Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 1 – GRAPHING AND INQUIRY
Unit Dates:
Benchmark Window:
August 25-September 7
ESSENTIAL QUESTIONS
What are the independent and dependent variable in an experiment?
How is a graph developed from an experiment?
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely
and accurately when conducting a controlled scientific investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including
identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or
the product).
6-1.5 Use appropriate safety procedures when conducting investigations.
1
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Title
Teacher’s Choice
Key Concepts
and Processes
Procedures,
Classroom setup,
beginning of year
activities
Teaching
Periods
Assessment
Alignment to
HCS/SC Core
Curriculum
1-2
1
Lesson 1 Graphing
Unit
Independent
variable, dependent
variable and slope
Reserve mobile lab or
computer lab, prepare
CBR-2, make copies
of data, print copies of
graphs, obtain lcd
projector , gather
colored pencils
2
Describe what you
have to do to match
the graph?
6-1.2
2
Lesson 2 Graphing
Unit
Inference and
observation
Reserve mobile lab or
computer lab, prepare
CBR-2, make a graph,
prepare examples
1
What are the criteria
for determining if a
summary statement
is an inference or an
observation?
6-1.2
3
Lesson 3 Graphing
Unit
Collecting and
recording data
Construct a K’Nex
Car, Make copies of
data table, Prepare
graphs, set up stations
for Apply stations,
gather ramps and
meter sticks.
2-3
Determine the independent
variable, the dependent
variable, and controlled
variables in this experiment.
6-1.2
WEEK 1
WEEK 2
Advance
Prep
Notes to Teachers
What observations can
be drawn from the
data?
What inferences can be
drawn from the data?
2
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS
Unit Dates:
Benchmark Window:
September 8- November 2
October 17- November 4
Plants (STC Module)
ESSENTIAL QUESTIONS
How does repeating a scientific investigation affect the validity of the investigation?
What are some suggested ways to select sample size?
Is a conclusion drawn from scientific investigation always valid? Why or why not?
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely
and accurately when conducting a controlled scientific investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a
problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).
***6-1.5 Use appropriate safety procedures when conducting investigations.
*** Inquiry standard(s) tested on quarterly benchmark exam.
3
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS
Plants (STC Module)
ESSENTIAL QUESTIONS
How does repeating a scientific investigation affect the validity of the investigation?
What are some suggested ways to select sample size?
Is a conclusion drawn from scientific investigation always valid? Why or why not?
CONTENT STANDARDS
6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response
to stimuli, the ability to reproduce, and process of physical growth and development).
6.2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or
categories of living things—kingdom, phylum, class, order, family, genus, and species).
6.2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing,
flowering or cone-bearing, and monocot or dicot).
6.2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction.
6.2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed
production).
6.2.6 Differentiate between the processes of sexual and asexual reproduction of flowering plants.
6.2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism,
gravitropism, hydrotropism, and thigmotropism).
6.2.9 Explain how disease-causing fungi can affect plants.
Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standard
4
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
1
Title
What Do You
Know
About
Experiments?
Key
Concepts
and
HowProcesses
to conduct
an experiment;
fair test
Advance Prep
Notes to
Teachers
Teaching
Periods
Assessment
Alignment to
HCS/SC Core
Curriculum
Student notebook, large
newsprint, overhead
1
What makes something a
scientific experiment?
Student Activity Book
p.2Question6
6-1.2
6-1.4
6-2.1
6-2.7
Identifying
Variables
and
Planning a
Fair Test
Defining an
independent
variable
Activity Sheet 1A, 1B, large
newsprint or transparency
index cards
Student Activity Book Reading
Selection pp.12-15
1
How would changing one
variable affect the life cycle of
the plant?
6-1.4
3
Outlining the
Experimental
Plan
Designing an
experiment
Activity Sheet 1A,1B, see
variable wheel(pg 18 SG),
Activity Sheet 2
Daily Data Record Sheet
1
How do you identify the
independent, dependent and
controlled variables in a
scientific experiment?
Student Activity Book p. 19,
question 6&7
6-1.2
4
Planting the
Seeds
Following
procedures to
ensure a
controlled
experimental design
Activity Sheet 3, see TG pg 42
set up lights and watering tanks
prior to activity. (Water from
top the two days following
planting Plant on Mon/Tues)
1
State your independent,
dependent, and controlled
variables.
Student Activity Book p. 24,
questions 2-4&8
6-1.2
6-1.5
6-2.5
4a
SC
Essentials:
Reproductive
Adaptations
TEXTBOOK
Overview of Life
cycle: Germination
and plant
development
McDougal Littell Science
pp. 104-108
McDougal Littell
SC Lab Manual p.135
Teacher’s Choice
1
6-2.5
4b
SC
Essentials:
Defensive
Structures of
Plants
Structures for
Survival and
Defense
Magic School Bus Gets Planted
2
6-2.4
WEEK 2
WEEK 1
2
McDougal Littell Science p.561
and 59-60
Teacher’s Choice
TEXTBOOK
5
Horry County Schools Curriculum 6th Grade Science 2011-2012
Title
Key Concepts and
Processes
Advance Prep
Notes to
Teachers
Teaching
Periods
Assessment
Alignment to
HCS/SC Core
Curriculum
5
Thinning and
Transplanting
Structures of a
plant for survival
See pg 52 TG for materials
list. Check water level
Begin graphing plant’s height
Observe true leaves and flower
buds develop
1
What observable structures
do you see that ensure the
survival of the plant?
