6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they
should be integrated with appropriate content at the discretion of the instructor.
FIRST NINE WEEKS
1.1 Enduring Understanding - Scientific knowledge and progress is gained using a structured process, including asking
meaningful questions and conducting careful investigations, which generates knowledge about the natural world.
1.1a Essential Question - How is scientific knowledge gained and modified?
NS.1.6.2
Apply components of experimental design
used to produce empirical evidence:
*hypothesis
*replication
*sample size
*appropriate use of control
*use of standardized variables
NS.1.6.5
hypothesis
replication
control
variables
sample
Glencoe p 18
PH NS Sections 1-2
Communicate results and conclusions from Communicate results and conclusions *conduct scientific inquiry
scientific inquiry
from scientific inquiry
*record results
*draw conclusions
*communicate results and conclusions
conclusion
inquiry
Glencoe p 27-30
PH NS Sections 1-2
NS.1.6.6
Develop and implement strategies for longterm, accurate data collection
Develop and implement strategies for
long-term, accurate data collection
*conduct several short-term scientific
investigations
*organize and record data
*develop and implement strategies for
long-term, accurate data collection
long-term
data
Height throughout year
Record of grades
Reading progress (AR testing,
fluency)
Glencoe 28-29
NS.1.6.1
Verify accuracy of observations
Verify accuracy of observations
*recognize and use the five senses to
make observations
*accurately use measurement tools
*organize and record data
*compare data with others
*verify accuracy of observations
observation
accuracy
senses
In experimentation throughout the
year
Revised 5-09
Apply components of experimental
design (scientific process skills and
scientific method) used to produce
evidence that can be verified:
*hypothesis
*replication
*sample size
*appropriate use of control
*use of standardized variables
*identify that scientists follow a specific
procedure to conduct scientific
investigations
*demonstrate scientific process skills
*explain the steps in the scientific method
*apply components of experimental
design used to produce evidence that can
be verified
Page 1 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
1.1b Essential Question - What is the relationship between facts, opinions, laws, and theories?
NS.1.6.7
Distinguish between scientific fact and
opinion
Distinguish between scientific fact and *identify examples of facts
opinion
*identify examples of opinions
*differentiate between scientific fact and
opinion
scientific fact
scientific opinion
www.ucmp.berkeley.edu/diapsids/b
uzz/dinoscience.html
NS.1.6.8
Explain the role of prediction in the
development of a theory
Explain the role of prediction in the
development of a theory
prediction
theory
hypothesis
Glencoe 7 and 27
PH NS Section 1
NS.1.6.9
Define and give examples of laws and
theories
Define and give examples of laws and *define theory
theories
*define law
*give examples of theories and laws to
research
*define specific laws and theories
law
theory
Glencoe 7
PH NS Section 1
x-axis
y-axis
bar and double-bar
graph
line graph
circle graph
stem and leaf plot
variables
Glencoe 57-59
PH NS p.23
PH Skills Handbook p.136-138
*define and give examples of theories
*make predictions
*develop hypotheses
*explain how a tested hypothesis can
become a theory
1.1c Essential Question - What is the purpose of displaying data?
NS.1.6.4
Construct and interpret scientific data using:
*data tables/charts
*bar and double bar graphs
*line graphs
*stem and leaf plots
*circle graphs
Organize and interpret scientific data
using:
*data tables/charts
*bar and double bar graphs
*line graphs
*stem and leaf plots
*circle graphs
*determine which graph to use based on
the data given
*determine appropriate scales and
intervals
*use appropriate graph labels
*construct and interpret scientific data
1.1d Essential Question - Which measure of central tendency is most appropriate in a given situation?
NS.1.6.3
Compare scientific data using mean,
median, mode, and range using SI units
Revised 5-09
Compare scientific data using mean,
median, mode, and range using SI
units
*calculate mean, median, mode, and
range using SI units
*compare scientific data using mean,
median, mode, and range using SI units
mean
median
mode
range
SI units
PH NS p.66
Number of peanuts in shells activity
Page 2 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
1.2 Enduring Understanding - All things are made of matter; matter can be identified by observable and measurable
properties.
1.2a Essential Question - What distinguishes one substance from another?
PS.5.6.1
Identify common examples of chemical
properties
*ability to burn
*ability to produce light
*ability to react with other substances
Identify common examples of
chemical properties
*ability to burn
*ability to produce light
*ability to react with other substances
*define matter
*identify physical properties (measurable)
*define chemical properties
*identify common examples of chemical
properties
flammability
combustibility
reactivity
matter
Glencoe 80-86
PH MFE 7, 9, 24-25, 31-32
PS.5.6.2
Compare and contrast characteristics of
physical and chemical properties
Compare and contrast characteristics
of physical and chemical properties
*identify characteristics of physical
properties
*identify characteristics of chemical
properties
*compare and contrast characteristics of
physical and chemical properties
chemical reaction
chemical property
physical property
Glencoe 70-79 and 80-86
PH MFE 7, 9, 24-25, 31-32
PS.5.6.3
Conduct investigations using acid/base
indicators
Conduct investigations using
acid/base indicators
*demonstrate proper safety procedures
*recognize common characteristics of
acids and bases
*conduct investigations using acid/base
indicators
Refer to AR Lab Safety cabbage juice
Guide for further
PH CI p.98-103
vocabulary
indicators
pH
litmus paper
Revised 5-09
Page 3 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
1.2b Essential Question - How is the physical property of density determined?
PS.5.6.4
Apply skills of scientific investigation to
determine density using SI units
Students use metric measurement to
find the density of various objects
*explain the various process skills used to
conduct scientific investigations
*understand and use the metric system
(SI system)
*explain that density is a comparison of
an object's mass to its volume
*apply skills of scientific investigation to
determine density using SI units
density
volume
mass
displacement
Observe Diet Coke with Regular
Coke in water
Glencoe 50-51, 72
PH 84-87
1.2c Essential Question - How can a constructed density column be used to test the density of objects?
