Casey County Schools- 6th Grade Science Curriculum Map
6th Structure and Properties of Matter
Weeks
/Dates
Performance
Expectation
August
31 –
Sept. 24
06-PS1-1. Develop
models to describe
the atomic
composition of
simple molecules and
extended structures.
7 days
CONNECTIONS:
RST.6-8.7
Informational text
with visual display
(e.g. in flowchart,
diagram, model,
graph, or table)
June 2015
I Can Statements
I can describe how
substances are made
(different atoms combine
with one another in
various ways).
I can define and give
examples of atoms.
I can define and give
examples of molecules.
I can describe the size of
different molecules in
terms of the number of
atoms.
I can describe the
structure of extended
structures.
I can give examples of
extended structures
formed from molecules.
I can explain why models
are helpful in
understanding the
structure of molecules.
I can compare complexity
of different types of
molecules.
I can use a model to
describe the structure of
molecules
Lesson Ideas
.1. Introduce Vocabulary – word
links or Frayer model
2. Read related texts (e.g.
textbook, articles, leveled
readers)
3. Visuals (videos, graphs, charts,
models)
4. Labs
5. Related Activities/Skill
Builders
6. Formative/Summative
Assessments.
Critical
Vocabulary
List on page 98
and 106 from
textbook
Protons
Electrons
Neutrons
Atom
Resources
Textbook
Encyclomedia videos
Newton’s Universe
Chapter Resource Notebooks
Leveled Readers
Use play-dough to make a model of
atom.
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Casey County Schools- 6th Grade Science Curriculum Map
2 days
06-PS1-3. Gather
and make sense of
information to
describe that
synthetic materials
come from natural
resources and impact
society.
June 2015
I can use various
materials/computer
programs to create a
model of molecules.
I can develop models to
show the atomic
composition.
I can develop models to
show the atomic
composition of extended
structures.
I can define natural
resources.
I can define renewable and
non-renewable.
I can identify chemical
properties of substances.
I can explain how
molecules regroup in
different chemicals to form
different molecules.
I can use qualitative
properties to describe that
synthetic materials come
from natural resources.
I can evaluate data to
differentiate between
natural and synthetic
resources.
I can classify substances
based on physical and
chemical properties.
I can conduct research and
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Casey County Schools- 6th Grade Science Curriculum Map
obtain information about a
given topic.
6 days
(extra
day of
needed)
06-PS1-4. Develop a
model that predicts
and describes
changes in particle
motion, temperature,
and state of a pure
substance when
thermal energy is
added or removed.
I can explain how forces hold
molecules together.
Newton’s Universe (heat and temperature)
States of Matter
I can model what causes
changes in the states of
matter.
I can construct a model to
show the structure of atoms,
compounds, and molecules.
I can identify how natural
resources are used to make
everyday materials.
June 2015
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Casey County Schools- 6th Grade Science Curriculum Map
6th Forces and Interactions
Weeks
/Dates
/Unit
Aug. 6 –
Aug 28
Performance
Expectation
I Can Statements
06-PS2-1. Apply
Newton’s Third Law
to design a solution
to a problem
involving the motion
of two colliding
objects.*
I can apply Newton’s First and
Second Law to design a solution
to a problem involving the
motion of two colliding objects.
FOCUS on 1st and 2nd
Laws of MOTION
06-PS2-2. Plan an
investigation to
provide evidence
that the change in an
object’s motion
depends on the sum
of the forces on the
object and the mass
of the object.
June 2015
Lesson Ideas
Newton’s Universe – Car Race,
Rolling Balls, Graphs, Charts
Critical
Vocabulary
Force
Motion
Mass
Gravity
Newton’s Laws
Balanced
Unbalanced
Net force
Inertia
Resources
Newton’s Universe * 12 activities (See Becky
Douglas)
I can plan an investigation to
provide evidence that the
change in an object’s motion
depends on the sum of the
forces on the object and the
mass of the object.
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Casey County Schools- 6th Grade Science Curriculum Map
6th Matter and Energy in Organisms and Ecosystems
Weeks
/Dates
/Unit
Performance
Expectation
I Can Statements
2
semester
06-LS2-1. Analyze
and interpret data to
provide evidence for
the effects of
resource availability
on organisms and
populations of
organisms in an
ecosystem.