Student Activity Book pp. 2829, question 3,6,7, and “Idea
to Explore”
6-1.2
6-1.4
6-2.1
6-2.4
6-2.7
5a
SC Essentials:
Land Adaptations
and Plants are
Producers
TEXTBOOK
Photosynthesis,
Transpiration,
Respiration
McDougal Littell Science pp.
92-95 and 57-59
Teacher’s Choice
2-3
Summarize the plant
processes necessary for
survival.
6-2.7
6
Lesson 6
Getting a Handle
on
Your Bee
Structures of a
plant for
reproduction
See pg 59 for materials list.
Activity sheet 4
Reading selection SG page 35-36.
1
Summarize the importance
of pollinators to the
reproduction and survival of
plants.
6-2.4
7
Pollination and
Interdependence
Functions of
the
structures
for
reproduction
See SG pg 33
Check water level and Observe
Growth Spurt
Observe flowers open
Reading selection p.40-41
1-2
Summarize the functions of
the structures for
reproduction. Student
Activity Book
pp.37-38, questions 1, 2, and
4
6-1.2, 6-1.4
6-2.4, 6-3.2
6-3.4, 6-2.5
6-2.6
7a
SC Essentials:
Seeds and Pollen
are Reproductive
Adaptations
TEXTBOOK
Reproduction
Fertilization and
Seed Production
McDougal Littell Science pp.
104-109
Magic School Bus Goes to Seed
Teacher’s Choice
1
7b
SC Essentials:
Reproduction of
Flowering Plants
TEXTBOOK
Sexual and Asexual
Reproduction
McDougal Littell Science p. 562
1-2
WEEK 4
WEEK 3
SEPUP
Activity
Teacher’s Choice
6-2.4
6-2.5
Compare and contrast
asexual and sexual
reproduction in flowering
plants.
6-2.6
6
Horry County Schools Curriculum 6th Grade Science 2011-2012
WEEK 5
SEPUP
Activity
Title
Key Concepts
and Processes
7
Pollination
and
Interdepende
nce Note:
Maintenance
activity from Kit
Lesson 7
7c
SC ESSENTIALS:
Most Ferns and
Mosses Live in a
Moist
Environment
TEXTBOOK
NonvascularMosses
Spores – Ferns
SC Essentials:
PineTrees
Reproduce with
Pollen and
Seeds
TEXTBOOK
Vascular Tissue
Cone bearing
SC Essentials:
Many Plants
Reproduce With
Flowers and
Fruit
TEXTBOOK
Fruit and Flower
7d
7e
Advance Prep
Notes to
Teachers
Pinch off unopened buds and
check water level. Observe seed
pods develop
Teaching
Periods
Assessment
Alignment to
HCS/SC Core
Curriculum
1
McDougal Littell Science pp. 98- 1
103
Gather moss and fern plants for
this activity the day before you
begin the lesson.
Compare the structures of
vascular and non vascular
plants.
6-2.3
Compare the structures of
vascular and nonvascular
plants.
6-1.5
Summarize the basic
functions of structures of
a flowering plant for
reproduction.
6-2.3
6-1.1
Teacher’s Choice
McDougal Littell Science pp.
106-109
1
Collect cones prior to activity
6-2.3
Teacher’s Choice
SC Lab Manuel
“Investigate Flower Parts” p.133
McDougal Littell Science pp.
113-117
Teacher’s Choice
1
7
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
7f
Title
Teacher’s Choice
Key Concepts and
Processes
Monocot/Dicot
Advance Prep
Notes to Teachers
The Science of Life: The World
of Plants STREAMLINE VIDEOS
http://www.ucmp.Berkeley.edu
blos- sary/gloss8/monocot.html
Teaching
Periods
Assessment
Alignment to
HCS/SC Core
Curriculum
1
Compare the characteristic
structures of monocots and
dicots.
6-2.3
http://homepage.smc.edu/hods
on_ID/basics.htm#root
WEEK 6
http://library.thinkquest.org/37
15/index.html
7g
SC Essentials:
Tropism
TEXTBOOK
Teacher’s Choice
Tropism
McDougal Littell p.563
SC ESSENTIALS: PLANT
RESPONSES
http://plantsinmotion.bio.india
na.edu/plantmotion/stathere.ht
ml
2
Illustrate and explain the
forms of tropism.
6-2.8
7h
SC Essentials:
Fungi Can Be
Helpful or
Harmful to Other
Organisms
TEXTBOOK
Fungus
McDougal Littell pp. 76-77
1-2
Construct a cause-effect
model of the ways that plants
are affected by fungi.
6-2.9
Teacher’s Choice
8
Horry County Schools Curriculum 6th Grade Science 2011-2012
WEEK 7
STC
Activity
Number
Title
Key Concepts
and Processes
7
Plant Kits
SEE TEACHER
INSTRUCTIONS
7i
SC Essentials:
Dichoto- mous
Keys and Field
Guides Help
Identify Organisms
TEXTBOOK
Dichotomous Key
SC Essentials:
Unifying
Principles of Life
Science
TEXTBOOK
Characteristics
of all organisms
SC Essentials:
Scientists Develop
Systems for
Classifying Living
Things
TEXTBOOK
Kingdoms
7j
7k
Advance Prep
Notes to teachers
Teaching
periods
Assessment
Alignment to
HCS/SC Core
Curriculum
Remove plants from watering
system.
