SIXTH GRADE SCIENCE
Month / DCI / Disciplinary Core Ideas(DCI) / Learning Activities / Assessment / Interdisciplinary connections
August/September
Lab Skills
Lab Safety / Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations
Use mathematical, physical and computational tools to build conceptual-based models and to pose theories / Understand how scientists use design technology to solve problems
Explain how to conduct a science experiment
Understand how to make tables and graphs to make sense of data in a science experiment
Explain the rules for laboratory safety / Teacher Observation
Class Discussion
Notes and study guides
Labs
Tests
Quizzes
Homework / LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Technology:
8.2.4.C.1
21st. Century Careers:
9.1.8.B.2
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
September/October
Cell Theory and Structure / MS-LS1-1
MS-LS1.A
MS-LS1-2
MS-LS1-3
MS-PS1-1
PS1-A / Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different number and types of cells
*Within cells, special structures are responsible for particular functions, and that the cell membrane forms the boundary that controls what enters and leaves the cell.
*In multicellular organism, the body is a system of multiple subsystems.
Develop and use a model to describe the function of a cell as a whole and ways parts of a cell contribute to its function.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of cells.
Develop models to describe the atomic composition of simple molecules and extended structures.
Substances are made from different types of atoms, which combine with one another in various ways.
Atoms form molecules that range in size from tow to thousands of atoms. / Explain the parts of cell theory
Identify the parts of the compound microscope
Diagram and build different models of both the plant and animal cell
Recognize that cells differ in size, shape, function, and organization
Identify the parts of a cell and explain the function of each part
Explain how cells of one-celled organisms differ from many celled organisms
Explain differences among tissues, organs, and organ systems.
Identify what elements and compounds are
Explain the organic molecules in living things / Teacher Observation
Class Discussions
Notes and Study Guides
Labs
Quizzes
Tests
Homework
Videos
Internet / LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Technology:
8.1.4.A.5
21st Century Life and Careers:
9.1.8.A.1
November/December/
January
Photosynthesis
Ecosystems/Biomes
Food Webs
/ MS-LS1-6
MS-LS1-7
LS1.C
PS3.D
MS-LS2-1
LS2.A
MS-LS2-2
MS-LS2-3
LS2-B
MS-ESS3-3 / Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Develop a model to describe how food is arranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Plants, algae (including phytoplankton) and many other microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis. Sugars can be used immediately or stored for growth or later use.
The chemical reaction by which plants produce complex food molecules requires an energy input (the sun) to occur.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
*Organisms and populations of organisms are dependents on their environmental interactions both with other living things and with nonliving factors.
*In any ecosystem organisms and populations with similar requirements for food, water, oxygen or other resources must compete with each other for limited resources, which may limit their growth and reproduction.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers and decomposers as the three groups interact within an ecosystem.
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. / Describe the process of photosynthesis and its relationship to respiration
Describe the process of photosynthesis and its relationship to respiration.
Relate visible light to pigments in plants that are necessary for photosynthesis.
Through a variety of ways discuss and predict how predators will reduce certain populations in an ecosystem.
Analyze how mutually beneficial relationships within an ecosystem, impacts that ecosystem.
Dissection of an owl pellet to investigate animals in a specific food web
Build and evaluate models of
Food webs in different biomes. (Including marine) using different and varied activities.
Discuss and analyze the impact that global warming has had on different biomes and the organisms in that biome.
Relate seasonal changes in ecosystems to the movement of Earth around the Sun.
Discuss different ways in which humans can affect specific food webs and biomes. / Teacher Observation
Class discussions
Notes and study guides
Labs
Quizzes
Tests / LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Technology:
8.2.8.A.1
Social Studies:
6.1.8.C.4.b
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
January/February
CELL GROWTH AND HEREDITY / MS-LS3-1
LS3.A
LS3.B
MS-LS3-2
MS-LS1-8
LS1-D / Develop and use a model to describe why structural changes to genes, located on chromosomes, may affect proteins that may result in harmful, beneficial or neutral effects to the structure and function of the organism.
Genes are located in the chromosomes of cells with each chromosome pair containing two variants of each of many distinct genes.(Inheritance of Traits)
In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Variation of Traits)
Develop and use a model to describe why asexual reproduction results in offspring with identical information and sexual reproduction results in offspring with genetic variation.
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories
Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. / Describe mitosis and explain the importance
Explain the differences between mitosis and its end products
Name the cells involved in fertilization and explain how fertilization occurs
Describe the process of DNA replication
Explain how cancer is related to the cell cycle
Describe Mendel’s experiments
Explain how probability dictates the results of genetic crosses using Punnett squares.
