6th Grade Science Maps revised


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6th Grade Science Maps revised

  1. 1. 6th 6th Grade Science Curriculum Map IntroductionThis document contains all mandated Arizona state standards for 6th grade science. The standards have been organized into units and clusters. Theunits represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similarconcepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progressionof the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document. OrganizationApproximate TimeApproximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. Allunits and clusters must be taught prior to the third quarter benchmark assessments.Essential QuestionsEssential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitateconceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should beable to answer these on their own by the end of the cluster.Big IdeasBig Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carrywith them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are notalways synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacheruse) has been provided in italics.Common MisconceptionsThese are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them duringinstruction.Content and Skill/Process StandardsThis document has been organized by content standards and skill or process standard. The content standards are those that represent knowledgespecific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientifichabits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to representpossible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona statestandards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context forteaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should beconnected to the other performance objectives in the cluster.8/13/12 1 Isaac Elementary School District
  2. 2. 6thCommon Core/Cross CurricularThe standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforcedor taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for4th-8th grade.PriorityWith input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-pointscale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are thosewith the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with thecodes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority forthis grade level are highlighted in blue and are expected to be mastered at this grade level.Key VocabularyThe key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are codedas tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words arehigh utility words that can be used across content areas or contexts. Tier three words are content specific words.ResourcesThe two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to supportinstruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used forthe teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.Unit/Cluster ProjectThe Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particularcluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction andpractice should the teacher choose to implement them.AssessmentThe assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It isexpected that each cluster be assessed using a common formative assessment.OtherPerformance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeperlevel of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.8/13/12 2 Isaac Elementary School District
  3. 3. 6th Unit: Environment Cluster: Changes in Environments Approximate Time: 12 days Essential Questions Big Ideas  Is there anything people can do about natural disasters?  Natural disasters must be planned for and reacted to according to plan. Yes, there are things people can do. Most importantly, people can plan for them. This can be done in several ways including: disaster plans, regional engineering, fire bans, etc.  How can people improve their environmental quality of life?  Smog, Global Warming, and climate all effect humans’ quality of life. To improve their quality of life, people can carpool (reduce smog), conserve energy (reduce smog), reduce, reuse, and recycle (control global warming and climate), etc.  What is pollution? Where and how does it occur? What can we  Pollution is anything in an environment that is poisonous or do about it? harmful to that environment. It can occur anywhere but most commonly occurs in the air and waters of Earth. We can do a great deal about pollution. We can prevent it in many ways as well as help restore environments by cleaning them after they have been polluted. Common Misconceptions  Students often believe that once an environment is polluted there is nothing that can be done to repair it.8/13/12 3 Isaac Elementary School District