McDougal Littell Science
pp. 28-30
1-2
Explain how to use a
dichotomous key.
6-1.3
1
Summarize the
characteristics that all
organisms share.
6-2.1
2
Identify the seven levels of
the hierarchical structure of
classification and examples
of scientific names.
6-2.2
Teacher’s Choice
Classzone.com
McDougal Littell, p. xxix,
pp 9-14
Teacher’s Choice
Classification of Living Things
(Streamline)
McDougall Littell pp. 15-28
Teacher’s Choice
9
Horry County Schools Curriculum 6th Grade Science 2011-2012
STC
Activity
Number
Advance Prep
Notes to teachers
Teaching
periods
Assessment
Alignment to
HCS/SC Core
Curriculum
8
Harvesting and
Life cycle of
Threshing the Seeds flowering plants.
Organizing and
analyzing data in a
controlled
experiment
Activity Sheet 5
Clean up and store equipment
1
Summarize the life
cycle of a plant.
Student Activity Book pp.
43-44, questions 3, 7, &8.
6-2.4
6-2.5
6-1.2
9
Part 1
Organizing and
Organizing and
analyzing data in a
Analyzing the Data controlled
experiment
Teacher Guide p.76, question 1
Activity Sheet 6
1
Student Activity Book
pp. 45-46, questions 1-6
6-1.2
6-1.4
10
Part 2
Organizing and
Analyzing the Data
Organizing and
analyzing data in a
controlled
experiment
Teacher Guide p. 82, final
activities
1
Student Activity Book p.
49, questions 1-4
6-1.1
6-1.4
11
Communicating
Experimental
Results
Communicating
results of controlled
experiment
Teacher Guide p.85
Materials and procedure 1
1
Student Activity Book pp.
51-52, question1
6-1.2
6-1.4
12
Review and Assess
Communicating results of controlled experiment
4-5
Benchmark Assessment
6-1 Inquiry
6-2 Plants
WEEK 8
WEEK 9
Title
Key Concepts
and Processes
Student conducted
mini conferences
10
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 3 – ENERGY
Unit Dates:
Benchmark Window:
November 3- January 24
January 9-27
ESSENTIAL QUESTIONS
How does repeating a scientific investigation affect the validity of the investigation?
What are some suggested ways to select sample size?
Is a conclusion drawn from scientific investigation always valid? Why or why not?
UNIT 3 – Energy (STC Module)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
INQUIRY STANDARDS
***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and
sling psychrometer) safely and accurately when conducting a controlled scientific investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
*** 6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem,
designing a solution or a product, implementing the design, and evaluating the solution or the product).
6-1.5 Use appropriate safety procedures when conducting investigations.
*** Inquiry standard(s) tested on quarterly benchmark exam.
11
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 3 – ENERGY
UNIT 3 – Energy (STC Module)
ESSENTIAL QUESTIONS
How does repeating a scientific investigation affect the validity of the investigation?
What are some suggested ways to select sample size?
Is a conclusion drawn from scientific investigation always valid? Why or why not?
SCIENCE CONTENT STANDARDS
6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.
6-5.2 Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential
and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.
6.5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets,
generators, and simple electrical motors.
6-5.4 Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.
6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
6.5.6 Recognize that energy is the ability to do work (force exerted over a distance).
6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force
required to do work.
6-5.8 Illustrate ways that simple machine exists in common tools and in complex machines.
Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards.
12
Horry County Schools Curriculum 6th Grade Science 2011-2012
STC
Activity
Number
1
Title
Circuit of Inquiry
Key Concepts and
Processes
Assessment of student
prior knowledge of
energy, machines, and
motion
Advance
Prep
Notes to teachers
Teaching
periods
Assessment
See TG BINDER pg 5-12
2
(8 models to build and set up.)
*Reading Selection from
Student Guide pg. 9-11
Teacher can add two stations :
balance beam and spring scale
Pre-assessment of student
knowledge. None required
Alignment to
HCS/SC Core
Curriculum
6-5.1
6-5.2
6-5.3
6-5.4
6-5.6
6-5.7
6-5.8
Making a Battery
Describe what makes up
a battery. (transformation of energy/
chemical to electrical)
see TG pg 25
Premix solution prior to
activity.
*Reading Selection from
Student Guide pg.16-19
1
The goal of this lesson was to build
a battery. Did you succeed?
Support your answer with
evidence.
6-5.1
6-5.2
3
Rechargeable
Batteries
Energy transformations
See TG pg 33
Need dead dry cell
batteries prior to activity.
See TG 265
*Reading Selection from
Student Guide pg.24 – 25
1
From your observations, do you
think the motor or the light needs
more energy to operate? Support
your answer with evidence.
6-5.1
6-5.2
WEEK 1
2
13
Horry County Schools Curriculum 6th Grade Science 2011-2012
WEEK 2
STC
Activity
Number
Title
Key Concepts and
Processes
Advance
Prep
Notes to teachers
Teaching
periods
Assessment
Alignment to
HCS/SC Core
Curriculum
4
Storing and Using
Energy in a Battery
The amount of energy
stored in a rechargeable
battery is proportional to
the time the battery is
charged.
see TG pg 39
Make sure dry cell batteries
are dead prior to activity.
