Wallingford Public Schools - MIDDLE SCHOOL COURSE OUTLINE
Course Title: Grade 6 General Science
Department: Science
Grade(s): 6
Course Description
Students will explore physical, life, and earth science topics and the impact of science and
technology on society. Students will be introduced to the periodic table and the properties and
structure of matter and materials. Life science will focus on ecosystems and factors that impact
populations. The earth science unit investigates the causes and conditions of local and regional
weather. Students will also explore the effects of human activities on Long Island Sound in
respect to water quality and aquatic populations.
Required Instructional Materials
• Current and sufficient laboratory materials and
equipment for each of the learning strands
• Appropriate safety equipment – goggles, aprons,
eyewash, safety shower, etc.
• Information technologies – Internet and library resources
Completion/Revision Date
Approved by Board of Education
June 16, 2005
Revisions Approved by
Board of Education
May 18, 2009
Mission Statement of the Curriculum Management Team
The mission statement of the Science Curriculum Management Team is to promote scientific
literacy emphasizing the process, content, and interdisciplinary nature of science.
Enduring Understandings for the Course
• Inquiry is the integration of process skills, the application of scientific content and critical
thinking to solve problems.
• Science is the method of observation and investigation used to understand our world.
• All matter is composed of elements on the periodic table in different amounts and
combinations.
• The organization of the periodic table helps to predict some properties of elements.
• Matter (living and non-living) can be described, organized and classified for
understanding.
• When elements combine to form different compounds, the properties of the new
compound formed are different than the elements that make up the compound.
• Some properties such as mass and volume depend on the amount of materials and
other properties such as density, melting point, and boiling point are independent of the
amount of material.
• Energy drives systems and cycles of Earth and life.
• The environment is a complex system involving biological, chemical, and physical
processes.
• The number and variety of organisms and populations (biotic) are dependent on the
resources and physical factors (abiotic) of their environments.
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Populations in ecosystems can be categorized as producers, consumers and
decomposers of organic matter.
While matter is recycled in an ecosystem, there is a one-way flow of energy in an
ecosystem.
Uneven heating of the Earth’s surface causes weather patterns.
Local and regional weather are affected by the amount of solar energy the area receives
and the proximity to a large body of water.
The cycling of water in the atmosphere plays an important role in determining climatic
patterns.
Water moving across and through earth materials carries with it both naturally occurring
products and the by-products of human activities.
Most precipitation that falls on Connecticut eventually reaches Long Island Sound.
Organisms are interdependent within an environment and in a given ecosystem.
Long Island Sound is a complex system involving biological, chemical, and physical
processes.
Grade 6 Science
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LEARNING STRAND
1.0 Scientific Reasoning and Communication Skills
NOTE: This learning strand should be taught through the integration of the other learning strands.
This learning strand is not meant to be taught in isolation as a separate unit.
ESSENTIAL QUESTION(S)
ENDURING UNDERSTANDING(S)
• Inquiry is the integration of process skills,
• How is inquiry used to solve problems or
the application of scientific content and
gather data to better understand a situation?
critical thinking to solve problems.
• How do scientists use observation skills to
investigate questions?
• Science is the method of observation
and investigation used to understand our
• What are the characteristics of a controlled
world.
experiment?
• In what ways do scientists organize and
present their discoveries?
LEARNING OBJECTIVES The student will:
INSTRUCTIONAL SUPPORT MATERIALS
1.1 Identify questions that can be answered
• Sufficient laboratory instrumentation
through scientific investigation.
1.2 Understand that some scientific sources are SUGGESTED INSTRUCTIONAL STRATEGIES
more credible than others.
• Performance tasks
1.3 Design and conduct appropriate types of
• Open-ended labs
scientific investigations to answer different
• Inquiry
questions.
• Modeling
1.4 Formulate a hypothesis with a logical
• Hands-on, minds-on lab activities
explanation.
• Open-ended/constructed response questions
1.5 Identify independent and dependent
on content and experimental design
variables, as well as those variables that are
• Computer created spreadsheets and graphs
kept constant.
