawtonl/Microsoft%20Word%20-

%20Lab%20Report%20Format%20&%20Rubric%2009-10.pdf

● Protist & Fungi games and review:

http://www.sciencestudysource.com/Pages/SciProtnFungich7.html

● Complete fungi curriculum: http://www.namyco.org/docs/fungus_files_brochure_new.pdf http://www.namyco.org/lesson_pla

n.php

● Fungi Reading: This is a kid-

friendly article about fungi. Great for guided reading as informational text. http://www.kidsdiscover.com/teach

erresources/fungi/

●


http://www.nbexcellence.org/faculty/lawtonl/Microsoft%20Word%20-%20Lab%20Report%20Format%20&%20Rubric%2009-10.pdf






http://www.namyco.org/lesson_plan.php

http://www.namyco.org/lesson_plan.php

http://www.kidsdiscover.com/teacherresources/fungi/

http://www.kidsdiscover.com/teacherresources/fungi/



Unit 14- Plant Structure & Function (20 days)

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).

Unit 14 – Plant Structure & Function (20 days)


Practices and

Cross Cutting Concepts

Learning Targets & Formative Assessment

Tasks/Questions


6.L.5B.1: Construct explanations of how the internal

structures of vascular and nonvascular plants transport food and water.

Vascular Plants Nonvascular Plants

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.


○ Students will create written

explanations providing evidence

and explanations that both

vascular and nonvascular plants

transport the water and nutrients

necessary for survival. Student

writing must include specific

academic vocabulary (xylem,

phloem, vascular, nonvascular)

and should be written using the

Claim, Evidence, Reasoning

format. Students can utilize

● Colored Carnations and Celery: Students will observe the transport

of colored water up through the xylem of a stalk of celery or carnation to construct explanations on how vascular plants transport

water and nutrients ● Xylem and Phloem: Students will

use this informational text on xylem and phloem to construct explanations about each structure’s function within vascular plants.

http://www.k12reader.com/worksheet/xylem-and-phloem/view/





evidence from the labs in the

instructional strategies

recommended for this

performance indicator in their

writings.

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.

Photosynthesis

Respiration Transpiration

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. Systems and System Models

Energy and Matter

When provided with graphic models showing the inputs and

outputs of photosynthesis and respiration and the process of transpiration, students will explain how these processes are

interrelated and work together to meet the survival needs of plants. Students can use graphic

models created while using the virtual labs in the recommended instructional strategies for this performance indicator.

● Gizmo : Photosynthesis & Plant

Cell Energy Cycle

● Science Up Close:

Photosynthesis: In this animation, students will observe the process of photosynthesis. Students can complete a

graphic organizer/flow chart illustrating the sequence of steps involved in photosynthesis to construct

explanations about the inputs and outputs of each process. http://www.harcourtschool.com

/activity/science_up_close/512/deploy/interface.htm

● Transpiration: With this

animation, students will analyze the process of transpiration in order to construct explanations

about the role in the survival processes of plants. http://www.sciencemag.org/sit

http://www.harcourtschool.com/activity/science_up_close/512/deploy/interface.htm



http://www.sciencemag.org/site/feature/misc/webfeat/vis2005/show/transpiration.swf



e/feature/misc/webfeat/vis2005

/show/transpiration.swf

6.L.5B.3: Develop and use

models to compare structural adaptations and processes that flowering plants use for defense,

survival and reproduction Flowering parts Reproduction

Pollination Monocot vs Dicot

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.

Structure and Function

When given a description and data from an example scenario (plant growth measurement), students will be able to identify

the changes in the experimental environment that would most likely improve the growth of the

plant (ex: move the plant to a location with more sunlight).

● Gizmo: Flower to fruit

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. Plant Growth ● Air

● Water ● Light ● Minerals

● Spaced

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. Scale, Proportion, & Quantity

When given a description and data from an example scenario (plant growth measurement), students will be able to identify

the changes in the experimental environment that would most likely improve the growth of the

plant (ex: move the plant to a location with more sunlight).

● Gizmo: Growing Plants. ● Time Lapse Plant Growth: These

time lapse videos show the

germination and growth of plants ● Plant Structures and Adaptations

Video: https://youtu.be/DGpPHrLF-5M



https://youtu.be/DGpPHrLF-5M

https://youtu.be/DGpPHrLF-5M



6.L.5B.5: Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light,

touch, water, and gravity). Tropisms

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.

Cause and Effect Systems and System Models Stability and Change

Tropism data analysis: Students will analyze and draw

conclusions from data to determine the impact of environmental factors on the

growth of plants. Students can use class data from the plant growth lab in the recommended instructional strategies for this

performance indicator.

● Lima Bean Experiment: Place bean in clear jar with cotton balls in a

way that you can see the bean. Tilt jars in different direction so that the bean is angled differently in each jar. Record the direction of root

growth each day to see geotropism in action.