PS.5.6.5
Construct a density column using a
minimum of four different liquids (e.g.,
alcohol, colored water, syrup, oil)
Construct a density column using a
*explain that density is a comparison of
minimum of four different liquids (e.g., an object's mass to its volume
alcohol, colored water, syrup, oil)
*use appropriate measurement tools to
accurately construct a density column
density column
mass
volume
DENSITY BLOCKS
Using three clear liquids (alcohol,
water and clear Karo syrup) as
density test. Using ice for floating
demonstration or cut straw into
three equal parts, fill with each
substance and drop in water.
Glencoe 72
PS.5.6.6
Use a density column to test the density of
various solid objects (e.g., piece of candy,
cork, candle, paper clip, egg)
Use a density column to test the
density of various solid objects (e.g.,
piece of candy, cork, candle, paper
clip, egg)
density column
mass
volume
ping pong v. golf ball
Glencoe 72
Revised 5-09
*explain that density is a comparison of
an object's mass to its volume
*use a density column and appropriate
measurement tools to test the density of
various solid objects
*analyze results and form conclusions
Page 4 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
1.3 Enduring Understanding - All things are made of matter; matter cannot be created nor destroyed.
1.3a Essential Question - In what ways can one form of matter be converted to another?
PS.5.6.7
Identify characteristics of chemical changes:
*burning
*production of a new substance
*production of light
*color change
*endothermic and exothermic reactions
*reactivity
Identify characteristics of chemical
changes:
*burning
*production of a new substance
*production of light
*color change
*endothermic and exothermic
reactions
*reactivity
PS.5.6.8
Conduct investigations comparing and
contrasting physical and chemical changes
Conduct investigations comparing and *follow and understand proper safety
contrasting physical and chemical
procedures
changes
*distinguish between properties of
chemical and physical changes
*conduct investigations comparing and
contrasting physical and chemical
changes
Refer to AR Lab Safety Glencoe 71 and 81
Guide for further
PH MFE 7, 9, 24-25, 26, 31-32, 32,
vocabulary
33
physical change
chemical change
chemical reaction
PS.5.6.9
Demonstrate the law of the conservation of
matter
Demonstrate the law of the
conservation of matter
conservation
matter
law of conservation of
matter
universal
Revised 5-09
*identify chemical properties
*recognize that chemical properties lead
to chemical changes
*identify characteristics of chemical
changes
*distinguish between physical and
chemical changes
*define universal
*describe how the laws of science as
being universal
*demonstrate the law of the conservation
of matter
endothermic reaction
exothermic reaction
reactivity
Glencoe 80
PH MFE 7,9, 24-25, 26, 31-32,
32,33
PH CBB 25
Page 5 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
1.4 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries about chemical properties and chemical changes.
1.4a Essential Question - How have technological advances over time caused changes in chemical science careers?
1.4b Essential Question - How have the contributions of scientific thinkers affected the advancements in the study of
chemical science and chemical changes?
PS.5.6.10
Investigate scientists, careers, and historical Investigate scientists, careers, and
breakthroughs related to chemical
historical breakthroughs related to
properties and chemical changes
chemical properties and chemical
changes
*identify various careers, scientists, and
historical breakthroughs related to
chemical properties and chemical
changes
*investigate careers, scientists, and
historical breakthroughs related to
chemical properties and chemical
changes
chemist
chemical engineer
Charles Goodyear
Marie Curie
1.5 Enduring Understanding - A force is needed to change the motion of an object.
1.5a Essential Question - What comparisons can be made between motion and forces?
PS.6.6.4
Recognize and give examples of different
types of forces:
*gravitational forces
*magnetic forces
*friction
Recognize and give examples of
different types of forces:
*gravitational forces
*magnetic forces
*friction
*define force as a push or pull that is
measured in newtons (SI)
*recognize and give examples of different
types of forces
force
friction
inertia
gravitational force
magnetic force
Glencoe 136
PH MFE 42, 46-50
PS.6.6.7
Describe the effects of force
*move a stationary object
*speed up, slow down, or change the
direction of motion
*change the shape of objects
Describe the effects of force
*move a stationary object
*speed up, slow down, or change the
direction of motion
*change the shape of objects
*define force as a push or pull that is
measured in newtons (SI)
*recognize and give examples of different
types of forces
*conduct investigations changing the
direction and speed of an object
*analyze results of investigation
*form conclusions describing the effects
of force
force
net force
motion
relative motion
reference point
speed
acceleration
Glencoe 136
PH MFE 10, 11, 22-27
PS.6.6.8
Conduct investigations to demonstrate
change in direction caused by force
Conduct investigations to demonstrate *define force as a push or pull that is
change in direction caused by force
measured in newtons (SI)
*recognize and give examples of different
types of forces
*conduct investigations changing the
direction of an object
Revised 5-09
Glencoe 136-143
PH MFE 42, 46-50
Page 6 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Conduct investigations of various
forces using SI units (newton)
Task Analysis
PS.6.6.3
Conduct investigations of various forces
using SI units (newton)
*demonstrate proper lab safety
procedures
*define force as a push or pull that is
measured in newtons (SI)
*recognize and give examples of different
types of forces
*conduct investigations of various forces
using SI units (newton)
PS.6.6.9
Conduct investigations to calculate the
Conduct investigations to calculate the *define force as a push or pull that is
change in speed caused by applying forces change in speed caused by applying
measured in newtons (SI)
to an object
forces to an object
*recognize and give examples of different
types of forces
*conduct investigations changing the
speed of an object
Essential Vocabulary
Materials/Resources
Refer to AR Lab Safety Glencoe 136
Guide for further
PH MFE 42, 46-50
vocabulary
PH 37, 53, 75
newton (as unit of
measurement)
force
friction
inertia
gravitational force
magnetic force
Glencoe 100
PH MFE 28-29
1.5b Essential Question - What comparisons can be made between weight and mass?