I can analyze and interpret data
to provide evidence for the
effects of resource availability on
organisms and populations of
organisms in an ecosystem.
06-LS2-3. Develop a
model to describe
the cycling of matter
and flow of energy
among living and
nonliving parts of an
ecosystem.
I can develop a model to
describe the cycling of matter
and flow of energy among living
and nonliving parts of an
ecosystem.
nd
June 2015
Lesson Ideas
Critical
Vocabulary
Resources
abiotic factor,
food chain, food
web, biotic
potential
,organism
interactions,
environmental
services,
conservation,
competition,
predation,
symbiosis, and
mutualism,
producers,
consumers
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Casey County Schools- 6th Grade Science Curriculum Map
6th Interdependent Relationships in Ecosystems
Weeks
/Dates
/Unit
nd
2
semester
Performance
Expectation
06-LS2-2. Construct
an explanation that
predicts patterns of
interactions among
organisms across
multiple ecosystems.
June 2015
I Can Statements
I can construct an explanation
that predicts patterns of
interactions among organisms
across multiple ecosystems.
Lesson Ideas
Critical
Vocabulary
Resources
matter, energy,
organism,
species,
ecosystem,
population,
community,
biosphere,
biome,
population
density, limiting
factors, carrying
capacity,
biodiversity,
ecosystem
services,
biodiversity,
biotic factor,
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Casey County Schools- 6th Grade Science Curriculum Map
6th Space Systems
Weeks
/Dates
/Unit
Performance
Expectation
Sept. 28 –
Oct. 30
06-ESS1-1. Develop
and use a model of
the Earth-sun-moon
system to describe
the cyclic patterns of
lunar phases,
eclipses of the sun
and moon, and
seasons.
06-ESS1-2. Develop
and use a model to
describe the role of
gravity in the
motions within
I can use a model to explain
the role of gravity in our Solar
Systems.
2 weeks
on Moon
phases
1 week
June 2015
I Can Statements
Lesson Ideas
Critical
Vocabulary
I can develop a model to
explain the reasons for the
seasons.
Keep a moon phase log each night for
2 weeks BEFORE Sept. 28th continue
during space unit.
I can develop a model to
explain lunar patterns.
Dark room – use lamp and balls to
show phases of moon.
Seasons
Eclipse(Lunar/Solar)
Lunar phases
Celestial bodies
Solar system
Milky Way
Universe
Galaxy
Gravity
Mass
Orbit
Waxing
Warning
Crescent
Gibbous
st
1 quarter
rd
3 quarter
Rotation
Revolution
Orbit
Scale properties
tilt
Oreo activity to show moon
phases.(Amanda Hatter-Pinterest)
Resources
Moon phase kit (Karin Weddle)
Encyclomedia – short clips of moon phases
Pinterest
Teachers Pay Teachers
Posters of high and low tides.
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Casey County Schools- 6th Grade Science Curriculum Map
galaxies and the
solar system.
1 week
06-ESS1-3. Analyze
and interpret data to
determine scale
properties of objects
in the solar system.
June 2015
I can create a model to
demonstrate approximate
scale within our solar systems.
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Casey County Schools- 6th Grade Science Curriculum Map
6th History of Earth
Weeks
/Dates
/Unit
nd
2
semester
Performance
Expectation
06-ESS2-2. Construct
an explanation based
on evidence for how
geoscience processes
have changed Earth’s
surface at varying
time and spatial
scales.
I Can Statements
I can explain how the
surface of the Earth has
changed over time.
I can provide evidence to
support the Theory of
Plate Tectonics.
I can compare the
magnitude and duration
of forces that have
changed
Earth’s
surface.
June 2015
Lesson Ideas
Critical
Vocabulary
Resources
Constructive
force, destructive
force, fossil,
fossil record,
continental drift,
plate tectonics
(including plate
boundaries/plate
movementconvergent,
divergent, and
transform), rock
strata, Law of
Superposition,
trench, sea-floor
spreading,
subduction,
geologic
processes
(including
mountain
building,
glaciations,
watershed
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Casey County Schools- 6th Grade Science Curriculum Map
development,
weathering and
erosion.)
06-ESS2-3. Analyze
and interpret data on
the distribution of
fossils and rocks,
continental shapes,
and seafloor
structures to provide
evidence of the past
plate motions.
