The Scientific Method Or Process Has Six Steps

Grade Level: 6th grade
Strand / Scientific Method -- 3 weeks
Standard
Clarifying Objectives / Incorporate in all standards taught all year long.
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Important Vocabulary / hypothesis, testable, controlled experiment, manipulated variable, responding variable, data, experiment, conclusion, communicating, scientific theory, scientific law, scientific literacy, metric system, metric prefixes, mass, volume, density, time, length, temperature, graphing, horizontal, vertical, axis, data point, origin, coordinate pair, types of graphs, technology, prototype, patent
Knowledge Targets / Reasoning Targets / Performance Targets

The scientific method or process has six steps.

Many types of measurement are used in science.

Graphs and tables are used in collecting and displaying data.

Identify the six steps of the scientific method.

Understand that measurement is used in length, mass, temperature, volume, density, and time.

Compare and contrast the different types of graphs.

Apply the six steps of scientific method to any lab.

Accurately calculate density of different materials.
Measure weight of an object accurately.
Demonstrate precise use of a thermometer.
Measure length of different objects.

Label the parts of a graph and how to analyze a graph.
Display the data correctly in a table.

Grade Level: 6th grade
Strand / Earth In The Universe (Solar System) – 4 weeks
Standard / 6.E.1 Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe.
Clarifying Objectives / 6.E.1.1 Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses.
6.E.1.2 Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun.
6.E.1.3 Summarize space exploration and the understandings gained from them.
Important Vocabulary / 6.E.1.1 -- rotation, revolution, axis, orbit, calendar, phases, gravity, inertia, tides, lunar eclipse, solar eclipse, tilt, season, northern hemisphere, southern hemisphere, equator, mass, weight, distance, orbital motion, umbra, penumbra, spring tide, neap tide, gibbous, waxing, waning, crescent, full moon, new moon, maria, craters, highlands
6.E.1.2 -- solar system, asteroids, meteors, comets, goldilocks condition, atmosphere, radiation, inhabitants, evolution, parallax, planets, composition, surface features, geologic
6.E.1.3 -- artificial satellite, space exploration, probes, international space station, Hubble Telescope, microwaves, Chandra X-Ray Observatory, X-Ray image, Fermi-Gamma-ray space telescope, Spitizer space telescope, Milky Way, black hole, light years, space program, astronaut, international space station, NASA, rockets, space shuttle, microgravity, space spinoffs
Knowledge Targets / Reasoning Targets / Performance Targets

Earth’s rotation and revolution cause day/ night and seasons respectively.
The gravitational pull of the moon and sun on the Earth and the tilt of earth on its axis cause tides and eclipses.

The eight planets in our solar system (including asteroids, meteors, and comets) have different size, composition and surface features.

Space exploration has allowed humans to learn much about solar system.
There is a historical timeline of space explorations.

Differentiate between rotation and revolution of earth and its effect
Compare and contrast between solar and lunar eclipse

Compare and contrast between size, composition, and surface features of eight planets in our solar system and other solar bodies.

Identify daily resources that are spinoffs from space exploration.

Draw and label the phases of the moon.
Observe and record moon phases.

Identify and order the eight planets from the sun and size of each.

Create a timeline of important NASA missions.

Grade Level: 6th grade
Strand / Energy Conservation and Transfer – 4 weeks
Standard / 6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.
Clarifying Objectives / 6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result.
6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.
6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).
Important Vocabulary / 6.P.3.1 -- thermal, collision, atoms, equilibrium, solid, conduction, heat, liquid, gas, convection, radiation, energy, temperature, ozone
6.P.3.2 -- electromagnetic waves, absorbed, transmitted, refracted, reflected, emit, wavelengths, electromagnetic spectrum, electromagnetic radiation, visible light, infrared light, infrared imaging, satellite imaging, UV light, atmosphere, ozone, UV waves, UV index
6.P.3.3 -- mechanical, electrical, current, thermal conductors, thermal insulators, expansion joints, electrical conductor, electrical insulator, electrical current, metal, nonmetal
Knowledge Targets / Reasoning Targets / Performance Targets

Energy can be transferred in different ways.

Light can affect the temperature of an object.
Light interacts with matter, absorption, refraction, transmission, and reflection.
Thermal energy can be transferred in different ways.

Materials can be classified based on type of heat transfer.

Compare and contrast thermal, mechanical, electrical, and electromagnetic waves.

Explain the sun as a major source of energy.
Analyze sunburns, ozones, and tanning beds.
Explain how UV rays can be harmful.
Identify ways we can be protected from UV rays.
Differentiate between conduction, convection, and radiation.

Identify conductors and insulators and explain the difference between the two.