PS.6.6.5
Understand why objects have weight
Understand why objects have weight
*define weight as a measurement of force weight
that depends on gravity
force
*understand why objects have weight
gravity
newton (N)
Glencoe 53
PH 46-47, 50-54
PS.6.6.6
Compare and contrast weight and mass
Compare and contrast weight and
mass
*define weight as a measurement of force
that depends on gravity
*define mass as the amount of matter in
an object
*indicate appropriate measurement tool
and unit for both weight and mass
*compare and contrast weight and mass
Glencoe 53
PH 46-47, 50-54
Revised 5-09
grams
kilograms
ounces
pounds
spring scale
balance
SI units
Standard (U.S.) units
Page 7 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
SECOND NINE WEEKS
2.1 Enduring Understanding - Simple and compound machines alter the four types of motion and allow us to build products
that form a specific function.
2.1a Essential Question - What differentiations exists between simple and compound machines?
PS.6.6.1
Compare and contrast simple machines and Compare and contrast simple
compound machines
machines and compound machines
*define simple machine
*define compound machine
*recognize that a machine makes work
easier by changing the amount or
direction of the force
*explain that a compound machine is a
combination of simple machines
*compare and contrast simple machines
and compound machines
simple machine
compound machine
work
Glencoe 146
PH MFE 124-134, 135
2.1b Essential Question - What simple machines are combined to create a given compound machine?
PS.6.6.2
Identify and analyze the simple machines
that make up a compound machine
Revised 5-09
Identify and analyze the simple
machines that make up a compound
machine
*recognize that a machine makes work
easier by changing the amount or
direction of the force
*explain that a compound machine is a
combination of simple machines
*identify types of simple machines
*analyze the simple machines that make
up a compound machine
lever
pulley
inclined plane
wedge
screw
wheel and axle
fulcrum
pivot
Glencoe 146
PH MFE 124-134, 135
Pyramid construction
Rube Goldberg contraptions
Page 8 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
2.2 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries about compound machines and forces.
2.2a Essential Question - How have technological advances over time caused changes in physical science careers?
2.2b Essential Question - How have the contributions of scientific thinkers affected the advancements in the study of
compound machines and forces?
PS.6.6.10
Investigate careers, scientists, and historical Investigate careers, scientists, and
breakthroughs related to compound
historical breakthroughs related to
machines and forces
compound machines and forces
*identify various careers, scientists, and
historical breakthroughs related to
compound machines and forces
*investigate careers, scientists, and
historical breakthroughs related to
compound machines and forces
physicists
mechanic
machinist
Isaac Newton
PH MFE p.130-131
2.3 Enduring Understanding - Energy appears in different forms; it cannot be created or destroyed.
2.3a Essential Question - What are different forms of energy?
PS.7.6.1
Classify examples of energy forms:
*chemical
*electromagnetic
*mechanical
*thermal
*nuclear
Revised 5-09
Classify examples of energy forms:
*chemical
*electromagnetic
*mechanical
*thermal
*nuclear
*define energy
*investigate the various forms of energy
to determine the characteristics of each
*classify types of energy forms according
to characteristics
energy
chemical
electromagnetic
mechanical
thermal
nuclear
PH-MFE 151-152, 154, 155, 162,
166-169, 167, 168, 195-196
PH CBB- 26, 30-33, 109-110
Page 9 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
2.3b Essential Question - How is energy transformed, transferred, and conserved?
PS.7.6.2
Summarize the application of the law of
conservation of energy in real world
situations:
*electrical energy into mechanical energy
*electrical energy into heat
*chemical energy into mechanical energy
*chemical energy into light
Summarize the application of the law
of conservation of energy in real world
situations:
*electrical energy into mechanical
energy
*electrical energy into heat
*chemical energy into mechanical
energy
*chemical energy into light
PS.7.6.3
Conduct investigations demonstrating how
energy can be converted from one form to
another
Conduct investigations demonstrating *classify types of energy forms according conversion
how energy can be converted from
to characteristics
one form to another
*explain the law of conservation of energy
*conduct investigations demonstrating
how energy can be converted from one
form to another
Glencoe 162-181
PH-MFE 158-161
PH CBB 26, 30-33, 109-110
PS.7.6.4
Investigate the transfer of energy in real
world situations
*conduction
*convection
*radiation
Investigate the transfer of energy in
real world situations
*conduction
*convection
*radiation
Glencoe 174, 176, 177
PH MFE 184-185
*investigate the various forms of energy Law of Conservation of Glencoe 168
to determine the characteristics of each Energy
PH-MFE 162-163
*classify types of energy forms according
PH CBB- 26, 30-33, 109-110
to characteristics
*describe the law of conservation of
energy
*summarize the application of the law of
conservation of energy in real world
situations:
*electrical energy into mechanical energy
*electrical energy into heat
*chemical energy into mechanical energy
*chemical energy into light
*explain that a transfer of energy occurs if
there is a temperature difference between
two areas in contact (warm hand on a
cold table)
*summarize the following:
-conduction transfers heat through solids
and liquids
-convection transfers heat through liquids
and gases
-radiation transfers energy through space
*investigate the transfer of energy in real
world situations
transfer
conduction
convection
radiation
2.4 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries about the forms of energy and conversions between forms.
Revised 5-09
Page 10 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
2.4a Essential Question - How have technological advances over time caused changes in physical science careers?
2.4b Essential Question - How have the contributions of scientific thinkers affected the advancements in the study of
energy?
PS.7.6.5
Investigate careers, scientists, and historical Investigate careers, scientists, and
breakthroughs related to energy forms and historical breakthroughs related to
conversions
energy forms and conversions
*identify various careers, scientists, and nuclear physicists
historical breakthroughs related to energy
forms and conversions
*investigate careers, scientists, and
historical breakthroughs related to energy
forms and conversions
Albert Einstein
2.5 Enduring Understanding - Earth is not completely solid, but has layers, some of which are liquid.
2.5a Essential Question - What is the interior of the earth like?
