Curriculum Map 2010-2011
Early College Initiative
Glover, Bryan / Science 6 / Grade 6 (AED)
May 24, 2011, 11:59AM
/ Essential Questions / Content / Skills / Key Vocabulary / Assessment / Resources /
Welcome to 6th Grade Science!
(Week 2, 2 Weeks) / Why are rules and routines important in a science classroom?
What is the importance of my Science Notebook?
Who is my teacher and who are my classmates?
What are lab safety procedures and why are they important? / Section 1: Rules and Routines
What are the classroom expectations (rules)of my teacher and myself?
What are the entry, exit, and lesson procedures to follow?
How do I set up a Science Notebook?
How is a Science Notebook used in the classroom?
Section 2: Introductions
Who is my teacher?
Who are my classmates?
Section 3: Lab Safety
What are the rules for lab safety in New York City?
What are the meanings of lab safety symbols? / Section 1
Practice classroom routines
Organize Science Notebook
Utilize hand signals
Section 2
Infer teacher/student characteristics
Share personal interests
Test inferences
Section 3
Assign meaning to symbols
Read GNSS Lab Safety Contract / Section 1
routine, procedure, expectation, consequence, Table of Contents, Index, Glossary, restoration
Section 2
observation, inference, terrarium
Section 3
symbol, maintenance
Academic Vocabulary
apply, identify, infer, observe, determine, identify, assess, investigation / Lab Safety Signs
Visual Arts Project
Section 3
In your CLT, look around the room. Do you see potential hazards in the classroom? Each group will find up to 4 areas that they feel need a safety sign. The group will design one sign per student to warn classmates and visitors of the potential danger.
Each sign must include:
1. Front – appropriate symbol
2. Back – symbolic meaning
3. Back – What is the danger? Where is attention needed in the classroom?
Lab Safety Quiz
Written Test
Section 3
5 question quiz that must earn a passing grade before student can be part of an in-class investigation.
(See Links)
Lab Safety Quiz / Section 1
Good Students/Good Teachers Worksheet (see Links)
Science Notebook and Set-up Worksheet (see Links)
Chart Paper for GS/GT Expectations
Red-Yellow-Green index cards
Section 2
Paper lunch bags
Student Interest Survey (see Links)
Section 3
Lab Safety Contract (see Links)
Art supplies
Lab Safety Practice (see Links)
Breaking the Rules (see Links)
Lab Safety Quiz (see Links)
GS GT Wksht
Discussion Guidelines
SN Set Up
Student Interest Survey
Lab Safety Contract
Practicing Lab Safety
Breaking the Rules
Lab Safety Contract
The Nature of Science and the Scientist's Nature
(Week 4, 6 Weeks) / Why are graphic organizers important as tools for organization?
Why do scientists use graphs?
What are Standard Units of Measurement and why are they important?
How do scientists design investigations?
Why do scientists use tools to gather data during an investigation? / Section 1
What are the parts of a scientific investigation?
How are scientific investigations organized?
Section 2
What are S.I. units?
What are the tools used to measure standard units in scientific investigations?
Section 3
How are units converted in the metric system? / Section 1 (DYO 1-Pre-test of science process skills, see Links)
Use the Investigation Design Diagram to plan an investigation
Use the Developing a Scientific Explanation Tool to form a scientific explanation (conclusion)
Develop a hypothesis
Identify variables
Use a chart to organize data
Create a bar graph to compare data
Section 2
Use a triple-beam balance to measure mass
Use a meter stick to measure length
Use a graduated cylinder to measure volume
Section 3
Use Stair-Step Method to convert metric units
DYO Cut Out
DYO #1 Worksheets
Daily Plans/Goals 2011 / Section 1
observation, inference, hypothesis, variable, independent variable, dependent variable, constant, data, bar graph, claim, evidence, reasoning
Section 2
triple-beam balance, standard unit, meter stick, graduated cylinder, measurement, length, mass, volume, matter
Section 3
conversion, metric system, kilo-hecto-deca-(unit)-deci-centi-milli- [King Henry Dropped (over) Dead Converting Metrics] / DYO #1-Interplanetary Lander
Lab Assignment
Pre-assessment of science process skills. Students have leveled worksheets for each step in a scientific investigation.
See Links in Skills
Measuring Mass Investigation
Lab Assignment
Students will use a triple-beam balance to measure the mass of miscellaneous classroom objects. Students will create a bar graph to visually represent data.
(See Links in Resources)
Converting Metrics Quiz
Written Test
Quiz will be given online (in writing for students that are absent). Students will demonstrate ability to convert from one unit to another using the Stair-Step Method.
(See Links in Resources)
Online Quizzes
Inv-Measuring Mass.doc
Paper Towel Challenge.doc / All materials are listed in each activity worksheet. See Links for all lesson worksheets and assessments other than DYO #1 (located in Links in Skills).