• See other learning strands for integration
1.6 Use appropriate tools and techniques to
make observations, gather data, and
SUGGESTED ASSESSMENT METHODS
organize information (tables and charts).
• Lab reports
1.7 Apply appropriate mathematical operations
• Open-ended questions
to interpret data.
• Teacher observations
1.8 Conduct measurements using the
• Open-ended/constructed response questions
appropriate metric device and unit.
on content and experimental design
1.9 Construct appropriate graphs illustrating the
• Essays and/or compositions
relationship between variables.
• Research based projects
1.10 Draw conclusions based on observations
• Computer created spreadsheets and graphs
and/or data.
• See other learning strands for integration
1.11 Provide explanations to investigated
problems or questions.
1.12 Communicate about science in different
formats, using relevant science vocabulary,
supporting evidence and clear logic.
1.13 Gather information using a variety of print
and non-print sources.
1.14 Cite sources for print and non-print sources
such as information located on the internet.
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1.15 Apply computer-based tools to present and
research information.
1.16 Understand and demonstrate lab safety
practices and procedures.
Grade 6 Science
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LEARNING STRAND
2.0 Properties of Matter
ENDURING UNDERSTANDING(S)
• All matter is composed of elements on the
periodic table in different amounts and
combinations.
• The organization of the periodic table
helps to predict some properties of
elements.
• Matter can be described, organized and
classified for understanding.
• When elements combine to form different
compounds, the properties of the new
compound formed are different than the
elements that make up the compound.
• Some properties such as mass and
volume depend on the amount of
materials and other properties such as
density, melting point, and boiling point
are independent of the amount of
material.
ESSENTIAL QUESTION(S)
• What is matter?
• Why/How do we classify matter?
• What properties do we use to describe
matter?
• How is the periodic table useful for predicting
the properties of elements?
• How does the structure of matter affect the
properties and uses of materials?
• Where in our lives do we see the principles of
density?
• How is the concept of density applied in
science and society?
• How can we separate mixtures?
LEARNING OBJECTIVES – The student will:
INSTRUCTIONAL SUPPORT MATERIALS
2.1 Define and give examples of matter. (C1)
• Density specimens with same volumes and
2.2 Navigate the periodic table to reference: (C1)
different densities
• Chemical symbol
• Assorted materials of different densities
• Periods/groups
• Graduated cylinders, beakers, filter paper,
magnets, screens, thermometers, food
• Atomic mass/atomic number
coloring, balances
• Solids/liquids/gases
• Interactive Periodic Table DVD
• Metals/non-metals/metalloids
2.3 Describe the sub-atomic structure of simple
• Chemical Building Blocks, Prentice Hall,
2000.
atoms such as oxygen, hydrogen, carbon,
iron and aluminum. (C1)
• Properties of Matter science kit, STC
2.4 Describe the properties of common
o Our ideas about matter - lesson 1
elements. (C1)
o Density - lessons 2 - 5
2.5 Classify different examples of elements,
o Heat and phase changes - lessons 5 – 8
compounds and mixtures. (C2)
o Density - Mystery Object - lesson 9
2.6 Compare and contrast the properties of
o Mixtures and solutions - lessons 10 -19
compounds to the properties of their
• Floating and Sinking science kit, STC
elements. (C2)
2.7 Develop a plan to separate different mixtures SUGGESTED INSTRUCTIONAL STRATEGIES
using properties such as particle size
• Use laminated periodic tables and overhead
(filtration), boiling points (distillation and
markers for students to write on for ‘Who am
evaporation), magnetism (magnets), and
I’ game
floatation (density). (C3)
• Atomic Bingo
2.8 Separate different mixtures based on their
• Develop observations skills by encouraging
properties. (C3)
students to use all their senses (except taste)
to describe matter
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2.9 Compare and contrast homogeneous and
heterogeneous mixtures. (C3)
2.10 Investigate the solubility of different
substances in water. (C3)
2.11 Calculate the density of various solids and
liquids by measuring their mass and
volume. (C3)
2.12 Arrange materials in order (solids, liquids,
and gases) based on density. (C7)
2.13 Compare and contrast the molecular
arrangement and movement of particles in
solids, liquids, and gases. (C7)
2.14 Describe the energy transfer and change in
molecular arrangement and movement of
particles during phase changes. (C7)
2.15 Compare and contrast the boiling point of
various substances. (C3)
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Grade 6 Science
Have students observe and describe an
object (types of seashells, rocks, or flowers)
before placing the objects in front of the class
and matching the description to the object
Illustrate/construct a model of simple atoms,
including their protons, neutrons and
electrons
Research organic compounds, “What
elements are found in the human body?”