ESS.8.6.1
Identify and diagram the layers of the earth
*crust
*mantle
*inner and outer core
Identify and diagram the layers of the
earth
*crust
*mantle
*inner and outer core
*recognize the earth is made of three
main layers
*identify and describe the characteristics
of the layers
*diagram the layers
ESS 8.6.2
Model the layers of the earth
Model the layers of the earth
*discuss indirect and direct observation
crust
*create a model of the layers of the earth mantle
inner core
outer core
direct observation
indirect observation
Revised 5-09
crust
lithosphere
mantle
mesosphere
inner core
outer core
Glencoe 289-291
PH IE 6-13
Glencoe 291
PH IE 6-13
Page 11 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
2.6 Enduring Understanding - Earth's surface is in constant motion even though we can't readily see it. We can see the
effects of such motion in many different ways.
2.6a Essential Question - How does heat energy within the earth affect plate movement?
2.6b Essential Question - What evidence supports our model of the interior of the earth?
ESS.8.6.3
Model how convection currents in the
mantle affect lithosphere movement
Model how convection currents in the
mantle affect lithosphere movement
*recall that a convection current is a
transfer of heat energy through a liquid
*define asthenosphere and lithosphere
*identify the characteristics of the
asthenosphere and the lithosphere
*model how convection currents in the
mantle affect lithosphere movement
crust
mantle
convection currents
lithosphere
asthenosphere
ESS.8.6.8
Compare and contrast the different
landforms caused by the earth's internal
forces:
*mountains
*plateaus
*trenches
*islands
Compare and contrast the different
landforms caused by the earth's
internal forces:
*mountains
*plateaus
*trenches
*islands
*recognize that a landform is any natural
feature of the earth's surface
*identify the characteristics of mountains,
plateaus, trenches, islands
*recall that convection currents in the
mantle affect lithosphere movement
(plate movement: colliding, separating,
sliding)
*identify the cause of each type of
landform listed
*compare and contrast the different
landforms caused by the earth's internal
forces:
-mountains
-plateaus
-trenches
-islands
mountain
Glencoe 288-305
plateau
PH 20-21
trench/rift
island
landform
faults:
-divergent (separating)
-convergent (colliding)
-transform-fault
(sliding)
internal forces
plates
lithosphere
subduction
convection
fault-block mountains
fold mountains
upwarped mountains
volcanic mountains
underwater mountains
mid-ocean ridge
principle of isostasy
Revised 5-09
Glencoe 296-297
PH IE 11, 14-16, 32-33
Page 12 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
2.6c Essential Question - What evidence is there that shows or proves plate tectonics exists?
ESS.9.6.3
Analyze evidence that supports the theory of
plate tectonics:
*matching coastlines
*similar rock types
*fossil record
Analyze evidence that supports the
theory of plate tectonics:
*matching coastlines
*similar rock types
*fossil record
*introduce Alfred Wagner and his findings
*introduce the 4 original tectonic theories
*explain the theory of plate tectonics
*locate plate boundaries
*analyze evidence that supports the
theory of plate tectonics:
-matching coastlines
-similar rock types
-fossil record
theory of plate
tectonics
fossil record
matching coastlines
lithosphere
plates
fault
pangaea
GEMS Book - Plate Tectonics
Glencoe 292-297
PH IE 20-21
Geologic Time Lab GK-12
2.6d Essential Question - How has the earth’s surface changed over time?
ESS.8.6.14
Model the effect of major geological events
on land and ocean features:
*mountain building
*ocean trenches
*island formation
*mid-ocean ridges
Model the effect of major geological
events on land and ocean features:
*mountain building
*ocean trenches
*island formation
*mid-ocean ridges
*define landform
*recognize that a landform is any natural
feature of the earth's surface
*identify the characteristics of mountains,
mid-ocean ridges, trenches, islands
*recall that convection currents in the
mantle affect lithosphere movement
(plate movement: colliding, separating,
sliding)
*identify the cause of each type of land or
ocean feature listed
*model the effect of major geological
events on land and ocean features:
*mountain building
*ocean trenches
*island formation
*mid-ocean ridges
landform
mountain building
ocean trenches
island formation
mid-ocean ridges
Glencoe 292- 305
PH IE 20-21, 22, 35, 48, 49
ESS.9.6.1
Research methods of determining geologic
time:
*fossil records
*mountain building
*rock sequencing
Research methods of determining
geological time:
*fossil records
*mountain building
*rock sequencing
*define geological time
*research methods of determining
geological time
geological time
fossil records
mountain building
rock sequencing
sedimentary rock
fossils
Glencoe 264-271
PH IE 22, 35, 48, 49
Revised 5-09
Page 13 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
ESS.9.6.2
CONTENT STANDARD/
Student Learning Expectations (SLE)
Model rock layer sequencing based on
characteristics of fossils
Objective
Task Analysis
Model rock layer sequencing based on *describe characteristics of sedimentary
characteristics of fossils
rock
*model rock layer sequencing based on
characteristics of fossils
Essential Vocabulary
rock layer sequencing
fossils
characteristics
Materials/Resources
Glencoe 269-271
PH IE 147, 152-156
2.7 Enduring Understanding - There are many constructive and destructive forces on the earth which change the surface
over time.
2.7a Essential Question - What processes change the earth’s surface and how are they related?