Grade Level: 6th grade
Strand / Forces and Motion (Light and Sound) -- 3 weeks
Standard / 6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves.
Clarifying Objectives / 6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum, and sight.
6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing.
Important Vocabulary / 6.P.1.2 -- electromagnetic spectrum, transverse, reflect, scatter, refract, emit, visible light, cornea, pupil, iris, retina, rods, cones, optic nerve, opaque, transparent, translucent, visible spectrum, potential energy, kinetic energy, vacuum
6.P.1.3 -- vibration, medium, transmit, rarefaction, compression, longitudinal waves, transverse waves, vocal cords, pitch, loudness (volume), ear drum, hammer, anvil, stirrup, cochlea, auditory nerve
Knowledge Targets / Reasoning Targets / Performance Targets

Light waves are emitted or reflected by waves.
The electromagnetic spectrum has different parts and each has different properties.
Human eyes respond to a narrow range of wavelengths and can detect many colors in visible light.
Structure and function of human eye

Sound is a form of energy that is caused when vibrating materials produce waves that move through matter.
Structure and function of human ear

Investigate how the eye works.

Investigate conditions that impair vision.

Compare how sound travels through different states of matter.

Investigate how the ear works.

Investigate conditions that affect hearing.

Draw and label the parts of the electromagnetic spectrum.

Label the parts of an eye.

Make an instrument that can change in amplitude and frequency.

Label the parts of an ear.

Grade Level: 6th grade
Strand / Matter: Properties and Change (Atom) -- 4 weeks
Standard / 6.P.2 Understand the structure, classifications and physicalproperties of matter.
Clarifying Objectives / 6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements.
6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.
6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.
Important Vocabulary / 6.P.2.1 -- particles, attractive forces, energy, chemical properties, matter, atom, element, mass, weight, nucleus, proton, neutron, electron, atomic number, atomic mass
6.P.2.2 -- solid, volume, compressible, thermal energy, vibrate, liquid, gas, unconstrained, heat energy, motion, temperature, boiling point, melting point, physical properties, physical changes, chemical properties, chemical changes,freezing, condensation, evaporation
6.P.2.3 -- density, temperature, boiling point, melting point, solubility, solute, solvent, solution, pure substance, freezing, constant, physical properties, chemical properties
Knowledge Targets / Reasoning Targets / Performance Targets

Elements combine to make up living and nonliving things.
The difference in elements is in the structure of the atom (number of protons, electrons, and neutrons).
Matter is composed of small particles called atoms.
All atoms of the same element have the same properties.

Matter can change state

depending on temperature.

A substance has physical and chemical properties.

Compare and contrast atoms of the same element and atoms of different elements.

Compare the characteristics of a solid, liquid, and a gas.

Explain density, boiling point, melting point, and solubility.
Understand the difference between chemical and physical properties.

Label the parts of an atom.

Choose an element and create a three-dimensional model that includes basic vocabulary and sample material made from that element.

Draw the three states of matter.

Accurately calculate density.

Grade Level: 6th grade
Strand / Earth: Systems, Structures, and Processes (Rocks) -- 1 week
Standard / 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans.
Clarifying Objectives / 6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which it develops.
Important Vocabulary / 6.E.2.3 -- weathered, soil, texture, fertility, resistance, erosion, debris, bacteria, fungi, worms, insects, rodents, organisms, particle size, pH, fertility, variability, magma, igneous, sedimentary, metamorphic, minerals, faulting, folding, solid, crystals, elements, compounds, dissolved, solution, crystallization, decayed, organic, humus
Knowledge Targets / Reasoning Targets / Performance Targets

Soil type is related to the parent rock and the environment in which it develops.

Compare and contrast between igneous, sedimentary and metamorphic rocks and the type of soil they form.

Identify characteristics of different rocks.

Grade Level: 6th grade
Strand / Earth: Systems, Structures, and Processes (Volcanoes) -- 3 weeks
Standard / 6.E.2 Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans.
Clarifying Objectives / 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density.
6.E.2.2 Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth.
6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound.
Important Vocabulary / 6.E.2.1 -- rock, gas, atmosphere, solid, inner core, liquid, mantle, crust, outer core, motion, dynamo effect, Earth’s magnetic field, physical, outer core, dense, metallic core, convection, continental plate, oceanic plate, geologic
6.E.2.2 -- plates, earthquake, volcanic eruptions, mountain building, Lithosphere, plate motion, crustal plates, inner core, mantle, crust, Seismologist, frequency, wavelength, amplitude, speed, Pangaea, divergent, convergent, transform, subduction, plate tectonics, primary waves, secondary waves, surface waves
6.P.1.1 -- waves, trough, crest, amplitude, wavelength, energy, matter, frequency, earthquake, seismic waves
Knowledge Targets / Reasoning Targets / Performance Targets

Earth is composed of crust, mantle, outer core and inner core

Earth’s plates move resulting in earthquakes, volcanic eruptions, and mountain building.
An earthquake releases energy as Primary wave, Secondary wave and Surface wave.