*Reading Selection from
Student Guide pg.30- 35
2
Discuss with your lab partners any
patterns you observe in data that
come from class averages. Why is
it better to use the class average
instead of results from only one
pair of students?
6-1.2
6-5.1
6-5.4
4a
SC Essential Energy
exists in different
forms TEXTBOOK
Energy Sources and
Transformations
McDougal Littell Pg. 351- 356
1
List three way you use energy. How
does each example involve a
change?
6-5.1
SC Essential
Energy can change
forms but is never
lost TEXTBOOK
Conservation of Energy
McDougal Littell Pg. 358 – 363 1
Suppose you are jumping on a
trampoline. Describe the conversions that occur between kinetic
energy and potential energy.
6-5.2
SC Essential
Technology
improves the way
people use energy.
TEXTBOOK
Solar Energy and Wind
Energy
List two advantages and two disadvantages of solar power.
6.5-2
4b
4c
Teacher’s Choice
Teacher’s Choice
McDougal Littell Pg. 366 – 370 1
Teacher’s Choice
14
Horry County Schools Curriculum 6th Grade Science 2011-2012
Title
Key Concepts and
Processes
Advance Prep
Notes to teachers
Teaching
periods
Assessment
Alignment to
HCS/SC
Core
Curriculum
6-1.1
5
Introduction to
Forces
A force is a push or a pull
on an object. Using a
spring scale to measure
force.
see TG pg 50-51
*Reading Selection from
Student Guide pg.42-47
2
From your observations, explain
why different objects have
different weights .What do you
think determines the weight of an
object? Support your answer
with data.
6
The Force of Friction
Inquiry 6.2 Changing
the Load (only)
Measure the force
needed to pull a load of
different weights.
see TG pg 63- 65
*Reading Selection from
Student Guide pg.54 – 61
1
How does the difference in load
size effect the force needed to
pull the load. Support your
answer with evidence.
7
The Force Exerted by a
Motor
Motors exert forces and
forces can be measured.
see TG pg 79
Apparatus assembly
required
*Reading Selection from Student Guide pg.68 – 71
2
What is the maximum force
exerted by the motor?
6.5-3,
6.5-4
8
Work and the Motor
The scientific
definition of
work.
see TG 88
Sled assembly required
*Reading Selection from
Student Guide pg.80-81
2
How much work did the motor
do on the sled? Show your
work.
6-5.6
8a
SC Essential
Electromagnet
TEXTBOOK
Explain how magnetism
and electricity are
interrelated: electromagnets, generators,
and simple electric
motors.
McDougall Littell pg 538
Streamline Video:
Dr. Dad’s PH3
Three:
Electromagnetism
2
Explain how an electromagnet
works.
6-5.3
Explain how magnetism
and electricity are
interrelated:
electromagnets,
generators, and simple
electric motors.
McDougall
Littell pg 540542
1
Explain the components of a
motor and how they work
together to transform electrical
energy to mechanical energy.
6-5.3
WEEK 4
WEEK 3
STC Kit
Activities
Teacher’s Choice
8b
Motors (TCA)
TEXTBOOK
Teacher’s Choice
15
Horry County Schools Curriculum 6th Grade Science 2011-2012
STC Kit
Activities
WEEK 5
8c
Title
Key Concepts and
Processes
Advance Prep
Notes to teachers
SC Essential
Generators
TEXTBOOK
Explain how
magnetism and
electricity are
interrelated: electromagnets,
generators, and
simple electric motors.
McDougall Littell pg
544, 550-551
*9
Power of a Motor
Calculate the power of
a motor
10
11
Teaching
periods
Assessment
1
Explain how a generator
converts mechanical energy
into electrical energy.
See TG pg 100
1
Did the amount of work done
each time by the motor to lift
the load depend on the
number of batteries used?
Why or why not?
Assessing What You Demonstrate
Know
knowledge of energy,
forces, work, and
power
See TG pg.109
2
Performance Assessment,
Data Analysis, Multiple
Choice Questions, Short
Answer Response
Inclined Plane
See TG pg. 135
2
Why are ramps for people with
physical disabilities long and
gently sloping, rather than short
and steep?
Incline planes are
simple machines that
decrease the amount of
force needed to do
work.
Teacher’s Choice
*Reading Selection from
Student Guide pg.95 – 97
*Omit power related questions
on assessment if you do not
complete Lesson 9.
*Reading Selection from
Student Guide pg.106-107
Alignment
to HCS/SC
Core
Curriculum
6-5.3
6-5.7
16
Horry County Schools Curriculum 6th Grade Science 2011-2012
Week 6
STC Kit
Activities
Advance Prep
Notes to teachers
Teaching
periods
Assessment
Alignment to
HCS/SC Core
Curriculum
12
The Pulley
Pulleys are simple
machines that decrease
the amount
of force needed to do
work.
See TG pg 150
Assembly needed
*Reading Selection from
Student Guide pg.116- 119
2
What did you observe about
the effort force with the
different pulley
combinations?
6-5.7
13
The Lever
Levers are simple
machines that
decrease the amount
of force needed to do
work.
See TG pg. 159
*Reading Selection from
Student Guide pg.125-129
2
Was the amount of work done
by the lever when it lifted the
sled the same each time or
different? Explain your
reasoning.