ESS.8.6.5
Diagram and explain how volcanoes work
Diagram and explain how volcanoes
work
*recognize that volcanoes are a result of
a weak spot in the earth's crust
*identify the various parts of a volcano
(magma chamber, vent, pipe, crater)
*recognize the role of each part in an
eruption
*diagram and explain how volcanoes
work
volcano
volcanic mountain
lava
magma
crater
vent
magma chamber
pipe
composite volcano
shield volcano
cinder-cone volcano
ESS.8.6.4
Conduct investigations to identify the
variables within volcanoes that cause
different types of eruptions
Conduct investigations to identify the
variables within volcanoes that cause
different types of eruptions
*differentiate between types of eruption
*identify variables within volcanoes that
cause eruptions
*conduct investigations to identify the
variables within volcanoes that cause
different types of eruptions
variables
Glencoe 266-267, 302-303
eruption
PH IE 82-105
explosive eruption
non-explosive eruption
volcano
volcanic mountain
lava
magma
caldera
magma chamber
vent
viscosity
ESS.8.6.6
Explain how volcanic activity relates to
mountain formation
Explain how volcanic activity relates to *discuss viscosity in relationship to lava
mountain formation
flow
*explain the various types of lava flows
*explain how volcanic activity relates to
mountain formation
Revised 5-09
volcano
volcanic mountain
lava
magma
ash
volcanic bombs
Glencoe 302-303
PH IE 82-105
PH IE 100
Page 14 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
ESS.8.6.7
Connect short-term changes in climate with Connect short-term changes in climate *define aerosol
volcanic activity
with volcanic activity
*analyze short-term climate changes
relative to volcanic activity
aerosols
short-term
climate
Glencoe 343
PH IE 51-73, 98
ESS.8.6.10
Identify the effects of earthquakes on the
earth's surface:
*tsunami
*floods
*changes in natural and man-made
structures
Identify the effects of earthquakes on
the earth's surface:
*tsunami
*floods
*changes in natural and man-made
structures
*recall that convection currents in the
mantle affect lithosphere movement
(plate movement: colliding, separating,
sliding) resulting in earthquakes and
volcanoes
*identify and describe the parts of an
earthquake (epicenter, primary wave,
secondary wave, surface wave)
*identify the effects of earthquakes on the
earth's surface:
-tsunami
-floods
-changes in natural and man-made
structures
earthquakes
tsunamis
floods
natural structures
man-made structures
Slinky activity to model waves
Glencoe 232, 246, 288, 296
PH IE 51-73
ESS.8.6.13
Analyze how earthquake occurrences are
recorded (seismograph) and measured
(Richter scale)
Analyze how earthquake occurrences
are recorded (seismograph) and
measured (Richter scale)
*describe the tools seismologists use to
measure earthquake waves
*analyze how earthquake occurrences
are recorded (seismograph) and
measured (Richter scale)
waves
seismograph
Richter scale
Mercali scale
Slinky activity to model waves
earthquake table activities
Glencoe 244-245 (LAB)
PH IE 54-55, 61, 64-65
ESS.8.6.12
Locate earthquake belts on earth:
*Mediterranean-Trans-Asiatic
*Circum-Pacific (Ring of Fire)
Locate earthquake belts on earth
*Mediterranean-Trans-Asiatic
*Circum-Pacific (Ring of Fire)
*locate positions on map containing
active volcanoes and earthquakes
*investigate and map patterns of
earthquake and volcanic activity
earthquake belts
Glencoe IE 292-297
Mediterranean-Trans- PH IE 17, 83
Asiatic
Circum-Pacific (Ring of
Fire)
lithosphere
plates
faults
subduction
ESS.8.6.11
Investigate and map patterns of earthquake Investigate and map patterns of
and volcanic activity
earthquake and volcanic activity
*locate positions on map containing
active volcanoes and earthquakes
*investigate and map patterns of
earthquake and volcanic activity
map
patterns
earthquake activity
volcanic activity
Glencoe 288, 303
PH IE 83-85
2.8 Enduring Understanding - Arkansas has undergone several changes throughout the state due to internal forces that have
changed the landscapes.
2.8a Essential Question - What processes have changed the Arkansas' surface and how are they related?
Revised 5-09
Page 15 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
ESS.8.6.9
CONTENT STANDARD/
Student Learning Expectations (SLE)
Research local, regional, and state
landforms created by internal forces in the
earth:
*Ozark Plateau
*Crater of Diamonds
*Ouachita Mountains
*New Madrid Fault
Objective
Task Analysis
Research local, regional, and state
landforms created by internal forces in
the earth:
*Ozark Plateau
*Crater of Diamonds
*Ouachita Mountains
*New Madrid Fault
*locate the following on an appropriate
map of Arkansas:
-Ozark Plateau
-Crater of Diamonds
-Ouachita Mountains
-New Madrid Fault
*research the formation of local, regional
and state landforms, including:
-Ozark Plateau
-Crater of Diamonds
-Ouachita Mountains
-New Madrid Fault
Essential Vocabulary
local landforms
state landforms
regional landforms
internal forces
Ozark Plateau
Crater of Diamonds
Ouachita Mountains
New Madrid Fault
Materials/Resources
teachersfirst.com/share/states/state
s-3.cfm?state=ar
2.9 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries related to the internal forces that change the earth.
2.9a Essential Question - How have technological advances over time caused changes in the study of the internal forces that
change the earth?
2.9b Essential Question - How have the contributions of scientific thinkers affected the advancements in the study of the
internal forces that change the earth?
ESS.8.6.15
Investigate careers, scientists, and historical Investigate careers, scientists, and
breakthroughs related to internal forces that historical breakthroughs related to
change the earth
internal forces that change the earth
Revised 5-09
*identify various careers, scientists, and
historical breakthroughs related to
internal forces that change the earth
*investigate careers, scientists, and
historical breakthroughs related to
internal forces that change the earth
internal forces
volcanologists
geologists
seismologist
Glencoe 10
Wegener
Page 16 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
THIRD NINE WEEKS
3.1 Enduring Understanding - Scientists and astronomers use a unique unit of measurement to calculate distances in space.
3.1a Essential Question - How do scientists observe and measure distances in space?