● Phototropism, Bean sprouts with

different placements of light source.


END OF THIRD NINE WEEKS



Unit 15 - Animals: Vertebrate vs Invertebrates (10 days)

Standard 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.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.

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.

Unit 15 – Animals: Vertebrate vs Invertebrates (10 days)



Learning Targets & Formative Assessment Tasks/Questions


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.

Vertebrates and Invertebrates

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.

Patterns

Scientific Argument: Write a scientific argument (Claim,

Evidence, Reasoning) using informational texts on multiple animals to support the claim that all animals

share common characteristics. Students will research (or be provided with materials) on three

animals. Students will use information and data from their resources as evidence

to support the claim that all animals share common characteristics

● Invertebrate vs. Vertebrate. This

website allows students to look for common characteristics between invertebrates and vertebrates

to analyze information to support claims about these 2 groups. This resource can be found at http://www.diffen.com/difference/I

nvertebrate_vs_Vertebrate

● Common Characteristics of Vertebrates and Invertebrates:

Students will research multiple examples of animals (vertebrate and

invertebrate) and identify common characteristics. (Teachers may provide a graphic organizer.)

● Life Cycle Organism: Invertebrates

http://www.diffen.com/difference/Invertebrate_vs_Vertebrate

http://www.diffen.com/difference/Invertebrate_vs_Vertebrate



and Vertebrates: This site contains

a beginning activity where students can classify vertebrates and invertebrates to start

discussions about these two groups. This resource can be found at https://www.msnucleus.org/membership/html/k-

6/lc/organ/1/lco1_3a.html

● Vertebrates and Invertebrates: Students can use this article to

gather data to interpret characteristics of vertebrates and invertebrates. This resource can be

found at http://www.ducksters.com/animals/vertebrates.php


https://www.msnucleus.org/membership/html/k-6/lc/organ/1/lco1_3a.html



http://www.ducksters.com/animals/vertebrates.php

http://www.ducksters.com/animals/vertebrates.php



Unit 16 - Adaptations & Behaviors ( 8 days)

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. 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.

Unit 16 – Adaptations & Behaviors ( 8 days)

Topic, Indicators






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.

Hibernation Migration

Defense Courtship

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.

Stability and Change

Structural Adaptations: Students will analyze a given

animal to identify and explain, using the claim, evidence and reasoning format how its structural

adaptations allow it to survive, move and obtain resources (Ex: cat claws for

defense). Why do Animals Migrate?: Students will construct

explanations about migration as a survival strategy based evidence from this article:

http://www.livescience.com/10235-animals-migrate.html

● Behavior Booklet: Students create a

booklet for the required animal behaviors and adaptations. Each term will require: Definition, Example and a Colored Drawing of the example.

● Migration: Using provided resources;

students will research the migratory patterns of various species. The

research can help students construct explanations about animal responses. In this interactive lesson, students

track and record the migration patterns. This resource can be found at https://www.learner.org/jnorth/

● Grouping: Students will observe the images presented in the slideshows. Students will hypothesize the reasons

for these behaviors and construct explanations on the survival benefits to this grouping behavior. Resource titles are: Animals and Insects: Safety in

Numbers slideshow:



https://www.learner.org/jnorth/



http://www.express.co.uk/pictures/gall

eries/2163/Animals-and-Insects-Safety-in-numbers/Great-Frigatebirdsgather-North-America-

133245 ● Room for One More:

http://www.telegraph.co.uk/news/pict

uregalleries/earth/10974204/Room-forone-more-Safety-in-numbers-behind-huge-animal-colonies.html?frame=2978237

● Courtship: Students will observe and

analyze the courtship behaviors of

multiple animals. Students will construct explanations on the benefits of the courtship behaviors. This resource can be found at BBC Wildlife

Nature: (Note: Please preview and select videos as appropriate) http://www.bbc.co.uk/nature/adaptati

ons/Courtship_display ● Hibernation, Migration Fascination:

Students compare the winter behaviors

of two animals, a marmot and a grizzly bear. Students will compare and contrast causes and effects of the

cyclical behaviors in order construct explanations. There are also several related activities. This resource can be found at

https://www.nps.gov/glac/learn/education/7-12-unit-three-activity-4.htm

● Hibernation: Students will observe first hand why some animals hibernate

http://www.express.co.uk/pictures/galleries/2163/Animals-and-Insects-Safety-in-numbers/Great-Frigatebirdsgather-North-America-133245





http://www.telegraph.co.uk/news/picturegalleries/earth/10974204/Room-forone-more-Safety-in-numbers-behind-huge-animal-colonies.html?frame=2978237





http://www.bbc.co.uk/nature/adaptations/Courtship_display

http://www.bbc.co.uk/nature/adaptations/Courtship_display





when food is difficult to access through

this “frozen food” activity. This resource can be found at http://www.teachhub.com/classroom-

activities-about-hibernation


http://www.teachhub.com/classroom-activities-about-hibernation

http://www.teachhub.com/classroom-activities-about-hibernation



Unit 17 - Innate vs Learned Behaviors ( 5 days)

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.