Waves are created when a force creates a vibration.
The different types of waves are electromagnetic waves, seismic waves, sound waves, and ocean waves.
Identify the parts of a wave.
Waves create energy and move at different speeds through different materials.

Earthquakes are vibrations in the earth that create seismic waves.

Compare and contrast different layers of the earth.

Differentiate between Primary, Secondary, and Surface waves.

Compare the different types of waves.

Compare wave speed in different materials.

Create a model of the earth showing the layers.

Draw and label the parts of a wave.

Grade Level: 6th grade
Strand / Structure and Functions of Living Organisms (Plants) -- 4 weeks
Standard / 6.L.1 Understand the structures, processes and behaviors of plants that enable them to survive and reproduce.
Clarifying Objectives / 6.L.1.1 Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.
6.L.1.2 Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms.
6.E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.
Important Vocabulary / 6.L.1.1 -- internal, structure, reproduce, flowering plants, seed production, pollination, petal, stem, sepals, sterile, tissue, leaf, stamens, male, anther, pollen, sperm, pistil, female, ovary, ovule, egg, flowering, organism, fertilization
6.L.1.2 -- photosynthesis, energy-rich foods, cellular respiration, complementary processes, energy, product, glucose, carbon dioxide, oxygen, water, chlorophyll, epidermis, waxy cuticle, stomata, guard cells, transpiration
6.E. 2.4 -- evaluate, pedosphere, contour plowing, conservation plowing, nutrient balance, crop rotation, vector, technology, remote sensing, erosion, stewards, sustainable agriculture
Knowledge Targets / Reasoning Targets / Performance Targets

Animals and plants have a great variety of body plans and internal structures.
The process of sexual reproduction in flowering plants takes place in the flower.

One of the most general distinctions among organisms is between plants and animals.

Photosynthesis and cellular respiration are complementary processes.

Good health of individuals requires monitoring the soil, air, and water and stewardship including latest technologies and agricultural practices.

Explain the parts of a flower and their functions.
Compare and contrast how a flower uses its parts for survival, reproduction, and defense.

Describe how plants and animals differ.

Summarize photosynthesis and cellular respiration.

Evaluate ways in which human activities have affected pedosphere.

Label the parts of a flower.

Balance the photosynthesis equation.

Create a Venn diagram of differences and similarities of plants and animals.
Draw a diagram showing the photosynthesis process.

Grade Level: 6th grade
Strand / Ecosystems -- 3 weeks
Standard / 6.L.2 Understand the flow of energythrough ecosystems and theresponses of populations to the biotic and abiotic factors in theirenvironment.
Clarifying Objectives / 6.L.2.1 Summarize how energy derived from the sun is used by plantsto produce sugars (photosynthesis) and is transferred withinfood chains and food webs (terrestrial and aquatic) fromproducers to consumers to decomposers.
6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in anenvironment.
6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.
Important Vocabulary / 6.L.2.1 -- molecules, building material, organism, energy, sugars, carbon dioxide, producers, consumer, ecosystem, decomposer, environment, nitrogen, oxygen, living, nonliving, nutrients, fungi, mold, bacteria, recycling of matter
6.L.2.2 -- species, dormancy, growth, development, germination, mechanisms, reproduce, root, stem, heat, gravity, tropism, external stimulus, survival rate
6.L.2.3 -- diversity, biome, freshwater, marine, forest, desert, grassland, mountain, elevations, tundra, environmental factors, predators, prey, adaptation, temperature, limiting factors, carrying capacity, biotic factor, abiotic factor, distribution, shallow-rooted plants, moss, fern, lichen, population, community, fluctuation, tolerance, vegetation
Knowledge Targets / Reasoning Targets / Performance Targets

Food provides molecules that serve as fuel and building material for all organisms.
Energy from the sun is used by plants to produce sugars.
Energy flows through ecosystems in one direction, from the sun to producers to consumers to decomposers.
Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments.

Changes in environmental conditions can affect the survival of individual organisms and entire species.
Plants have mechanisms that enable them to respond to their environment.

There are a wide variety of environments.
Environmental factors affect an organism’s ability to survive in its environment.

Summarize how plants produce sugars.
Explain how energy is transferred within a food chain or food web.

Investigate how decomposers return nutrients to the environment.
Explore the importance and role of bacteria as it relates to the recycling of matter.

Describe ways that plants respond to their environments.

Compare and contrast the different types of environments.

Explore the different types of environmental factors and how they are related.

Create a food chain or food web.

Make a diorama or shoebox model of a biome.