ESS.10.6.1
Explain how planets seem to wander
against the background of the stars
Explain how the orbit of a planet
*identify in order the planets of our solar
makes it appear to wander against the system
background of the stars
*describe the orbit of the planets around
our sun
*relate the immense distance between
the earth and the stars we see in the
night sky
*define parallax
*explain how planets seem to wander
against the background of the stars
planets
rotation
revolution
orbit
elliptical
stars
astronomical unit
light year
solar system
galaxy
parallax
PH AS 72-77, 84-101, 102-103
ESS.10.6.3
Describe how astronomers measure
distance to stars
Describe how astronomers measure
distance to stars
*recognize that telescopes are used to
study the stars
*define light minute to light year
*summarize the basic principles of the
speed of light
*describe how astronomers measure
distance to stars
astronomers
telescope
astronomical units
solar system
light minute
light year
speed of light
kilometers
Glencoe 401-413, 448, 456, 462
PH AS 130-133, 149
ESS.10.6.2
Compare the distance of the following:
*from the sun to the earth (light minutes)
*from the next nearest star to the earth (light
years)
Compare the distance of the following:
*from the sun to the earth (light
minutes)
*from the next nearest star to the earth
(light years)
*identify the distance from the sun to the
earth in miles
*compare the distance from the sun to
the earth in light minutes
*compare the distance from the next
nearest star to the earth in light years
*identify the distance from the next
nearest star to the earth in miles
astronomical units
solar system
light minute
light year
speed of light
Glencoe 449, 462
PH AS 130-133, 149
ESS.10.6.4
Calculate the rate at which we would have
to travel to other stars and planets in our
solar system using current technology
Calculate the rate at which we would
have to travel to other stars and
planets in our solar system using
current technology
*research the speed at which current
technology can travel
*calculate the rate at which we would
have to travel to each star and planet in
our solar system using current technology
astronomical unit
light minute
light year
kilometers
rate
What's Faster Than a Speeding
Cheetah (children's book)
3.2 Enduring Understanding - Space is filled with other celestial bodies.
Revised 5-09
Page 17 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
3.2a Essential Question - How do the various celestial bodies compare and contrast?
ESS.10.6.6
Compare and contrast comets, meteors,
and asteroids
*size
*orbits
*nucleus
*mass
Compare and contrast comets,
meteors, and asteroids
*size
*orbits
*nucleus
*mass
*define comet, meteor and asteroid
*describe the characteristics of a comet,
meteor, and asteroid by their size, orbits,
nucleus, mass
*compare and contrast comets, meteors,
and asteroids
comets
meteors
asteroids
orbits
size
nucleus
mass
Glencoe 452-455
PH AS 104-107
gravity
comets
comet tails
solar radiation
solar wind
Glencoe 454
PH AS 104-105
3.2b Essential Question - What effects do planets and stars have on celestial bodies?
ESS.10.6.5
Explain the effect of the sun on comets
Revised 5-09
Explain the effect of the sun on
comets
*define gravity
*discuss how gravity effects celestial
bodies
*research the effect of the sun on comets
*explain the effect of the sun on comets
Page 18 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
3.3 Enduring Understanding - The motion of celestial bodies results in patterns of observable phenomena.
3.3a Essential Question - How does relative position of the moon to the earth impact astronomical events and daily
occurrences?
ESS.10.6.7
Model moon phases demonstrating the
position of the earth, moon, and sun
Model moon phases demonstrating
the position of the earth, moon, and
sun
*explain how rotation and revolution affect
the earth's position in relation to the sun
*apply the same principle of rotation and
revolution of the moon in relation to the
earth
*recognize that the moon reflects light
from the sun and rotates and revolves at
the same rate
*explain that the phase of moon that we
see on any given night depends on the
relative positions of the earth, moon, and
sun
*model moon phases demonstrating the
position of the earth, moon, and sun
phases
waxing
waning
new moon
crescent
quarter
gibbous
full moon
rotation
revolution
orbit
Glencoe 443
PH AS 20-25, 28-29
ESS.10.6.8
Compare and contrast solar eclipse and
lunar eclipse
Compare and contrast solar eclipse
and lunar eclipse
*explain the relationship between the
position of the earth, moon, and sun
*recognize that the moon revolves around
the earth on a different plane
*define eclipse
*identify different types of eclipses
*model each type of eclipse
*compare and contrast solar eclipse and
lunar eclipse
eclipse
solar eclipse
lunar eclipse
partial eclipse
total eclipse
tides
Glencoe 444-445
PH AS 21-23
Revised 5-09
Page 19 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
3.4 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries related to the sun and space travel.
3.4a Essential Question - How have technological advances over time caused changes in the study of the sun and space
travel careers?
3.4b Essential Question - How have the contributions of scientific thinkers affected the advancements in the study of the sun
and space travel?
ESS.10.6.9
Investigate careers, scientists, and historical Investigate careers, scientists, and
*identify various careers, scientists, and
breakthroughs related to the sun and space historical breakthroughs related to the historical breakthroughs related to sun
travel
sun and space travel
and space travel
*investigate careers, scientists, and
historical breakthroughs related to sun
and space travel
astronomers
astronauts
engineers
astrophysics
aerodynamics
NASA
international space
station
Glencoe 429
Copernicus, Galileo
kids.nationalgeographic.com/storie
s/spacescience/newplanet
nasa.gov
3.5 Enduring Understanding - Living systems at all levels of organization interact.
3.5a Essential Question - How do the cells, tissues, and organs work together to serve the organism as a whole?