  4. 4. 6th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S3:C1:PO1 Evaluate the effects of the (2) sandstorm Earth’s Atmosphere following natural hazards: (2) hurricane Lesson 1.1 pg. 9-15  sandstorm (2) tornado  hurricane (2) ultraviolet  tornado light (2) lightning-  ultraviolet light caused fire  lightning-caused fire (2) natural hazard E S3:C1:PO2 Describe how people plan S3:C2:PO1 Propose (2) natural for, and respond to, the following natural viable methods of disaster disasters: responding to an (2) drought  drought identified need or (2) flood  flooding problem. (2) tornado  tornadoes S3:C2:PO2 Compare possible solutions to best address an identified need or problem. S2:C2:PO3 Apply the following scientific processes to other problem solving and decision making situations:  comparing  communicating E S4:C3:PO1 Describe how the following S3:C2:PO3 Design and (2) condition Earth’s atmosphere environmental conditions affect the construct a solution to an (2) environmental Lesson 1.4 pg. 27-35 quality of life: identified need or (2) water quality  water quality problem using simple (2) climate  climate classroom materials (2) population  population density density S3:C2:PO4 Describe a (2) smog  smog technological discovery (2) quality of life that influences science8/13/12 4 Isaac Elementary School District
  5. 5. 6th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core CurricularClusterProject:Assessment:8/13/12 5 Isaac Elementary School District
  6. 6. 6th Unit: Energy Cluster: What is energy? Approximate Time: 13 days Essential Questions Big Ideas  What would happen if the Sun stopped shining?  The sun is the source of all energy. All energy driven processes would eventually stop. Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S4:C3:PO1 Explain that sunlight is the (2) energy Diversity of Living Things major source of energy for most Lesson 2.2 pg. 51-57 ecosystems [To build foundation, the types of (2) kinetic energy should be explicitly taught.] (2) potential (3) kinetic energy (3) potential energy.cfm?page=about_ energy forms_of_energy-basics (3) Law of Conservation of Energy Cluster Project: Assessment:8/13/12 6 Isaac Elementary School District
  7. 7. 6th Unit: Energy Cluster: Energy can be transformed and transferred Approximate Time: 15 days Essential Questions Big Ideas  SRP and APS are the electric companies. If they generate the electricity in  Energy is transferred by conduction, convection, and their plants far away from our homes and schools, how does the energy get radiation. from one place to another? The energy is transferred through power lines and cables.  How is energy created?  Energy is neither created nor destroyed. It only transforms and transfers.  What’s up with those windmills on the way to California?  Energy is transformed through many processes. Mechanical energy becomes electrical and electrical becomes thermal. On the way to California and in other places across the United States, there are large fields full of windmills. As the windmill’s blades turn, mechanical energy is converted into electrical energy that is used to power millions of homes in the states.8/13/12 7 Isaac Elementary School District
  8. 8. 6th Priority Knowledge/Content Skill/Process Common Key Vocabulary Resources Core/Cross Lab/Activity Web & Core Curricular E S5:C3:PO2 Identify several ways in (3) potential energy Matter and Energy which energy may be stored. Lesson 3.1 pg. 71-77 E S5:C3:PO1 Identify various ways in (2) generate Matter and Energy which electrical energy is generated (2) various Lesson 3.3 pg. 86-91 using renewable and nonrenewable (2) renewable resources (e.g., wind, dams, fossil (2) resource fuels, nuclear reactions) (3) dam (3) fossil fuel (3) nuclear reaction E S5:C3:PO3 Compare the following S1:C3:PO2 Form a logical (2) mechanical Matter and Energy ways in which energy may be argument about a correlation (2) electrical Lesson 3.3 pg. 86-91 transformed: between variables or (2) thermal  Mechanical to electrical sequence of events (e.g., (3) mechanical energy  Electrical to thermal construct a cause-and-effect (3) electrical energy chain that explains a (3) thermal energy sequence of events) S2:C2:PO3 Apply the following scientific processes to other problem solving and decision making situations:  Comparing  Classifying E S5:C3:PO4 Explain how thermal S1:C2:PO3 Apply the (2) transfer Matter and Energy energy (heat energy) can be following scientific processes (3) conduction Lesson 4.1 pg. 103- transferred by: to other problem solving or (3) convection 109  Conduction decision making situations (2) radiation  Convection  Observing (2) question  Radiation  Questioning (2) prediction  Measuring (2) hypothesis  Generating hypothesis S1:C1:PO1 Differentiate among a questions, hypothesis and a prediction Cluster Project: Assessment:8/13/12 8 Isaac Elementary School District