June 2015
I can analyze and interpret data
on the distribution of fossils and
rocks, continental shapes, and
seafloor structures to provide
evidence of the past plate
motions.
Page 10
Casey County Schools- 6th Grade Science Curriculum Map
6th Earth’s Systems
Weeks
/Dates
/Unit
nd
2
semester
Performance
Expectation
I Can Statements
06-ESS2-1. Develop
a model to describe
the cycling of Earth’s
materials and the
flow of energy that
drives this process.
I can develop a model to
06-ESS2-4. Develop
a model to describe
the cycling of water
through Earth’s
systems driven by
energy from the sun
and the force of
gravity.
I can develop a model to
describe the cycling of water
through Earth’s systems driven
by energy from the sun and the
force of gravity.
June 2015
describe the cycling of Earth’s
materials and the flow of energy
that drives this process.
Lesson Ideas
Critical
Vocabulary
Resources
Hydrological
Cycle
Precipitation
Accumulation
Sublimation
Evaporation
Condensation
Transpiration
Energy
Crystallization
Runoff
Groundwater
Rock Cycle
Igneous Rock
Sedimentary Rock
Metamorphic Rock
Heat and Pressure
Cementation and
Compaction
Sediment
Weathering and
Erosion
Deposition
Melting
Cooling
Fossils
Magma
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Casey County Schools- 6th Grade Science Curriculum Map
Lava
Inner Core
Outer Core
Mantle
Lithosphere
June 2015
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Casey County Schools- 6th Grade Science Curriculum Map
6th Weather and Climate
Weeks
/Dates
/Unit
nd
2
semester
Performance
Expectation
I Can Statements
06-ESS2-5 Collect
data to provide
evidence for how the
motions and complex
interactions of air
masses results in
changes in weather
conditions.
I can collect data to provide
evidence for how the motions
and complex interactions of air
masses results in changes in
weather conditions.
06-ESS2-6 Develop
and use a model to
describe how
unequal heating and
rotation of the Earth
cause patterns of
atmospheric and
oceanic circulation
that determine
regional climates.
I can develop and use a model to
describe how unequal heating
and rotation of the Earth cause
patterns of atmospheric and
oceanic circulation that
determine regional climates.
June 2015
Lesson Ideas
Critical
Vocabulary
Resources
Weather
Climate
Air Masses
Fronts (Cold, Warm,
Occluded,
Stationary)
Coriolis Effect
Clipper Systems
Latitude
Altitude
Doppler radar
Geography
Atmosphere
Rotation
Polar Vortex
Ocean currents
Wind currents
temperature
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Casey County Schools- 6th Grade Science Curriculum Map
6-8 Engineering Design
Weeks
/Dates
/Unit
Performance
Expectation
EMBEDDE
D during
st
1
semester
MS-ETS1-1 Define the
criteria and constraints
of a design problem with
sufficient precision to
ensure a successful
solution, taking into
account relevant
scientific principles and
potential impacts on
people and the natural
environment that may
limit possible solutions.
MS-ETS1-2 Evaluate
completing design
solutions using a
systematic process to
determine how well they
meet the criteria and
constraints of the
problem.
MS-ETS1-3 Analyze data
from tests to determine
similarities and
differences among
several design solutions
to identify the best
characteristics of each
that can be combined
into a new solution to
June 2015
I Can Statements
I can define the criteria and
constraints of a design
problem with sufficient
precision to ensure a
successful solution, taking into
account relevant scientific
principles and potential
impacts on people and the
natural environment that may
limit possible solutions.
Lesson Ideas
Critical
Vocabulary
Resources
Atom modes
Moon phase journals/models
Solar system models
I can evaluate completing
design solutions using a
systematic process to
determine how well they meet
the criteria and constraints of
the problem.
I can analyze data from tests to
determine similarities and
differences among several
design solutions to identify the
best characteristics of each
that can be combined into a
new solution to better meet the
criteria for success.
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Casey County Schools- 6th Grade Science Curriculum Map
better meet the criteria
for success.
Develop a model to
generate data for
iterative testing and
modification of a
proposed object, tool, or
process such that an
optimal design can be
achieved.
June 2015
I can develop a model to
generate data for iterative
testing and modification of a
proposed object, tool, or
process such that an optimal
design can be achieved.
Page 15