RangelyRE‐4CurriculumDevelopment
6thGradeScience Unit Title Building Blocks of Life
Length of Unit 5‐7 weeks
Focusing Lens(es) Complexity Structure Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging‐ Debatable): 
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CCSS Reading Standards for Literacy in Science & Technology 6‐8 RST 6‐8.4 RST 6‐8.6
RST 6‐8.5 RST 6‐8.7 Unit Strands Physical Science Concepts properties, structure, function, substance, energy, relationship, foundation, order, patterns, bonds, interaction, matter, atoms, molecules, mass volume, density, weight SC09‐GR.6‐S.1‐GLE.1
SC09‐GR.6‐S.1‐GLE.2 SC09‐GR.6‐S.1‐GLE.4 Are space travel and the colonization of places like the moon or mars possible? Do the Laws of Physics apply constantly across the universe? How would the human body be affected by space travel? Is anything in the world not made of matter? WHST 6‐8.2 WHST 6‐8.9
WHST 6‐8.4 WHST 6‐8.10 WHST 6‐8.5 CCSS Writing Standards for Literacy in Science & Technology 6‐8 Generalizations Guiding Questions My students will Understand that… Relationships between atoms and molecules determine the complexity and properties of matter (SC09‐GR.6‐S.1‐
GLE.1‐EO.a) and (SC09‐GR.6‐S.1‐GLE.2‐EO.b) In what ways does the relationship between atoms and molecules determine the complexity of matter? (SC09‐GR.6‐S.1‐GLE.1,2) How does the interaction of things we can’t see affect what we can see? Structure of matter creates predictable patterns in the
universe. (SC09‐GR.6‐S.1.GLE.1‐EO.b,c) In what ways does the arrangement of atoms in elements create predictable structures of matter? (SC09‐GR.6‐S.1.GLE.1‐EO.b,c) How does the understanding of the basic building blocks of matter help us to predict the substance of the universe? (SC09‐GR.6‐S.1.GLE.1‐EO.b; IQ.1; RA.1) Gravitational forces interact and act with matter in the universe in predictable ways. (SC09‐GR.6‐S.1‐GLE.4) What is the relationship between mass, volume and density, and do these terms relate to weight? (SC09‐
GR.6‐S.1.GLE.2‐EO.b) If weight and mass are not the same thing, why might people use the words interchangeably? (SC09‐GR.6‐
S.1.GLE.4; IQ.2) Mass, weight, and volume determine an object’s or a liquid’s density. (SC09‐GR.6‐S.1‐GLE.4‐EO.c) What are the differences between mass, volume, and weight? If two objects have the same mass, how would the density differ if one was larger than the other? The arrangement of atoms in matter defines the density of matter. (SC09‐GR.6‐S.1‐GLE. 3‐EO.c,d) What state of matter is the densest?
Why is the solid state of matter usually the most dense? Why do balloons float? March 2015 Factual Conceptual Page 12 of 20 RangelyRE‐4CurriculumDevelopment
6thGradeScience Critical Content: Key Skills: My students will Know… My students will be able to (Do)… 
Chemical and nuclear reactions based on atomic and molecular structure (SC09‐GR.6‐S.1‐GLE.1) The fundamental building blocks of matter(SC09‐GR.6‐S.1‐EO.a) 
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Identify evidence that suggests there is a fundamental building block of matter (DOK 1) 
Particle theory of matter and characteristics of the particle model 
(SC09‐GR.6‐S.1‐EO.b) o Use the particle model of matter to illustrate characteristics of different substances (DOK 1‐2) The atomic model as the foundation for all chemistry (SC09‐GR.6‐S.1‐
EO.c) o Develop an evidence based scientific explanation of the atomic model as the foundation for all chemistry (DOK 1‐3) 
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Find and evaluate appropriate information from reference books, journals, magazines, online references, and databases to compare and contrast historical explanations for the nature of matter (DOK 1‐2) The consistency of living things in relation to the matter in the rest of the universe. (SC09‐GR.6‐S.1‐GLE.1;RA.1) Ṟ
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The history of the scientific investigations and the relationship to the understanding of the nature of matter. (SC09‐GR.6‐S.1‐EO.d) o
Apply an understanding of atomic and molecular structure (SC09‐GR.6‐S.1‐GL.1) Identify evidence that suggests there is a fundamental building block of matter (SC09‐GR.6‐S.1‐
GL.1‐EO.a) (DOK 1) Use the particle model of matter to illustrate characteristics of different substances(SC09‐GR.6‐
S.1‐GL.1‐EO.b) (DOK 1‐2) Develop an evidence based scientific explanation of the atomic model (SC09‐GR.6‐S.1‐GL.1‐
EO.c) (DOK 1‐3) Find and evaluate appropriate information from reference books, journals, magazines, online references, and databases to compare and contrast historical explanations for the nature of matter(SC09‐GR.6‐S.1‐GL.1‐EO.d) (DOK 1‐2) Work in groups using the writing process to effectively communicate an understanding of the particle model of matter. (SC09‐GR.6‐S.1‐GL.1;N.1) (DOK 1‐2) Use technology to share research findings about historical explanations for the nature of matter and to publish information to various audiences. (SC09‐GR.6‐S.1‐GL.1;N.2) (DOK 1‐2) Create models that explain the particle theory of matter. (SC09‐GR.6‐S.1‐GL.1;N.3) (DOK 2‐3) Recognize and describe the ethical traditions of science: (SC09‐GR.6‐S.1‐GL.1;N.4) Explain the similarities and differences between elements and compounds (SC09‐GR.6‐S.1‐
GL.2.EO.a) (DOK 1‐2) Identify evidence that atoms form into molecules with different properties than their components. ((SC09‐GR.6‐S.1‐GL.2.EO.b) (DOK 1‐2) Find and evaluate information from a variety of resources. (SC09‐GR.6‐S.1‐GL.2.EO.c) (DOK 1‐
2) Use models and/or electronic media to show and understand how molecules are made of atoms (SC09‐GR.6‐S.1‐GL.2;N.1) (DOK 1‐2) Investigate how our current understanding of matter has developed through centuries of scientific investigations (SC09‐GR.6‐S.1‐GL.2;N.2) (DOK 2‐3) Predict how changes in acceleration due to gravity will affect the mass and weight of an object (SC09‐GR.6‐S.1‐GL.4.EO.b) (DOK 1‐2) Predict how mass, weight, and volume affect density (SC09‐GR.6‐S.1‐GL.4.EO.c) Measure mass and volume, and use these quantities to calculate density (SC09‐GR.6‐S.1‐
GL.4.EO.d) (DOK 1) Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (SC09‐GR.6‐S.1‐GL.4.EO.e) (DOK 1‐2) 
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Living things consist of the same matter as the rest of the universe. The similarities and differences between elements and compounds. 