  9. 9. 6th Unit: Earth Science Cluster: Structure and Composition Approximate Time: 20 days Essential Questions Big Ideas  How do the atmosphere, lithosphere and hydrosphere interact?  The atmosphere, lithosphere and hydrosphere work together to create the biosphere. These three layers form the biosphere; the area that can  Other than to avoid clogs, why must we be very careful about what sustain life. Without any one of these three functioning goes down our drains? correctly life would not be sustainable.  Water is cycled through the environment. Although we think of the water and other things that go down our drains as waste, never to be seen or heard from again, this is not the case. Water is constantly cycled and recycled through the environment. Knowing this, we have to be very careful what goes into the drain because it can contaminate the water supply.8/13/12 9 Isaac Elementary School District
  10. 10. 6th Priority Knowledge/Content Skill/Process Common Key Vocabulary Resources Core/Cross Lab/Activity Web & Core Curricular E S6:C1:PO1 Describe the properties (2) properties Earth’s Atmosphere and the composition of the layers of (2) composition Lesson 1.1 pg. 9-15 the atmosphere (2) atmosphere (3) atmosphere http://www.srh.noaa.gov/ (3) troposphere jetstream/atmos/layers.htm (3) stratosphere (3) mesosphere http://earthguide.ucsd.edu/ (3) thermosphere earthguide/diagrams/ (3) exosphere atmosphere/index.html I S6:C2:PO2 Identify the distribution of (3) atmosphere http://science.pppst.com/ water within or among the following: (3) lithosphere spheres.html  atmosphere (3) hydrosphere  lithosphere (2) distribution  hydrosphere I S6:C1:PO2: Explain the composition, (2) structure properties, and structure of the Earth’s lakes and rivers I S6:C1:PO3 Explain the composition, (3) ocean zone Earth’s Waters properties, and structures of the (3) ocean layer Lesson 3.1 pg. 75-83 oceans’ zones and layers AND  Epipelagic/ Lesson 4.1 pg. 113-120 Sunlight layer S4:C3:PO1 Explain that sunlight is the  Mesopelagic/ http://library.thinkquest.org/ E major source of energy for most Twilight layer J0112423/ocean_layers.htm ecosystems  Bathypelagic/ http://www.seasky.org/ Midnight layer deep-sea/ocean-layers.html  Abyssopelagic/ Abyss layer  Hadalpelagic/ Trenches layer E S6:C1:PO4 Analyze the interactions S2:C2:PO3 Apply the (3) water cycle Earth’s Waters between the Earth’s atmosphere and following scientific Lesson 1.1 pg. 9-14 the Earth’s bodies of water (water processes to other cycle) AND problem solving or Earth’s Waters decision making Lesson 1.2 pg. 16-23 E S6:C2:PO1 Explain how water is situations cycled in nature  Observing  Questioning  Predicting  Inferring8/13/12 10 Isaac Elementary School District
  11. 11. 6th  Generating hypothesis  Identifying variables  Predicting  Organizing data U S6:C1PO5 Describe ways scientists S2:C1:PO2 Describe (3) SCUBA http://www.mos.org/oceans/ explore the Earth’s atmosphere and how a major milestone (3) sonar scientist/index.html bodies of water in science or (3) underwater robotics technology has revolutionized the thinking of the time (e.g., Cell Theory, sonar, SCUBA, underwater robotics) U S2:C1:PO1 Identify how diverse S2:C2:PO1 Describe (3) Jacques Cousteau people and/or cultures, past and how science is an present, have made important ongoing process that contributions to scientific innovations; changes in response to Jacques Cousteau and Thor Heyerdahl new information and discoveries S2:C2:PO2 Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories Cluster Project: Assessment:8/13/12 11 Isaac Elementary School District
  12. 12. 6th Unit: Earth Science Cluster: Climate and Weather Approximate Time: 10 days Essential Questions Big Ideas  If I want to buy a new house and move to a new region of the  Weather is reflective of the immediate conditions while country, should I consider the weather or the climate near the new climate indicates patterns or typical occurrences of weather house? over extensive periods of time. You should consider the climate. The climate is a pattern and occurs over a long period of time while weather is just temporary.  Climate is determined by many factors.  Why do different regions of the United State and/or World have Elevation, bodies of water, location and population all effect different climates? climate so depending on each of these various regions will have different climates.8/13/12 12 Isaac Elementary School District