Create a class periodic table – have students
research different elements and create
element blocks
Web quest on periodic table
Sort bottles containing examples of matter
such as oxygen, water, salt, sulfur, aluminum
soil, beach sand, salt and pepper, shaving
cream, copper, salad dressing, soil, brass,
jewelry, etc into pure substances, mixtures,
Collect the iron found in iron fortified cereals
using a magnet
Classify mixtures such as salt and pepper,
Kool-aid, salad dressing, salty ocean water,
soda, dirty water, potting soil, milk, tea,
cereal, hot chocolate, and hot chocolate with
marshmallows as homogeneous or
heterogeneous mixtures
Compare the densities of diet coke vs. coke,
Ivory vs. Dove, eggs in salt water and eggs in
fresh water, different types of wood, and
different types of fruit
Test and observe the solubility of substances
such as flour, salt, sugar, rice, etc. (may vary
temperature of solute)
Explore how:
o the peel of an orange is similar to how
life jackets work
o thermometers work
o hot air balloons rise and fall
o air conditioning / heating vent locations
depend on density principles
Draw a density column using provided
densities of solids, liquids, and gases
Compare the properties of Salt (NaCl), Water
(H2O), Sucrose (C12H22O12), Carbon dioxide
(CO2), Carbon monoxide (CO),Ozone (O3),
etc to the properties of their compounds
Separate mixtures
o Salt water with iron filings
o Dirty/’polluted’ water
o Oil spills
o Chromatography
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Visit a sewage treatment plant or water
treatment facility
Explore how aquifers filter water naturally
Explore the relationship between
Archimedes’s principle and water
displacement
Have students act out the molecular
arrangement and movement of solids, liquids,
and gases
Use three petri dishes/clear containers with
small marbles on the overhead to model,
solids, liquids, and gases
Place a few drops of food coloring in an ice
bath, room temperature water, and hot water
to explore the affect of heat on diffusion
Discuss misconceptions such as, “Why are
steam burns more dangerous than touching
boiling water?” “Does hot or cold water freeze
faster?”
Graph the freezing point and boiling point of
different solids, liquids, and gases
SUGGESTED ASSESSMENT METHODS
• Tests/quizzes
• Open-ended/constructed response questions
on content and experimental design
o How can your knowledge of density be
used to clean up oil spills?
o Why does ice float in water?
o How do the properties of salt compare
to the properties of sodium and
chlorine?
• Lab experimentation and reports
• Graphs of phase changes and density
• ‘Dirty Water’ inquiry investigation project
• Where is density? poster/presentation
• Oral presentation on essential elements for
life
• Element cube – including important
information, picture, uses, history, etc.
• Graphic organizer/concept map that
compares two elements and the compound
they form
Grade 6 Science
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LEARNING STRAND
3.0 Matter and Energy in Ecosystems
ENDURING UNDERSTANDING(S)
• Matter (living and non-living) can be
described, organized and classified for
understanding.
• Energy drives systems and cycles of
Earth and life.
• The environment is a complex system
involving biological, chemical, and
physical processes.
• The number and variety of organisms and
populations (biotic) are dependent on the
resources and physical factors (abiotic) of
their environments.
• Populations in ecosystems can be
categorized as producers, consumers and
decomposers of organic matter.
• While matter is recycled in an ecosystem,
there is a one-way flow of energy in an
ecosystem.
