6th Grade Science Resource Guide 2015-2016 1st Quarter
Unit 1: Analyze and explain that all organisms, including humans, are part of complex systems found in all Biomes (i.e., freshwater,
marine, forest, desert, grassland and tundra). (6.3.1, 6.3.2, 6.3.3)
Sequence of Standards and Objectives
IPS Resources
Supplemental Resources
6.3.1
Describe specific relationships (i.e., predator and
prey, consumer and producer, and parasite and
host) between organisms and determine whether
these relationships are competitive or mutually
beneficial.
SWBAT: Define and describe common relationships
(commensalism, mutualism, parasitism, etc.) In each
relationship list the benefits and drawbacks for each
organism involved (I.E. A bee and a plant (mutualism)
Moss plant on a tree (commensalism) A mosquito on a
deer (parasitism).
6.3.2
Science Core Lesson:
Ecosystem Lesson-Living/nonliving
Web-based Practice:
Map with colors designating biomes:
http://www.mysciencekit.com/biomeint.htm
Science Core Lesson:
Biomes of the World (2 class
periods)
Interactive Biomes with data
http://www.glencoe.com/sites/common_assets/science/
virtual_labs/LS19/LS19.swf
FOSS / DSM Planning Guide
Various links and resources for biomes
Lesson 26:Relationships Between http://www.nclark.net/CommunitiesBiomes
Organisms pp L9-13
Descriptions of biomes
Describe how changes caused by organisms in the Science Core Lesson:
http://www.pbslearningmedia.org/asset/ess05_int_bio
habitat where they live can be beneficial or
Exploring Symbiosis
memap/
detrimental to themselves or to native plants and
animals.
Videos of animal relationships
http://www.watchknowlearn.org/Category.aspx?Catego
SWBAT: Define habitat and biomes, compare and
Planning
Guide
–Reading
Delta
ryID=3091
contrast habitat and biome, list common characteristics
Science Content Reader excerpt- http://studyjams.scholastic.com/studyjams/jams/scienc
used to I.D. biomes, describe how changes (such as
e/ecosystems/symbiosis.htm
over population or over grazing) can affect any habitat Ecosystems, pp. L14-L38
or biome.
http://video.nationalgeographic.com/video/ant_caterpill
arsymbiosis
6.3.3 Describe how certain biotic and abiotic factors—such Planning Guide Lesson 27:
as predators, quantity of light and water, range of
Changes in Habitats pp L39-43
temperatures and soil composition—can limit the
(also in IPS Online Science
number of organisms an ecosystem can support.
Resources)
SWBAT: Define abiotic and biotic factors. Give examples
Planning Guide –Reading Delta
of each. Predict how changing these factors could
Science Content Reader-Changes
impact population.
in Ecosystems pp L44-L68
Indianapolis Public Schools
Department of Curriculum and instruction
6th Grade Science Resource Guide 2015-2016 1st Quarter
Unit 2: Explain that the major source of energy for ecosystems is light and describe how that energy is transferred throughout an ecosystem. (6.3.4,
6.3.5, 6.3.6)
Sequence of Standards and Objectives
6.3.4
Recognize that plants use energy from the sun to
make sugar (i.e., glucose) by the process of
photosynthesis.
IPS Resources
Teacher Guide,
Activity 1 - Plant & Animal Cells
pp 13-25
Plants in Our World pp 2-3,23
SWBAT: Explain the role water, oxygen, sunlight,
chlorophyll, carbon dioxide and sugar play in the
process of photosynthesis. Identify the structures in
plants that involved in photosynthesis.
6.3.5
Describe how all animals, including humans, meet
their energy needs by consuming other organisms,
breaking down their structures, and using the
materials to grow and function.
Activity 3 - What do Plants Need?
pp 35-40
6.3.6
Web-based Practice:
FOOD CHAINS and FOOD WEBS:
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reacti
on/play_chainreaction.cfm
http://www.gould.edu.au/foodwebs/antarctic.htm
Activity 2 - Stems: Structure &
Function pp 27-33
http://www.bbc.co.uk/bitesize/ks2/science/living_things/food
_chains/play/
Plants in Our World pp 5, 11, 14-15
Photosynthesis:
Activity 4 - Stomata & Transportation http://www.pbs.org/wgbh/nova/nature/photosynthesis.html
pp 41-47
SWBAT: Illustrate food chains and webs, Define &
identify producers and consumers with level (1st, 2nd,
etc.) Explain the role digestion & respiration play in
breaking down food into energy.
Supplemental Resources
http://www.wonderville.ca/asset/photosynthesis
Plants in Our World pp 5, 14
Activity 5 - Plants Take in Gas
Digestion and common molecules:
http://kitses.com/animation/swfs/digestion.swf
pp 49-55
Activity 8 - Plants Make Food
Recognize that food provides the energy for the work pp 73-79
that cells do and is a source of the molecular
building blocks that can be incorporated into a cell’s Activity 9 - Chlorophyll & Food
structure or stored for later use.
Production pp 81-86
SWBAT: Define a cell and describe major parts (nucleus,
Science Core Lessons:
membrane, cytoplasm, and chloroplast). Compare and
Cells need energy from food
contrast plant and animal cells. Identify common
molecules used for energy by cells (glucose, starch,
etc.).
Indianapolis Public Schools
Department of Curriculum and instruction