Explain and investigate the role that chromosomes play in inheritance
Describe the genetic code
Explain how mutations occur
Describe patterns of inheritance in humans
Genes determine our ability to taste the chemical PTC and how humans respond to these sensory stimuli.
Describe the relationship between genes and environment.
Describe the relationship between genes and the science of picky eaters / Teacher observation
Class discussion
Notes and study guides
Labs Quizzes
Tests / LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Health:
2.2.6.B.2
2.2.6.D.1
Technology:
8.1.8.E.1
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
February/March
CLASSIFICATION
TAXONOMY / MS-LS1-4LS1.B / Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures
Affect the probability of successful reproduction of animals and plants respectively
Animals engage in characteristic behaviors that increase the odds of reproduction. / Describe the characteristics of living things
Identify what living things need to survive
Give examples that show the need for classification systems
Describe Aristotle’s system of classification
Explain Linnaeus’s system of classification
Explain how taxonomic keys are used
Describe the relationship between classification and evolution
Name the four kingdoms in Domain Eukarya
Identify characters an members of each kingdom
List reasons scientific names are more useful to scientists than common names. / Teacher observation
Class discussion
Notes and study guides
Labs Quizzes
Tests / LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Technology:
8.1.4.A.5
21st. Century Life and Careers:
9.1.8.B.2
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
March/April
EVOLUTION/BIO
DIVERSITY / MS-LS2-4
MS-LS4-3
LS2.C
MS-LS2-5
LS4.D
MS-LS4-4
LS4.B
MS.LS4-6
LS4.C
MS-ESS1-4
ESS1.C
MS-LS4-1
MS-LS4-2
LS4.A / Construct an argument supported by empirical evidence that changes to physical or biological component of an ecosystem can lead to shifts in all its populations.
Analyze displays of a pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Ecosystems are dynamic in nature: their characteristics can vary over time. Disruption to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Evaluate competing design solutions for maintaining and ecosystems services.
(Biodiversity and Humans) Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on- for example, water purification and recycling.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individual’s probability of surviving and reproducing in a specific environment.
Natural selection leads to the predominance or certain traits in a population, and the suppression of others.
Use mathematical representations to support explanations of how natural selection may lead to increase and decreases of specific traits in population over time
(Adaptation) Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environment conditions. Traits that support successful survival and reproduction become more common; those that do not become less common. Thus, the distribution of traits in a population changes.
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6billion year old history.
The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analysis of rock strata and the fossil record provide only relative dates, not an absolute scale.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. / Identify how the atmosphere of early earth differs from today and connect the development of modern atmosphere to development of animal species
Discuss different theories about how life might have begun and evolved on planet Earth
Discuss evolution using Darwin’s finches to explain evolutionary concepts.
Discuss how and why animal’s isolated on islands (Galapagos, Madagascar) might have developed independently.
Discuss concepts and specific examples of how and why these animals have changed and evolved over time.
Discuss ocean diversity using the coral reefs as an example of biodiversity.
Discuss how animals change and adapt to their environments
Natural Selection Simulation: different traits are selected and use models to simulate what would happen in different circumstances.
Age of Earth
Fossils
Fossils
Discuss the differences between invertebrates and vertebrates
Compare and contrast vertebrate skeletons vertebrate skeletons / MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
May/June
VIRUSES
BACTERIA
FUNGI
KINGDOM
PROTISTA / MS-LS1-1
LS1-A
MS-LS3-2
LS1-B / Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells
All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell
(unicellular) or many different cells (multicellular)
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Organisms reproduce either sexually or asexually, and transfer their genetic information to their offspring. / Explain how viruses differ from living things
Describe the structure of viruses, and explain how viruses reproduce and cause disease
Explain the use of vaccines in viral diseases
Describe some helpful viruses
Explain how cells of bacteria differ from those of eukayotes
Describe characteristics of bacterial cells
Describe the ways that bacteria reproduce (Fission and conjugation)
Describe conditions in which bacteria thrive and reproduce
Explain how infectious disease spread
Describe treatments for bacterial and viral diseases
Identify characteristics shared by all protists
Describe three groups of protists
Compare and contrast protist groups
Describe cause and effects of saltwater and freshwater algae blooms and their effects on the environment
Identify characteristics shared by all fungi
Classify fungi into groups based on their method of reproductions / Class discussion
Notes and study guides
Labs Quizzes
Tests / LA:
RST.6-8 1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Visual and Performing Arts:
1.1.5.C.2
Health:
2.2.6.D.2
2.3.6.A.1
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4