ESSENTIAL QUESTION(S)
• How do matter and energy flow through
ecosystems?
• What needs are met by an organism’s
surroundings?
• What are the levels of organization within an
ecosystem?
• What might happen if an organism’s habitat
could not meet its needs?
• What factors impact population size?
LEARNING OBJECTIVES – The student will:
INSTRUCTIONAL SUPPORT MATERIALS
3.1 Explore characteristics of an ecosystem
• Environmental Science, Holt
(biotic and abiotic factors). (C4)
• Predator-Prey simulation lab materials
3.2 Investigate how abiotic factors (such as
• pH paper, dissolved oxygen testing kit
temperature, soil components, sun, water,
• Microscopes, slides, assorted prepared slides
salt concentration on soil, iron concentration, • Pots, potting soils, grow lights, colored films,
etc.) affect plant growth. (C4)
salt, rulers, grow stand
3.3 Describe the impact of limiting factors on an
• Bottle Biology, Kendal Hunt
ecosystem (such as nitrogen, carbon, water,
sunlight, population size, climate, predatorSUGGESTED INSTRUCTIONAL STRATEGIES
prey, etc.) (C4)
• Brainstorm characteristics of ecosystems and
3.4 Relate human activities to local ecosystems
sort into living (biotic) and non-living (abiotic)
in Connecticut. (C5)
• Write about biotic and abiotic factors found in
3.5 Illustrate the relationship between the
your habitat
photosynthesis of plants and the respiration
• Case study looking at deer population –
of organisms (oxygen / carbon dioxide
graph data, debate, position paper, etc.
cycle). (C4)
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Connect essential elements for life to abiotic
3.6 Illustrate common food webs in different
factors
that impact ecosystems
Connecticut ecosystems. (C6)
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Analyze
the data from a predator-prey
3.7 Predict how populations are affected by
relationship – examples: peppered moth in
predator-prey relationships.(C5)
England, fox and rabbit relationship, CT deer
3.8 Describe the role of producers, consumers
population, grey wolf population, invasive
and decomposers in an ecosystem and
species (Zebra mussels), population control
provide specific examples of each. (food web
measures
and food pyramid) (C6)
• Simulated classroom lab on predator-prey
relationship
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Create a terrarium ecosystem, fish tank, ant
colony, etc.
Research and present habitats and food
webs found in CT and Long Island Sound
(LIS) (see integration with learning strand 9)
Visit aquarium, boating trip for specimen
samples, intertidal zone (Hamanassett)
Classroom visit from a biologist or zoologist
Explore neighboring ecosystems (Wharton
Brook, woods, etc.) and examine biotic
(plants and animals, bacteria, size of
population, etc.) and abiotic factors (pH,
oxygen content, soil components,
temperature, amount of light, flow of water,
etc.). Observe how this ecosystem changes
periodically during the year.
Illustrate/diagram a CT food web
Microscope work – soil and water samples
Examine the effects of sewage on Wharton
Brook and other bodies of water
Investigate reasons for closing public
swimming holes
Research how humans have impacted local
ecosystems (pollution, land use, erosion,
nutrient depletion, desertification etc.)
Research the impact an invasive species has
on an ecosystem.
Create a word wall using relevant vocabulary
as it is introduced
SUGGESTED ASSESSMENT METHODS
• Writing prompt, ‘Explain how both organisms
and ecosystems can change if the physical
conditions of an ecosystem change.’
• Diagram CT food including consumers,
producers, decomposers, etc.
• Tests/quizzes
• Open-ended/constructed response questions
on content and experimental design
• Lab experimentation and reports
• Graph population growth curve
• Inquiry lab on abiotic factors that effect plant
growth
• CAPT released item: position statement on
reintroducing grey wolf population
• Open-ended prompts such as:
o How is human waste damaging the
environment?
o Why does Wharton Brook periodically close
for swimming?
Grade 6 Science
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LEARNING STRAND
4.0 Weather
ENDURING UNDERSTANDING(S)
• Uneven heating of the Earth’s surface
causes weather patterns.