LS.2.6.2
Illustrate the hierarchical relationships of
cells, tissues, and organs
Illustrate the hierarchical (leveled)
relationships of cells, tissues, and
organs
LS.2.6.3
Investigate the functions of tissues
LS.2.6.1
Observe, describe, and illustrate plant and
animal tissues:
*muscle
*blood
*skin
*xylem
*phloem
Revised 5-09
*define cell, tissue, and organ
*discuss how similar cells form tissues
*discuss how similar tissues form organs
*illustrate the hierarchical relationships of
cells, tissues, and organs
hierarchical
cell
tissue
organ
Glencoe 483-487
PH HBH 7, 8
Investigate (compare and contrast) the *identify the four tissue types
functions of tissues
*investigate the functions of tissues
muscle tissue
connective tissue
epithelial tissue
connective tissue
Glencoe 487
PH HBH 8, 25-27
Observe, describe, and illustrate plant
and animal tissues:
*muscle
*blood
*skin
*xylem
*phloem
muscle (muscle tissue) Glencoe 487
blood (connective
PH HBH 7-8, 91-94
tissue)
skin (epithelial tissue)
connective tissue
xylem
phloem
*identify types of animal tissue
*using a microscope, observe animal
tissues: muscle, blood, and skin
*describe animal tissues: muscle, blood,
and skin
*illustrate animal tissues: muscle, blood,
and skin
Page 20 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
LS.2.6.7
CONTENT STANDARD/
Student Learning Expectations (SLE)
Describe the relationship between organ
function and needs of cells:
*oxygen
*food
*water
*waste removal
Objective
Describe the basic needs of cells and
how those needs affect organs:
*oxygen
*food
*water
*waste removal
Task Analysis
*identify the basic needs of cells
*identify and describe the functions of cell
organelles in meeting the needs of cells
*explain the hierarchical relationship of
cells, tissues, organs
*describe the relationship between organ
function and needs of cells
Essential Vocabulary
cell
tissue
organ
cellular respiration
Materials/Resources
Glencoe 479
PH HBH 92, 117-118
3.6 Enduring Understanding - Animals have special parts that allow them to perform certain functions.
3.6a Essential Question - What basic structures and parts of an animal are designed to ensure their survival?
LS.2.6.4
Model and explain the functions of animal
organs:
*heart
*lung
*kidneys
*eyes
*ears
*skin
*teeth
Model (visual representation) and
*identify the animal organs named
explain the functions of animal organs: *explain function of each organ
*heart
*model function of each organ
*lung
*kidneys
*eyes
*ears
*skin
*teeth
Key components of:
heart, lung, kidneys,
eyes, ears, skins, and
teeth
LS.2.6.6
Dissect organs including but not limited to:
*heart
*eye
*lung
Dissect animal organs including but
not limited to:
*heart
*eye
*lung
Refer to AR Lab Safety Glencoe 486
Guide for further
PH HBH 8, 80-82, 116, 128, 194vocabulary
195
Key components of
heart, lung, eye
*identify and locate the organs on a
model or diagram
*identify and locate the main parts of
each organ
*demonstrate proper safety procedures
for dissection
*dissect organs
Glencoe 150, 486, 546, 561, 566
PH 8, 80-82, 116, 128, 194-195
3.7 Enduring Understanding - Plants have special parts that allow them to perform certain functions.
3.7a Essential Question - What basic structures and parts of a plant are designed to ensure their survival? How are they
similar to mammals?
LS.2.6.1
Observe, describe, and illustrate plant
tissues:
*xylem
*phloem
Revised 5-09
Observe, describe, and illustrate plant
tissues:
*xylem
*phloem
*identify types of plant tissues
xylem
*using a microscope, observe plant
phloem
tissues: xylem and phloem
*describe plant tissue: xylem and phloem
*illustrate plant tissue: xylem and phloem
PH HBH 8, 80-82, 116, 128, 194195
Page 21 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
LS.2.6.5
Model and explain the function of plant
organs:
*leaves
*roots
*stems
*flowers
Model (Visual representation) and
explain the function of plant organs:
*leaves
*roots
*stems
*flowers
*identify the plant organs named
*explain function of each tissue
*model function of each organ
anchor
stem
xylem
phloem
roots
leaves
flower
LS.2.6.6
Dissect organs including but not limited to:
*stem
*root
Dissect plant organs including but not
limited to:
*stem
*root
*identify and locate the organs on a
model or diagram
*identify and locate the main parts of
each organ
*demonstrate proper safety procedures
*dissect organs
Refer to AR Lab Safety Glencoe 486
Guide for further
PH HBH 8, 80-82, 116, 128, 194vocabulary
195
Key components of
stem and root
Revised 5-09
PH HBH 8, 80-82, 116, 128, 194195
Page 22 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
3.8 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries about tissues and organs.
3.8a Essential Question - How have technological advances over time caused changes in life science careers?
3.8b Essential Question - How have the contributions of scientific thinkers affected the advancements in life science?
LS.2.6.8
Investigate careers, scientists, and historical Investigate careers, scientists, and
breakthroughs related to tissues and organs historical breakthroughs related to
tissues and organs
Revised 5-09
*identify various careers, scientists, and
historical breakthroughs related to tissues
and organs
*investigate careers, scientists, and
historical breakthroughs related to tissues
and organs
biologist
physician
nurse
dietician
medical researcher
zoologist
botanist
guest speaker
Robert Jarvis
Page 23 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
FOURTH NINE WEEKS
4.1 Enduring Understanding - Heredity is the passage of genetic information from one generation to the next.
4.1a Essential Question - How do organisms get their characteristics?
LS.3.6.1
Describe characteristics of plants and
animals manipulated through selective
breeding
Describe characteristics of plants and
animals that can be changed through
selective breeding
*briefly introduce Gregor Mendel and his
findings
*define genetic traits
*define heredity
*define selective breeding
*describe characteristics of plants and
animals manipulated through selective
breeding
characteristics
selective breeding
heredity
genetic traits
DNA
genes
Glencoe 605
PH Cells/Heredity p.124+
Project Lab p.75
4.1b Essential Question - Why is it important that offspring are similar and different from their parents?
LS.3.6.2
Predict the outcome of selective breeding
practices over several generations
Predict the outcome of selective
breeding practices over several
generations
*explain how desired genetic traits can be dominant trait
passed from parent to offspring
recessive trait
*predict the outcome of selective
breeding practices over several
generations
Glencoe 605
PH Cells/Heredity p.124+
Project Lab p.75
4.2 Enduring Understanding - Complex organisms develop from simpler organisms by adapting to changes and pressures in
the environment over long periods of time.
4.2a Essential Question - How have organisms changed over time?