Stair-Step Method worksheet
Worksheets to practice measuring standard units
Metrics quiz online, scanned and attached
Give copies of "This Stuff Called Graph Paper" for students to attach to science notebook
Stair Step Method
Hypothesis
HW-Reading Bar Graphs 1.doc
HW-Reading Bar Graphs 2.doc
HW-Measuring Mass Wksht.doc
HW-Metric Conversion Worksheet.doc
HW-Metric Conversions Practice Wksht.doc
3x Beam Balance Practice.doc
Bar Graph 1009.doc
Creating Bar Graphs.doc
Line Graph Skills Wksht.doc
Measuring Length Worksheet.doc
Measuring Volume Practice Wksht.doc
Measuring Volume Wksht.doc
Investigation Design Diagram 1011.docx
DSET 1011.doc
Force and Motion
(Week 10, 5 Weeks) / How are our lives affected by forces?
How are our daily lives governed by Newton's Laws of Motion? / Section 1
What are the parts of a scientific investigation?
How are scientific investigations organized?
Section 2
What are S.I. units?
What are the tools used to measure standard units in scientific investigations?
Section 3
How are units converted in the metric system? / Section 1 (DYO 1-Pre-test of science process skills, see Links)
Use the Investigation Design Diagram to plan an investigation
Use the Developing a Scientific Explanation Tool to form a scientific explanation (conclusion)
Develop a hypothesis
Identify variables
Use a chart to organize data
Create a bar graph to compare data
Section 2
Use a triple-beam balance to measure mass
Use a meter stick to measure length
Use a graduated cylinder to measure volume
Section 3
Use Stair-Step Method to convert metric units / Section 1
observation, inference, hypothesis, variable, independent variable, dependent variable, constant, data, bar graph, claim, evidence, reasoning
Section 2
triple-beam balance, standard unit, meter stick, graduated cylinder, measurement, length, mass, volume, matter
Section 3
conversion, metric system, kilo-hecto-deca-(unit)-deci-centi-milli- [King Henry Dropped (over) Dead Converting Metrics] / Force and Motion Quiz
Written Test
Vocabulary comprehension quiz.
DYO #2: Rocket Launch
Lab Assignment
Students will investigate force and motion through changing a single variable of the rocket design.
Students must connect their investigation to their background knowledge from lessons on Force and Motion.
Documentation of work on the investigation is on IDD and DSET. Student should also make a bar graph. Data collection can be done in science notebooks.
Quiz-Force and Motion.doc
DSET Scaffold Rockets.doc / All materials are listed in each activity worksheet. See Links for all lesson worksheets and assessments other than DYO #1 (located in Links in Skills).
Stair-Step Method worksheet
Worksheets to practice measuring standard units
Metrics quiz online, scanned and attached
Give copies of "This Stuff Called Graph Paper" for students to attach to science notebook
Investigation Design Diagram 1011.docx
DSET 1011.doc
CW-Setting Goals for Unit 1.docx
HW-Writing About Forces.doc
HW-Newtons Laws of Motion.doc
Newton's Laws of Motion
HW-F&M Vocab Matching.doc
Team Dictionary Terminology.doc
CW-Force and Motion Vocab Review.doc
Science Test Reflection.doc
Simple Machines
(Week 15, 4 Weeks) / What role/s do machines play in our lives? / Section 1
How are force and machines connected?
What are simple machines?
Section 2
What are the 3 classes of lever?
Section 3
What are compound machines? / Section 1
Describe the connection between force and simple machines
Create Foldable to organize descriptions of each simple machine
Section 2
Create a 3-panel foldable to describe the three classes of lever
Section 3
Use multiple non-fiction resources (Nat Geo books) to locate needed information about simple and compound machines
Create a "flapbook" to present all knowledge of simple machines
Create a car made of simple machines / Section 1
force, work, machine, simple machine, inclined plane, screw, wedge, lever, pulley, wheel & axle
Section 2
3 classes of lever, effort, load, fulcrum
Section 3
compound machine / Lever Robot
Visual Arts Project
Students will create a lever robot (see Experiments with Simple Machines, pgs 8-9). Question sheet will be attached to the back of the robot.
Flapbook-Simple Machines
Visual Arts Project
Students will create a flapbook with foldables to use as a study tool for simple machines.
Interplanetary Rover
Visual Arts Project
Students will build a rover (car) to land on another planet to help explore. The rover will be composed of multiple simple machines that will make work easier.
CW-Lever Robot Worksheet.docx
Flapbook-Simple Machines.doc
Junk Yard Cars.pdf
SP-Interplanetary Rover Wksht.doc / Simple machines packet made from Glencoe student workbook section on Simple Machines.
Create 6-panel foldable for science notebook.
Create Lever Robots (see Experiments with Simple Machines, pg 8-9).