6-5.7
14
Machines
Assessment: A
Technological
Design Challenge
Combining
understanding of
machines, forces and
work to develop a
plan for solving a
design challenge.
See TG pg. 188
3-4
Rubrics – TG. pg 193 and 194
Self Assessment in TG. Pg
197 – 198
6-5.8
6-1.4
SC Essential
Modern
technology uses
compound
machines.
TEXTBOOK
Simple machines exist
in common tools and
in complex machines.
McDougal Littell pg. 436 –
441
Teacher’s Choice
1
Design a complex machine
and draw it labeling the
simple machines.
6-5.8
14a
Week 7
Title
Key Concepts and
Processes
*Reading Selection from
Student Guide pg.135-139
17
Horry County Schools Curriculum 6th Grade Science 2011-2012
STC Kit
Activities
WEEK 8
*14b
14c
WEEK 9
14d
Title
SC Essential
Key Concepts and
Processes
Temperature and
Kinetic
Advance Prep
Notes to teachers
McDougal Littell
Temperature
depends on
Energy
particle movement.
TEXTBOOK
Pg. 383 – 388
SC Essential
Heat and thermal
Energy flows from energy
warmer to cooler
objects
TEXTBOOK
McDougal Littell
SC Essential
McDougal Littell
The transfer of
energy as heat can
be controlled
TEXTBOOK
Conduction,
Convection and
Radiation
Review and Assess
Teaching
periods
Assessment
Alignment to
HCS/SC Core
Curriculum
1
How can you explain thermal
expansion as kinetic energy?
1
Describe the relationship among 6-5.1
kinetic energy, heat,
temperature, and thermal
energy.
2-3
Compare and contrast
conduction, convection, and
radiation.
Teacher’s Choice
Pg. 390 – 394
Teacher’s Choice
Pg. 396 – 401
Teacher’s Choice
4-5
6-5.5
Benchmark
18
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE
Unit Dates:
Benchmark Window:
January 25- March 21
March 12- 30
Weather (SEPUP Weather & Atmosphere Module)
ESSENTIAL QUESTIONS
How does the composition and structure of the Earth’s atmospheric layers affect life on Earth?
How do you think the shape and type of clouds effects weather conditions and weather patterns?
Explain how solar energy is important to the water cycle.
Why are direct observations and measurements useful in predicting weather?
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
INQUIRY STANDARDS
***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and
sling psychrometer) safely and accurately when conducting a controlled scientific investigation.
6-1.2 D i f f e r e n t i a t e between observation and inference during the analysis and interpretation of data.
6-1.3 C l a s s i f y organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a
solution or a product, implementing the design, and evaluating the solution or the product).
6-1.5 U s e appropriate safety procedures when conducting investigations.
6-4.1 C o mp a r e the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and
pressure within the layers).
*** Inquiry standard(s) tested on quarterly benchmark exam.
19
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE
Weather (SEPUP Weather & Atmosphere Module)
ESSENTIAL QUESTIONS
How does the composition and structure of the Earth’s atmospheric layers affect life on Earth?
How do you think the shape and type of clouds effects weather conditions and weather patterns?
Explain how solar energy is important to the water cycle.
Why are direct observations and measurements useful in predicting weather?
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
SCIENCE CONTENT STANDARDS
6-4.2 S u m ma r i ze the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation,
transpiration, condensation, surface-water flow, and groundwater flow).
6-4.3 C l ass i f y shapes and types of clouds according to elevation and their associated weather conditions and patterns.
6-4.4 S u m ma r i ze the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms
(including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
6-4.5 U s e appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air
pressure).
6-4.6 P r edi ct weather conditions and patterns based on weather data collected from direct observations and measurements, weather
maps, satellites, and radar.
6-4.7 E x pl ai n how solar energy affects Earth’s atmosphere and surface (land and water).
6-4.8 E x pl ai n how convection affects weather patterns and climate.
6-4.9 E x pl ai n the influence of global winds and the jet stream on weather and climatic conditions.
Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards.
20
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Number
Title
Key Concepts
and Processes
Advance Prep
Notes to teachers
Teaching
periods
Assessment
& Key
Question
Alignment
to HCS/SC
Core
Curriculum
Weather Effects
Students are introduced to
four kinds of careers related
to weather and look at
maps of weather risks.
Weather, risk
Chart paper (optional),
copy SS (student sheets)
50.1, 50.2
1
How does weather
affect your daily life?
SB E-8, AQ4
6-1.2
51
Investigating Local
Weather Students
record, graph, and
analyze five days of
local weather data.
Daily vs. monthly
data (mean,
median, mode),
precipitation,
meteorology,
TR E-14, reserve computer
room or print copies of data;
copy SS 51
1
Proc: OD
Students graph
monthly weather data.
SB E-11 to E-14
6-1.2
6-4.6
Local Weather History
Students conduct a survey
to learn about the history of
local weather disasters.
Weather, risk,
atmosphere,
career of an atmospheric scientist
Copy student sheets
1
How are weather
disasters different
from everyday
weather?
6-1.2
6-4.6
Weather and Climate
Students use climate maps
to identify local climate and
compare it to similar areas.
Weather, climate,
climatologist,
Get overhead projector,
or multimedia
projector
1-2
AQ4, SB E-22,
Predict weather
conditions and
patterns from data
6-1.2
6-4.6
54
The Earth’s Surface
Students use a world map
to estimate amounts of
earth’s surface covered by
water and land.