LS.3.6.3
Relate the development of the earth's
present-day complex species from earlier,
distinctly different simpler species
Revised 5-09
Relate the development of the earth's
present-day complex species from
earlier, distinctly different simpler
species
*define single-celled organisms and multicelled organisms
*recognize that characteristics of species
can change over time
*relate the development of the earth's
present-day complex species from
earlier, distinctly different simpler species
single-cell organisms
(eukaryotic)
multi-cell organisms
(prokaryotic)
evolve
Glencoe 477
Geologic Time Lab GK-12
Page 24 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
4.3 Enduring Understanding - Organisms adapt to their changing environment through natural selections.
4.3a Essential Question - What is the relationship between behavioral and structural adaptations and how do these
adaptations facilitate survival in the organism's environment?
LS.3.6.5
Describe behavioral adaptations of
organisms to the environment:
*hibernation
*estivation
*tropism
*territorial behavior
*migration
Describe behavioral adaptations of
organisms to the environment:
*hibernation
*estivation
*tropism
*territorial behavior
*migration
LS.3.6.7
Describe the structural adaptations for
survival in an environment:
*coloration
*mimicry
*odor glands
*beaks
*feet
*wings
*fur
*ears
*spines
*teeth
*thorns
*characteristics of seeds
LS.4.6.3
LS.4.6.4
adaptation
behavioral adaptation
population
hibernation
estivation
tropism
territorial behavior
migration
Glencoe 535, 629
PH EnvSci 24-31
Describe the structural adaptations for *define structural adaptations
survival in an environment:
*identify types of structural adaptations of
*coloration
organisms to the environment
*mimicry
*odor glands
*beaks
*feet
*wings
*fur
*ears
*spines
*teeth
*thorns
*characteristics of seeds
coloration
mimicry
odor glands
characteristics of
seeds
PH EnvSci 24-31
Conduct simulations demonstrating natural
selection
Conduct activities demonstrating
natural selection
*define natural selection
*explain the relationship between
adaptations and natural selection
*conduct simulations demonstrating
natural selection
natural selection
adaptations
endangered species
extinction
PH EnvSci 24
Analyze natural selection
Analyze natural selection
*analyze natural selection
natural selection
adaptations
endangered species
extinction
PH EnvSci 24
Revised 5-09
*define adaptation
*define behavioral adaptation
*identify types of behavioral adaptations
of organisms to the environment
Page 25 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
4.4 Enduring Understanding - Organisms adapt their behavior to survive in the changing environment.
4.4a Essential Question - What differentiations exist between innate behaviors and learned behaviors?
LS.3.6.6
Differentiate between innate behaviors:
*migration
*web spinning
*defensive posture
*communication
*imprinting
and learned behaviors:
*speaking a language
*using tools
*hunting skills
Differentiate between innate
behaviors :
*migration
*web spinning
*defensive posture
*communication
*imprinting
and learned behaviors:
*speaking a language
*using tools
*hunting skills
*define behavior
*define innate behavior
*identify examples of innate behaviors
*define learned behavior
*identify examples of learned behaviors
*differentiate between innate and learned
behaviors
innate behavior
learned behavior
stimulus
migration
web spinning
defensive posture
communication
imprinting
Glencoe 629
PH EnvSci 24-31
Pavlov's dogs
4.5 Enduring Understanding - Organisms are interdependent within an environment and in a given ecosystem.
4.5a Essential Question - What environmental conditions affect the survival of individual organisms and entire species?
LS.4.6.1
Identify environmental conditions that can
affect the survival of individual organisms
and entire species
Identify environmental conditions that
can affect the survival of individual
organisms and entire species
*define biotic and abiotic factors of an
ecosystem
*identify biotic and abiotic factors of an
ecosystem
*describe environmental conditions that
can affect the survival of individual
organisms and entire species
organisms
species
environmental
conditions
pollution
drought
floods
human impact/urban
development
biotic factor
abiotic factor
Glencoe 655
PH EnvSci 9-12
LS.4.6.2
Conduct simulations demonstrating
competition for resources within an
ecosystem
Conduct activities demonstrating
competition for resources within an
ecosystem
*identify the basic needs of organisms
*define competition
*conduct simulations demonstrating
competition for resources within an
ecosystem
ecosystem
competition
resources
limiting factors
Glencoe 618
PH EnvSci 9-12
Revised 5-09
Page 26 of 27
6th Grade Science
Northwest Arkansas Instructional Alignment
Science Grade 6
AR Department of Education
SLE
Number
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
4.6 Enduring Understanding - People from ancient times to the present have investigated the world around us, answered
scientific questions, and made discoveries about genetics.
4.6a Essential Question - How have technological advances over time caused changes in life science careers?
4.6b Essential Question - How have the contributions of scientific thinkers affected the advancements in life science?
LS.3.6.4
Investigate careers, scientists, and historical Investigate careers, scientists, and
breakthroughs related to adaptations and
historical breakthroughs related to
selective breeding
adaptations and selective breeding
*identify various careers, scientists, and
historical breakthroughs related to
adaptations and selective breeding
*investigate careers, scientists, and
historical breakthroughs related to
adaptations and selective breeding
cloning
genetic mutations
stem cell research
Gregor Mendel
genetic research
Glencoe 605
Charles Darwin
Rachel Carson
Jane Goodall
Jacques Cousteau
zoologist
biologist
botanist
LS.3.6.8
Investigate careers, scientists, and historical Investigate careers, scientists, and
breakthroughs related to learned and innate historical breakthroughs related to
behaviors
learned and innate behaviors
*identify various careers, scientists, and
historical breakthroughs related to
learned and innate behaviors
*investigate careers, scientists, and
historical breakthroughs related to
learned and innate behaviors
Charles Darwin
Rachel Carson
Jane Goodall
Jacques Cousteau
zoologist
biologist
botanist
Glencoe 605
Charles Darwin
Rachel Carson
Jane Goodall
Jacques Cousteau
zoologist
biologist
botanist
Revised 5-09
Page 27 of 27