• Local and regional weather are affected
by the amount of solar energy the area
receives and the proximity to a large body
of water.
• The cycling of water in the atmosphere
plays an important role in determining
climatic patterns.
ESSENTIAL QUESTION(S)
• What happens to the sun’s energy when it
reaches Earth’s atmosphere and surfaces?
• How do human activities impact climate?
• What causes winds?
• What factors influence temperature?
• What factors influence precipitation?
• What factors influence the severity of
weather?
LEARNING OBJECTIVES – The student will:
INSTRUCTIONAL SUPPORT MATERIALS
4.1 Explain how the uneven heating of the
• STC Catastrophic Events science kit, STC,
Earth’s surface causes weather. (C7)
lessons 1-9
• Compare the composition and
• Weather, Holt
structure of the Earth’s atmospheric
• Weather instruments such as a barometer,
layers.
thermometer, anemometer, psychrometer,
4.2 Explore the properties of air (air has mass,
wind sock, etc.
takes up space) to determine that air is
matter. (C8)
SUGGESTED INSTRUCTIONAL STRATEGIES
4.3 Investigate the impact of the sun’s energy
• Review the effects of heating on the movement
on different surfaces and the atmosphere
of molecules in solids, liquids, and gases
above (differential heating/cooling). (C9)
• Illustrate the water cycle including phase
• Investigate how different
changes and energy transfers
substances absorb and release
• Predict the path of a hot air balloon using
heat at different rates.
maps that include jet streams
4.4 Examine how large bodies of water affect
• Investigate how the angle of a light source
weather. (C8)
affects the rate at which the temperature of a
4.5 Analyze the factors that cause local and
surface changes
global winds. (C9)
• Discuss questions such as: “How come it
o Differential heating/cooling
snows when it is 27 degrees F and rains
o Density
when it is 31 degrees F?”
o Convection currents (air and
• Explore convection currents found in ponds,
water)
lakes, and oceans
o Geography
• Labs:
o Jet stream
o Rate of heat transfer of soil and water
o Coriolis effect
o Heat transfer and the movement of air
4.6 Understand that as water condenses,
o How hot air and cold air move
evaporates, melts or freezes heat is
o Cloud in a bottle lab
transferred and that this heat transferred
• Water Cycle activities:
impacts weather phenomena (water cycle).
o Demonstrate how clouds are formed
(C7)
o Phase change demonstrations and
4.7 Interpret weather maps to make
measure energy changes
predictions. (C8)
•
Frontal
demonstration - hot colored water and
4.8 Analyze the effects of air pressure on
cold milk – pour them into a small clear
weather. (C8)
container and observe the hot colored water
rise to the top.
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4.9 Identify the cause of severe weather (such
as thunderstorms, tornadoes, hurricanes
and winter storms) and describe the impact
of these storms on human activities.
4.10 Explore how human activities impact
climate (such as global warming, El Nino,
El Nina, Kyoto Protocol, etc.)
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Use the weather section in the newspaper to
predict weather, to follow fronts and pressure
systems, track hurricanes, etc.
Observe and describe the effect of surface
temperature on the movement of air above
the surface – make connection to learning
strand 2
Graphic organizers to compare severe
weather
Cause and effect graphic organizers
Concept maps
WebQuests
Weather journals
Debate the economic vs. environmental
positions of current issues related to global
climate
Analyze and graph average global
temperatures for the past decade – discuss
future implications
Guest speaker – meteorologist,
environmentalist, etc.
SUGGESTED ASSESSMENT METHODS
• Interpret, read, and predict using weather
maps
• Write a weather report
• Student presentations
• Interpret data from the heating and cooling of
soil and water and explain its relationship to
weather phenomena
• Lab reports
• Prompts that connect lab activities to
weather phenomena
• Compare and contrast the characteristics of
severe storms
• Position paper on global warming, CFC’s,
etc.