Hydrologist, mean,
median, mode,
Overhead projector &
calculators (optional),
copy student sheets
1
Where is most of the
water on earth’s
surface? Issue:
groundwater
6-1.2
6-4.6
6-4.2
55
Heating Earth Surfaces
Students measure how the
sun’s energy heats land
and water and how each
cools, important determiners of climate.
Climate, sun’s
energy
Prepare sand and water in
large basins, gather watches,
light sources, overhead
projector, graph paper,
2
Proc: DI
Quick Check: Q3, SB E29. Explain how the
sun’s energy heats
different surfaces of the
earth.
6-1.2
WEEK 1
50
52*
WEEK 2
53
literacy, mathematics
If possible, collect news papers
for a week prior to teaching this
lesson www.weather.com
*Homework assignment
copy student sheets 53.1
6-4.7
6-5.5*
21
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Number
Key Concepts
and Processes
Advance Prep
Notes to teachers
Alignment
to HCS/SC
Core
Curriculum
Teaching
periods
Assessment
& Key Question
1-2
Pr: GI
Explain why hurricanes
form over ocean areas
with water temps above
26.5oC
6-1.2
6-4.7
How do oceans
affect climate? SB
E-42 AQ 3
6-4.7
6-4.8
What three factors
affect climate? SB E48, AQ 4
6-4.7
6-4.8
6-4.9
6-1.2
How well do
different liquids
dissolve the same
solid?
6-1.2
6-4.2
Quick check: Q2
Discuss the
relationships
between the
changing states of
water and the water
cycle.
6-4.2
6-4.3
Ocean Temperatures
Students investigate the
range of mean ocean
surface temperatures
around the globe, then
map and discuss
patterns.
Climate, ocean
temperatures,
latitude
Overhead projector,
calculators,
57
Oceans and Climate
Students learn more
about how oceans affect
climate. A role play
discusses the
identification
of the Gulf Stream and
how data is gathered.
Climate, ocean
currents,
climatologist,
hydrologist
Copy student sheets,
role-play props (optional)
1-2
58
The Causes of Climate
Students read about more
factors affecting climate,
including the sun’s
energy.
Climate, sun’s
energy, oceans,
landforms, literacy
Get heat lamp (optional)
1
59*
Water as a Solvent
Students compare the
solubility of solids in three
different solvents, and
learn about water as the
universal solvent and that
most water on earth
contains salts.
Climate, salinity,
solvent
Need safety goggles,
overhead projector, prepare
containers of tap and
distilled water
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, literacy
safety goggles, gather hot
plate, plastic bottle and
board, beaker, matches,
incense, tongs, ice, black
paper, chart paper
Week 4
Week 3
56
Title
copy student sheets
1-2
1
22
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Number
Title
Key Concepts
and Processes
Teaching
periods
Assessment
& Key Question
61
Investigating
Groundwater Students
investigate the ability of
water to filter through
gravel and sand, to
introduce groundwater.
Groundwater,
hydrologist
Get overhead projector, two
buckets, paper towels
1-2
How does water
interact with earth
materials?
6-4.2
61a
SC Essential
Lab: Investigate
Condensation
Clouds; elevation,
type, shape, and
associated weather
McDougal Littell Science
257-261
1-2
How does a cloud
form?
6-4.3
Use appropriate
instruments and
tools to collect
weather data (rain
gauge)
McDougal Littell Science
265
1
How does a precipitate
form? How is it
measured?
6-4.5
Summarize the
interrelationship
among the dynamic
processes of the water
cycle.
Streamline Video: The Magic
School Bus Wet All Over
1
Draw and label the
different processes of the
water cycle.
6-4.2
TEXTBOOK
61b
Week 5
Advance Prep
Notes to teachers
Alignment
to HCS/SC
Core
Curriculum
SC Essential
Lab: Investigate
precipitation
TEXTBOOK
61c
Water Cycle
Teacher Choice
Collect several clear plastic
bottles.
May need to monitor weather
to collect data.
23
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Number
Week 7
Week 6
62
63
Title
Traveling on the Water
Cycle Students use a board
game and literacy strategies
to investigate the
conversion of water from
one form to another.
Key Concepts
and Processes
Models, states of
water (solid,
liquid, gas), water
vapor, clouds,
condensation,
evaporation, water
cycle, literacy
Air, substance,
Investigating Air
Students explore the nature literacy
of air by making
observations of air
pressure and by using a
chemical indicator.
Advance Prep
Notes to teachers
Teaching
periods
Gather pictures of water
cycle optional), 1-L
container optional), 50 mL
graduate tube, overhead
projector, copy student
sheets
1-2
Safety goggles needed, test
BTB solution before use, get
overhead projector,
1-2
Assessment
& Key Question
Q4: SI
How does water
circulate through
earth’s crust, oceans
and atmosphere?
Q4: Understanding
Concept
Alignment
to HCS/SC
Core
Curriculum
6-1.2
6-4.2
6-1.4
6-4.1
Question E-1 46
copy student sheets
Is air a substance or is it
just empty space?
63a
Barometer/ Sling
Psychrometer
Use appropriate
instruments and
tools to collect
weather data
Teacher Choice Activity
1
64
Earth’s Atmosphere
Students use a computer
simulation to sample air
composition,
temperature, and
pressure at different
altitudes above earth’s
surface and compare the
properties of the
different layers.