Students should update the Team Dictionaries.
Cellular Basis of Life
(Week 19, 4 Weeks) / What defines something as alive or as non-life? / Section 1
What are the six characteristics of life?
What are biotic and abiotic features?
What is a stimulus?
Section 2
What is the function of the cell membrane?
What are prokaryotic cells?
What are eukaryotic cells?
What do cells look like under a microscope?
Section 3
How are animal and plant cells different?
What are the functions of the different cell organelles? / Section 1
Define the 6 characteristics of life
Define biotic and abiotic features of an environment
Create stories where stimulus and response are shown in living things
Section 2
Review the structure and function of microscopes
Explain the differences between prokaryotic and eukaryotic cells
View prepared slides and actual cells under microscopes
Create diagrams and drawing of cells as seen in a microscope
Section 3
Create a model of a hypothetical cell
Research different cell types and organelles using online and print resources
Use a chart to organize collected background information / Section 1
biotic, abiotic, stimulus, response, homeostasis, cell
Section 2
cell membrane, prokaryotic, eukaryotic, nucleus, lens, stage, slide, cover slip, coarse focus, fine focus
Section 3
cell membrane, cell wall, nucleus/DNA, mitochondria, chloroplast, endoplasmic reticulum, Golgi apparatus, ribosome, cytoplasm, cytoskeleton, lysosome, peroxisome / Parts of a Cell Quiz
Written Test
Online quiz taken using classmarker.com. Students will be tested on vocabulary.
Alien Cell Organelles Webquest
Visual Arts Project
Students research parts of cells using the webquest format. Students, in teams, will hypothesize about what an alien cell may be composed of and will then build a model or create a poster of their alien cell. Students will present their project orally to the class.
Paper version of online quiz
Alien Cell Organelles Webquest
SP-Alien Cell Planning Wksht.doc
Parts of a Cell Quiz 2.doc
Alien Cell Webquest.docx / Students begin this unit learning about the differences between living and non-living things. After learning the 6 characteristics of life, students begin their study of cells.
Reading exercises were borrowed from the book, Life Science Daybook, from Great Source.
Students will continue to update the Team Dictionaries with new words.
Students will view a "mystery" substance to try and determine if it is alive. Can use Brine Shrimp eggs or Carolina's Pond Mystery Mix.
CW-ID Bio:Abiotic Factors.doc
CW-Stimulus Vs Response.doc
Discovery Video - Cells [www.keepvid.com].flv
HW-Living Things Family Wksht.doc
Inv-Is It Alive Initial Obs Wksht.doc
Inv-Is It Alive Lab Wksht.doc
Kingdoms of Life
(Week 23, 8 Weeks) / Why are organisms classified into different domains and kingdoms?
What simple organisms exist in our daily lives?
How are higher order organisms classified? Where do humans fall in this clasification scheme? / Section 1
What classification system do scientists use to differentiate living things?
What is a dichotomous key?
Section 2
What are the differences in single-celled living things?
Section 3
What are fungi?
What are the different types of plants?
What are the different types of animals?
Section 4
What are variables?
How do scientists use claims, evidence, and reasoning to generate a scientific explanation? / Section 1
Students will learn mnemonic device to correctly order the different levels of classification of living things
Students will create dichotomous keys for classifying both living and non-living items
Section 2
Students will create foldables to organize information about bacteria, archaea, and protist forms of single-celled organisms
Students will use microscopes to explore the different shapes and lifestyles of Kingdom Protista
Section 3
Students will create a foldable to organize notes about the 4 different types of plants
Students will use a chart to organize information about the different classes of animal
Student will make direct observations of different living organisms from the different vivaria in the classroom (hissing roaches, giant millipedes, hermit crabs, tarantula, aquatic plants and animals, milk snake)
Section 4 (DYO 3-Animal behavior study)
Use the IDD to plan an investigation
Use the DSET to form a scientific explanation
Develop a hypothesis
Identify variables
Use a chart to organize data
Create a graph to compare data / Section 1
classify, dichotomous key, domain, kingdom, phylum, class, order, family, genus, species, biotic, abiotic
Section 2
bacteria, archaea, protista, organelle, cell wall, ubiquitous, extreme environments
Section 3
fungi, plant, seedless nonvascular, seedless vascular, gymnosperm, angiosperm, animal, Porifera, Cnidaria, Platyhelminthes, Annelida, Mollusca, Echinodermata, Arthropoda, Chordata, vertebrate/invertebrate, amphibian, reptile, mammal
Section 4
observation, inference, hyothesis, variable, independent variable, dependent variable, constant, data, bar graph, line graph, claim, evidence, reasoning / Dichotomous Key Quiz
Written Test
Students will demonstrate ability to classify a mixture of objects into single objects (cup of 16 buttons) using a student-designed dichotomous key.
Protista Observation Lab
Lab Assignment