• Label and explain water cycle diagram and
weather maps
• Concept map with vocabulary terms and
connections
• Writing assignments
• Projects
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LEARNING STRAND
5.0 Human Impact on Long Island Sound (LIS)
ENDURING UNDERSTANDING(S)
• Water moving across and through earth
materials carries with it both naturally
occurring products and the by-products of
human activities.
• Most precipitation that falls on Connecticut
eventually reaches Long Island Sound.
• Organisms are interdependent within an
environment and in a given ecosystem.
• Long Island Sound is a complex system
involving biological, chemical, and physical
processes.
ESSENTIAL QUESTION(S)
• How do science and technology affect the
quality of our lives?
• Why is fresh water a limited resource?
• What are the major sources and solutions
of water pollution in LIS?
• In what way does society have a positive
and negative impact on the LIS ecosystem?
LEARNING OBJECTIVES – The student will:
INSTRUCTIONAL SUPPORT MATERIALS
5.1 Investigate the porosity of soil (how much
• Dig In materials – sand, soil, clay, potting soil,
water the soils can hold). (CSDE
hand lens, soda bottles, water collection
Embedded Task – Dig In)
bottles, beakers, graduated cylinder, sponges
5.2 Investigate the permeability of soil (how
• CT DEP
quickly water moves through soil). (CSDE
• Wallingford Inland Wetland Commission
Embedded Task – Dig In)
• CT Water Commission
5.3 Explain the roll of septic and sewage
• Regional Water Authority
systems on the quality of surface and
ground water sources. May include one or SUGGESTED INSTRUCTIONAL STRATEGIES
more of the following: (C10)
• CSDE Embedded task – Dig In
o Separation of mixtures
• Integrate this learning strand with concepts
o Decomposition
found in other 6th grade learning strands
o Water treatment facilities
• Using a map, identify major features of Long
o Storm drains
Island Sound (LIS)
5.4 Explain how human activity may impact
• Research and present findings on an
water resources in Connecticut such as
endangered population or invasive species
local ponds, rivers and the Long Island
that live in LIS
Sound (LIS) ecosystem. May include one
• Student service learning project which
or more of the following: (C11)
addresses how the public’s actions affect the
o Water quality investigations
health of LIS
o Water cycle
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Research a local issue affecting LIS – write a
o Surface run off
position paper taking a stand that is either for
o Pollution (acid rain, agricultural
or against the issue – create a graphic
waste, industrial waste,
organizer with 5 pros and cons about the
pesticides, oil spills, controlling
issue
emissions from factories, vehicle
•
Visit a water treatment facility
emissions, etc.)
o Invasive species and endangered • Guest speaker – DEP, environmentalist, local
community manufacturing business, local
species
leaders
o Predator-prey relationships
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Water quality case study on an aquifer or
o Influence on an aquatic food web
watershed
o Reducing pollutants – reduce,
• Concept maps
reuse, recycle
• WebQuests
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Peer teaching
Field trip to LIS
SUGGESTED ASSESSMENT METHODS
• Student projects and presentations
• Position papers
• Research reports
• Map LIS and CT River
• Letter to local leader
• Design a bulletin board depicting the biotic
and abiotic factors of LIS
• Analyze/create a food web found in LIS and
predict future changes based on current
pollution trends
• Create a CT River/LIS biome
• Develop an action plan to reduce water
pollution in LIS
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Guide for Laboratory/Inquiry Investigation
Grades 6-8 Wallingford Public Schools
Approved by Science Management Team April 5, 2005
Title
The title is logical, creative and descriptive of the laboratory activity. Each word begins with a
capital letter.
Problem Statement
The problem statement describes the direction and goal of the laboratory activity with a question
that is clearly stated. The problem contains one independent variable and usually one or more
dependent variables.
Hypothesis
A logical and complete thought that is supported with sound reasoning based on prior
knowledge. Uses an “if..then” statement that addresses both the independent and dependent
variable and lists several “variables that should remain constant”.
Materials
A specific listing of all the equipment and materials that will be used to complete the activity with
specific amounts, brands, sizes, kinds, sizes, styles etc..