6.L.4B.4: Obtain and communicate information to compare and classify innate and learned behaviors in animals.

Unit 17 – Innate vs Learned Behaviors (5 days)




Tasks/Questions


6.L.4B.4: Obtain and communicate information to compare and classify innate and learned

behaviors in animals. Learned Behaviors

● Imprinting

● Conditioning Inherited Behaviors

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.


● Mealworm Behavior: Students will obtain information about animal behavior with this simulation.

Students will predict and then observe the responses of mealworms to various stimuli in this virtual

observation lab. This resource can be found at http://www.mhhe.com/biosci/genbio/virtual_labs/BL_19/BL_19.html

● Simple Stimuli Animation and quiz

with the results of introducing a

stimulus (bird puppet) that elicits a response from a baby chick. Students can use the animation to obtain information. Students can use their

interactive notebooks to communicate their findings. This resource can be found at

http://www.sumanasinc.com/webcontent/animations/content/behaviors.htm

http://www.mhhe.com/biosci/genbio/virtual_labs/BL_19/BL_19.html

http://www.mhhe.com/biosci/genbio/virtual_labs/BL_19/BL_19.html





● Pavlov’s Dog: Students will use stimuli

to train the dog to drool, when presented with stimuli. Students can use their results to obtain data on this

site. This resource can be found at http://www.nobelprize.org/educational/medicine/pavlov/pavlov.htm

l

● BBC: behaviors: This site provides multiple video examples of animal behavioral responses. http://www.bbc.co.uk/nature/adaptati

ons

● Goldfish Behavior: Students will

obtain information collected from this goldfish experiment and then communicate their findings about learned behaviors. Students can

communicate their findings as a group science fair project, in interactive notebooks, or on a presentation

format. This experiment will allow them to compare learned and innate behaviors. This resource can be found at http://www.education.com/science-

fair/article/pavlovs-goldfish/


http://www.nobelprize.org/educational/medicine/pavlov/pavlov.htm

http://www.nobelprize.org/educational/medicine/pavlov/pavlov.htm

http://www.bbc.co.uk/nature/adaptations


http://www.education.com/science-fair/article/pavlovs-goldfish/

http://www.education.com/science-fair/article/pavlovs-goldfish/



Unit 18 - Endotherm, Ectotherm ( 6 days)

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.

6.L.4B.5: Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.

Unit 18 – Endotherm, Ectotherm (6 days)




Tasks/Questions


6.L.4B.5: Analyze and interpret

data to compare how endothermic and ectothermic animals respond to changes in environmental

temperature.

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



Analyze Graphical Data: When presented with

graphical data, showing the activity level of two animals, draw conclusions (using the data as

supporting evidence) to classify each organism as endothermic or

ectothermic. Alternative: Using provided information about the fossil evidence that

implies the behaviors of dinosaurs; classify dinosaurs as endothermic

or ectothermic. Use the claim, evidence, reasoning format for scientific writing.

● Cool Cosmos Infrared Zoo Lesson Plans C:

This website uses infrared imaging to

demonstrate endothermic and ectothermic animal activity. Students can analyze the images to determine how the internal

temperature of different animals changes as external temperature changes. http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/lessons/

● Mammals, Endotherms and Warm Blood:

Using real data, students can draw

conclusions about the classification of animals as endothermic or ectothermic based upon changes in their internal temperatures. An example graph can be

found here (Mammals, Endotherms and Warm Blood): http://www.newtonsapple.org.uk/mamma

ls-endotherms-and-warm-blood/ ● BBC: behaviors: This site provides

multiple video examples of animal

http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/lessons/

http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/lessons/

http://www.newtonsapple.org.uk/mammals-endotherms-and-warm-blood/

http://www.newtonsapple.org.uk/mammals-endotherms-and-warm-blood/



behavioral responses.

http://www.bbc.co.uk/nature/adaptations ● Analyze Graphical Data: When presented

with graphical data, showing the activity

level of two animals, draw conclusions (using the data as supporting evidence) to classify each organism as endothermic or ectothermic. Alternative: Using provided

information about the ● Analyze Graphical Data: When presented

with graphical data, showing the activity

level of two animals, draw conclusions (using the data as supporting evidence) to classify each organism as endothermic or

ectothermic. Alternative: Using provided information about the fossil evidence that implies the behaviors of dinosaurs; classify dinosaurs as endothermic or

ectothermic. Use the claim, evidence, reasoning format for scientific writing.

●


END OF FOURTH NINE WEEKS


grade 6 science curriculum pacing guide 2018-2019

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