Layers of
atmosphere,
atmospheric
composition,
air pressure, water
vapor,
mathematics
Internet access,
overhead projector,
gather calculators, copy
student sheets
1-2
Support your answer with
evidence from the
investigation.
Record accurate
6-4.5
measurements using the
barometer and the sling
psychrometer.
How does the
earth’s atmosphere
change at different
elevations from the
earth’s surface?
6-4.1
6-1.2
24
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Number
Week 8
65
Title
Key Concepts
and Processes
Advance Prep
Notes to teachers
History of Earth’s
Atmosphere Students use
a card sort to look at the
relative composition of
gases at different times in
earth’s history, and the
role of living organisms in
shaping the air.
Atmospheric
composition,
geologic time
Get overhead projector
66
Atmosphere and
Climate Students read
about the relationship
between earth’s
atmosphere and its
weather and climate.
Atmosphere, wind,
atmospheric layers
and composition,
literacy
Use students sheets from
Lesson 64
67
Measuring Wind Speed
and
Direction
Students are introduced to
the Beaufort Wind Scale.
They design an instrument
to measure wind speed
and direction.
Wind, anemometer,
wind vane
Gather two large fans,
chart paper, stop watches,
scissors, staplers, glue,
markers, tape, overhead
projector
Teaching
periods
1
Assessment
& Key Question
Alignment
to HCS/SC
Core
Curriculum
Has the earth’s
atmosphere always
been the same as it is
today?
6-4.1
1
UC: AQ 2
What role does
atmosphere play in
weather and climate?
6-4.1
2
Procedure: DI E-180What do all wind
instruments have in
common?
6-1.1
6-1.2
6-1.2
6-1.4
6-4.1
6-4.5
6-4.6
6-4.8
6-4.9
25
Horry County Schools Curriculum 6th Grade Science 2011-2012
SEPUP
Activity
Number
Key Concepts
and Processes
Advance Prep
Notes to teachers
Worldwide Wind
Students use a computer
simulation to identify
wind direction and speed,
mapping wind patterns.
Prevailing wind
68a
SC Essential
The Effect of moving air
masses, pressure
systems, and frontal
boundaries on weather.
TEXTBOOK
Summarize the
McDougal Littell Science
relationship of the
277, 279, 244 (barometer)
movement of air
Teacher’s Choice of activities
masses; high and low
pressure systems, and
frontal boundaries to
storms and other
weather conditions.
69
Forecasting Weather
Students work in groups
to interpret a weather
map and construct a
weather report, finally
presenting the report to
the class. Stu- dents use
this information to
forecast the next day’s
weather.
Weather maps,
weather fronts,
high and low
pressure systems
Gather local weather maps,
copy student sheets
People and Weather
Students analyze reports
from a hydrologist,
climatologist, and
meteorologist about the
imaginary town of
Sunbeam City. They
consider the role people
play in affecting a region’s
weather.
Weather,
atmosphere,
weather careers
Overhead projector,
calculators, copy student
sheets
Week 9
68
70
Week 10
Title
Review and Assess
Get overhead projector,
arrange for internet
access, copy student
sheets
Teaching
periods
Assessment
& Key Question
Alignment
to HCS/SC
Core
Curriculum
1-2
What is the pattern of
prevailing winds on
different parts of the
earth?
6-1.2
6-4.9
2-3
How does an air
mass form?
What happens
when air masses
collide?
6-4.4
2-3
Procedure: CS
6-4.4
6-4.5
6-4.6
What information is
found on a weather
map? How can a
weather map be used to
forecast weather?
2-3
ET: Q3
6-1.2
6-4.5
Discuss the relationship
between human
population growth and
changes in the local
weather.
4-5
Benchmark
26
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 5 – ANIMALS
Science S3 Sixth Grade Modules
Unit Dates:
Benchmark Window:
March 22- May 7
April 30- May 18
ESSENTIAL QUESTIONS
What effect do environmental stimuli have on physical responses in animals?
Identify the structures and their primary functions for food obtainment, movement, and defense.
Compare the structures of vertebrates and invertebrates.
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
INQUIRY STANDARDS
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling
psychrometer) safely and accurately when conducting a controlled scientific investigation.
***6-1.2 D i f f e r e n t i a t e between observation and inference during the analysis and interpretation of data.
***6-1.3 C l a s s i f y organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem,
designing a solution or a product, implementing the design, and evaluating the solution or the product).6-1.5 U s e appropriate
safety procedures when conducting investigations.
*** Inquiry standard(s) tested on quarterly benchmark exam.
27
Horry County Schools Curriculum 6th Grade Science 2011-2012
GRADE 6 UNIT 5 – ANIMALS
Science S3 Sixth Grade Modules
ESSENTIAL QUESTIONS
What effect do environmental stimuli have on physical responses in animals?
Identify the structures and their primary functions for food obtainment, movement, and defense.
Compare the structures of vertebrates and invertebrates.
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
SCIENCE CONTENT STANDARDS
6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the
response to stimuli, the ability to reproduce, and process of physical growth and development).
6.3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms,
mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals)
6.3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain
resources.
6.3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature
with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.
6.3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating,
panting, and food gathering).
6.3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.
6.3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.