Procedure
The procedure is a logical progression of steps taken to complete the activity. This procedure
should be able to recreate the activity easily. The independent and dependent variables, as
well as the “variables that remain constant”, should be easily recognized. If necessary an actual
control is used, it should be stated.
Data
This section is a summary or listing of all qualitative (observations) and quantitative
(measurable) data presented in tabular form (data table). It should be neat and organized.
Here is where a properly labeled and constructed graph would be located. Also, a written
explanation of your data should include comparing and contrasting results, trends or patterns in
data, discussion of variables and their effects on the results.
Conclusion
The conclusion clearly answers the questions presented using data to support the answer. Also
includes discussions to provide explanations to justify the results. The hypothesis is restated
and either supported or refuted. Discuss scientific errors and how they affected the results.
Identifies a new problem that could be investigated.
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Suggested Laboratory/Inquiry Grading Criteria
Grades 6-7 Wallingford Public Schools
Approved by Science Management Team April 5, 2005
Suggestions on how to use these criteria in the science classroom:
• Teachers can use these criteria to develop an analytical rubric.
• Teachers may attach different point values to different criteria depending on the
skill(s) emphasized during the laboratory investigation.
• Some labs may focus primarily on specific skills; teachers may then choose to use
only some of these criteria to help assess a particular piece of student work.
• Student and peer-assessments can be devised to reflect these suggested criteria.
Title
• Is the title logical and creative?
Problem
• Is the problem stated in the form of a question and clearly stated?
• Does it contain only one independent variable?
• Does it contain a dependent variable(s)?
Hypothesis
• Is the hypothesis logical and complete in thought?
• Did you support your hypothesis with logical reasoning that explains why you made the
educated guess you did?
• Was it written in third person point of view (no I, you, we, us)?
Procedure
• Does the procedure show a logical progression of step-by-step instructions?
• Are the independent and dependent variables easy to identify?
• Are variables other than the independent and dependent “remain constant” so that the only
variable affecting the dependent variable is the independent?
• If a control is present is it easily identified?
• Is the sample size and/or number of trials appropriate? Was the experiment repeated in
order to collect enough data to find average and/or reliable results?
• Description of what data will be 1.) measured (in metric units) 2.) recorded on data table 3.)
when/how often
Data
• Were appropriate quantitative observations collected to make experiment valid?
• Were appropriate qualitative observations collected?
• Is all raw data neatly organized in some type of chart/data table?
• Are there proper labels for title, variables, and units?
Graphs
• Is the important data represented in an appropriate graph?
• Is the graph labeled with a title?
• Is the x-axis the independent variable with proper labels, units and scale?
• Is the y-axis the dependent variable with proper labels, units and scale?
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Data Analysis
• Did you compare and contrast the results in your graph?
• Discuss the trends in data?
• Discuss variables and factors that may affect the results?
• Draw conclusions that can be taken from graph?
Conclusion
• Did the conclusion clearly answer problem?
• Use specific data to support the conclusion?
• Offer a discussion that provides explanation to justify results?
• Is hypothesis restated? Hypothesis supported or refuted?
• Identify at least three sources of scientific error?
• Explanation of how each source of error affected results?
• Identification of a new problem that could be investigated?
Grade 6 Science
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6th Grade Science Curriculum Map Wallingford Public Schools
Revised Jan 29, 2008
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
JANUARY
Matter
Matter
Weather
Weather
Inquiry skills
Common Assessment
Matter
Matter
4 weeks
4 weeks
3 weeks
4 weeks
FEBRUARY
MARCH
APRIL
MAY
JUNE
Weather
Ecosystems / water
quality
Ecosystems / water
quality
Ecosystems / water
quality
Ecosystems / water
quality
Dig In Embedded Task
Dig In Embedded Task
Dig In Embedded Task
Dig In Embedded Task
4 weeks
Common Assessment
Weather
Common Assessment Life
Science Unit
CMT
4 weeks
3 weeks
Matter – 12 weeks
Grade 6 Science
Weather - 10 weeks
3 weeks
4 weeks
3 weeks
Ecosystems & Water Quality – 14 weeks
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