(SC09‐GR.6‐S.1‐GLE.2‐EO.a) o Explain the similarities and differences between elements and compounds (DOK 1‐2) 
Why atoms form into molecules with different properties than their components. . (SC09‐GR.6‐S.1‐GLE.2‐EO.b) 
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Identify evidence suggesting that atoms form into molecules with different properties than their components (DOK 1‐2) The structure of a molecule. (SC09‐GR.6‐S.1‐GLE.2‐EO.c) o Find and evaluate information from a variety of resources about molecules (DOK 1‐2) 
How gravitational force can change the weight (and not the mass) of an object. (SC09–GR.6‐S.1‐GLE.4–EO.d) 
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March 2015 Page 13 of 20 
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RangelyRE‐4CurriculumDevelopment
6thGradeScience o Measure mass and volume, and use these quantities to  Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they calculate density (DOK 1) are used in a specific scientific or technical context relevant to grades 6‐8 texts and topics. (CCSS RST The relationship between acceleration due to gravity wand the 6‐8.4) mass and weight of an object. (SC09‐GR.6‐S.1‐GLE.4‐EO.b)  Analyze the structure an author uses to organize a text, including how the major sections contribute to o Predict how changes in acceleration due to gravity will affect the the whole and to an understanding of the topic. ( CCSS RST 6‐8.5) PARCC mass and weight of an object (DOK 1‐2) The relationship between mass, volume, and density. (SC09‐
 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an GR.6‐S.1‐GLE.4‐EO.d & e) experiment in a text. (CCSS RST 6‐8.6) PARCC o Measure mass and volume, and use these quantities to calculate  Integrate quantitative or technical information expressed in words in a text with a version of that density (DOK 1) information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (CCSS RST 6‐8.7) o Use tools to gather, view, analyze, and report results for PARCC scientific investigations about the relationships among mass, weight, volume, and density (DOK 1‐2)  Write informative/explanatory texts, including the narration of historical events, scientific procedures/ Units of measure for mass, volume, and density. (SC09‐GR.6‐S.1‐
experiments, or technical processes. (CCSS WHST 6‐8.2 a‐f) PARCC GLE.4;N.3)  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information N Select proper tools to measure the mass and volume of an into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), object and use appropriate units. (DOK 1‐2) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  Develop the topic with relevant, well‐chosen facts, definitions, concrete details, quotations, or other information and examples.  Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.  Use precise language and domain‐specific vocabulary to inform about or explain the topic.  Establish and maintain a formal style and objective tone.  Provide a concluding statement or section that follows from and supports the information or explanation presented.  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CCSS WHST 6‐8.4) PARCC  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (CCSS WHST 6‐8.5) PARCC  Draw evidence from informational texts to support analysis, reflection, and research. (CCSS WHST 6‐
8.9) PARCC  Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. (CCSS WHST 6‐8.10) PARCC PARCC Evidences Written Expression: March 2015 Page 14 of 20 RangelyRE‐4CurriculumDevelopment
6thGradeScience Development of Ideas
The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1 by using clear and convincing reasoning, details, text‐based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion2 and includes a strong introduction, conclusion, and a logical, well‐executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of Language The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain‐
specific vocabulary. Knowledge of Language and Conventions The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): Substances behave differently based upon their atomic and molecular structure.
Compounds are a combination of elements and have different properties then their individual elements. Mass is the amount of matter in an object and is independent of gravitational force. Weight is a measure of gravitational force on an object. Academic Vocabulary: compare and contrast, interactions, processes, illustrate, explain, examine, interact, analyze, predict, communicate, evaluate, gather, develop, design, justify, apply, interpret, relationship, identify, model, determine, similarities, differences, evidence, investigate, calculate, measure, function Technical Vocabulary: matter, atoms, elements, compounds, properties, particles, building blocks of matter, particle model, particle theory of matter, molecules, arrays, substances, components, mass, weight, volume, density, gravitational force, acceleration, atomic structure, molecular structure, chemical reactions, nuclear reactions March 2015 Page 15 of 20