6.3.7 Compare learned to inherited behavior in animals.
Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited
standards.
28
Horry County Schools Curriculum 6th Grade Science 2011-2012
Week 2
Week 1
Science
Module
(Indicator)
Title
Teaching
Advance Prep. Notes to Teachers
Period
*Additional Digital Resources are located on the Workspace
Focus Questions
(Animal Unit Animal Module Folder)
(Days)
Materials Needed: Make a set of cards with the animal
1-2
How can you develop a
pictures for each group.
classification system for animals?
1. See workspace for additional animal pictures.
What are the common
2. During “Explain” section make sure to address the “It is
characteristics of all vertebrates
essential for students to…” on the support document as it is
and invertebrates?
not covered in the lesson.
Alignment
to Inquiry
Standards
6-1.3
6-3.1
Lesson A:
Classification of
Vertebrates &
Invertebrates
6-3.1
Lesson B:
Ectothermic or
Endothermic
Vertebrate
Animals
(Classifying
Vertebrates)
Materials Needed: books and pictures of vertebrate animals,
vertebrate picture cards for each group, color coded chart,
colored pencils, index cards, chart paper, white boards, and
expo markers.
1.This lesson is intended to introduce the terms “endothermic”
and “ectothermic” for purposes of identifying characteristics
to classify vertebrates into groups. This lesson is not
intended to focus on the concepts of endothermic and
ectothermic. (addressed in a later lesson)
3
What are the characteristics of the
five groups of vertebrates?
6-1.3
6-3.1
Lesson C:
Invertebrates
Materials Needed: magnifying glasses, earthworms,
crayfish, cricket, sea urchin, snail, pictures of invertebrates,
copy of “I have…, Who has…” game cards, chart paper,
pictures of invertebrates, and index cards.
1. See workspace for “Animal Classification” PowerPoint
activity & worksheet.
2
What are the characteristics of the
five groups of invertebrates?
6-1.3
6-1.5
6-3.1
Assessment
Possible time to review and assess animal and inquiry
indicators covered this week..
1
29
Horry County Schools Curriculum 6th Grade Science 2011-2012
6-3 .2
Lesson A:
Moving,
Defending,&
Obtaining
Resources
1.
2.
6-3.2
Week 3
6-3.3
6-3.2
6-3.3
Lesson B:
Birds’ Beaks
Activity
Lesson A:
Endothermic &
Ectothermic
Organisms
Assessment
Materials Needed: Animal pictures, Animal books and/or
Internet access
Need to create a blank chart on page 8 in Module 6-3.2.
(One is available on the workspace under the name
“Module 6-3.2 Chart) for students. The “Animal” and
“Structure/Characteristic” columns were switched because
it made more sense. Give some practice samples for the
students on the chart.
For “Explain” Section #11&12 visit the “Work Space” for
“Animal Structures for Defense, Movement, and Obtaining
Resources”
Materials Needed: animal books and pictures, “Bird Beak
Activity”, Blue Tweezers, Clothes Pins, Spoons, Cups of
small objects-beads, coins, sequins, marbles, different
seeds, etc.
3
In what ways do animals defend
themselves, move, and obtain
resources?
6-1.2
1
What structures do birds use for
obtaining resources?
6-1.2
Materials Needed: paper, markers, thermometer, goldfish,
beakers, bowls, temperature graph, ice, and warm water
3
What are the characteristics of
endothermic and ectothermic
animals?
6-1.4
6-1.2
How does the temperature affect
the respiration rate of goldfish?
Possible time to review and assess animal and inquiry
indicators covered this week.
1
30
Horry County Schools Curriculum 6th Grade Science 2011-2012
Week 4
Science
Module
(Indicator)
Advance Prep. Notes to Teachers
Title
6-3.4
Lesson A:
Environmental
Stimuli
6-3.5
Lesson A:
Behavioral
Responses
Materials Needed: plastic sheet, crumpled paper, water,
paper towels, paper, animal books and/or Internet access
1. Include “cause and effect” section in the flipbook
Materials Needed: animal books and/or Internet access,
“5W’s” Graphic Organizer, Concept Map
1.
2.
6-3.6
Week 5
6-3.7
2
Focus Questions
How do environmental stimuli
cause physical responses in
animals?
4 (3 if
In what ways do animals respond
omit part behaviorally to environmental
of Explain stimuli?
section)
Lesson A:
Internal Stimuli
Materials Needed: Major Concepts Synthesis Chart
*Alternate Chart that simplifies concepts is located on the
workspace.
1
How do internal stimuli help
animals survive?
Lesson A:
Inherited and
Learned
Behaviors
Materials: Streamlined Video, index cards, cards for card sort
2
How do learned behaviors in
animals differ?
1.
2.
3.
6-3.1-3.7
Explain Section: #6-10 can be omitted if there are time
constraints.
Explore: See workspace for hibernation, migration, and
courtship video clips.
Teaching
Period
(Days)
Cumulative Unit
Assessment
Explore section: Pre-made behavior cards for this activity
can be found on the workspace.
Streamline Video title is not correct. The correct title of
the video is “Animal Instincts”.
Additional Resources: Streamline Video on learned and
inherited behaviors “Animal Intelligences”.
Possible time to review and assess animal and inquiry
indicators covered this week.
2
Alignment
to Inquiry
Standards
6-1.2
6-1.2
6-1.2
6-1.2