  13. 13. 6th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S6:C2:PO4 Analyze the following S2:C2:PO3 Apply the (2) ocean current Earth’s Atmosphere factors that affect climate: following scientific (2) elevation Lesson 2.1 pg. 43-46  ocean currents processes to other (2) location  elevation problem solving or (2) climate Earth’s Atmosphere  location decision making Lesson 4.1 pg. 117-124 situations:  identifying variables  comparing  inferring E S6:C2:PO3 Analyze the effects that S2:C2:PO3 Apply the (2) body of http://webtools4u2use.wikispaces.com/ bodies of water have on the climate following scientific water file/view/Graphing_for_Fun.pdf of a region processes to other (2) climate problem solving or (2) interaction http://www.ixl.com/math/grade- decision making 6/interpret-bar-graphs situations:  identifying http://www.internet4classrooms.com/ variables grade_level_help/embedded_inquiry  comparing _data_table_sixth_6th_grade_science.  inferring htm I S6:C2:PO5 Analyze the impact of S1:C3:PO4 Interpret (2) local large-scale weather systems on the simple tables and (2) national local weather graphs produced by (2) international others (2) weather system I S6:C2:PO6 Create a weather system model that includes:  the Sun  the atmosphere  bodies of water I S4:C3:PO2 Describe how the (2) quality of life following environmental conditions (2) water quality affect the quality of life: (2) climate  water quality (2) smog  climate (2) environmental  smog (2) conditions Cluster Project:8/13/12 13 Isaac Elementary School District
  14. 14. 6th Assessment:8/13/12 14 Isaac Elementary School District
  15. 15. 6th Unit: Life Science Cluster: Structure and Function of Living Things Approximate Time: 20 days Essential Questions Big Ideas  What is one way in which organisms organized?  Organisms are organized into cells, tissues, organs and organ systems.  Do the systems within an organism interact? How do you know?  Systems in organisms work together to fulfill the basic life functions. Yes, the systems do interact. There are many examples of this, including the circulatory and respiratory systems working together to oxygenate the body, the skeletal and muscular systems working together to create structure and the muscular and nervous systems working together to create movement. Common Misconceptions  Students often believe that blood is blue. Blood is always red. Less oxygenated blood is a very dark red and can cause a bluish or purple appearance when looking at veins through the skin but it is in fact, red.8/13/12 15 Isaac Elementary School District
  16. 16. 6th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S4:C1:PO5 Explain the hierarchy of cells, (2) hierarchy http://www.slideshare.net/ tissues, organs and organ systems (2) cell Steven_iannuccilli/6th- (2) tissue grade-chapter-3 (2) organ (3) organ system (2) organism E S4:C1:PO6 Relate the following structures S1:C4:PO4 Create a W-S3:C3:PO1 (2) function Diversity of Living Things of living organisms to their functions: list of instructions that (2) respiration Lesson 2.2 pg. 51-57 others can following (2) gills Animals carrying out a (2) lungs Diversity of Living Things  respiration- gills, lungs procedure (without the (2) digestion Lesson 3.1 pg. 85-91  digestion- stomach, intestines use of personal (2) stomach  circulation- heart, veins, arteries, pronouns) (2) intestines Diversity of Living Things capillaries (2) circulation Lesson 4.1 pg. 123-127 S1:C3:PO6 Formulate (2) heart  locomotion- muscles, skeleton new questions based (2) vein Diversity of Living Things on the results of a (2) arteries Crazy Celery Lesson 5.1 pg. 157-163 Plants completed (2) capillaries  transpiration- stomata, roots, xylem, investigation (2) locomotion Human Biology phloem (2) muscle Lesson 1.2 pg. 14-21  absorption- roots, xylem, phloem (2) skeleton  response to stimulus (phototropism, (3) transpiration Human Biology hydrotropism, geotropism)- roots, (2) absorption Lesson 2.1 pg. 37-44 xylem, phloem (3) stomata (2) roots (3) xylem (3) phloem (2) stimulus (3) phototropism (3) hydrotropism (3) geotropism I S4:C1:PO7 Describe how the various (2) vital systems of living organisms work together (2) respiratory to perform a vital function: (2) circulatory  respiratory and circulatory (2) oxygenation  muscular and skeletal (2) muscular  digestive and excretory (2) skeletal (2) digestive (2) nutrients (2) toxins (2) absorb (2) excretory8/13/12 16 Isaac Elementary School District
  17. 17. 6th Cluster Project: Assessment:8/13/12 17 Isaac Elementary School District
  18. 18. 6th Unit: Life Science Cluster: The Cell Approximate Time: 10 days Essential Questions Big Ideas  Where do cells come from?  All cells come from other, living cells. Cell Theory tells us that all cells come from other living cells. It also tells us that the cell is the most basic building block of life and that  All currently or previously living things are made from  Where are cells? cells. Cells are everywhere! They are in all living things and in non-living things that once were alive (i.e., a non-living wood table that used to be a living tree).  What is the difference between plant and animal cells?  Plant and animal cells have the same structure, with the same functions with the exception of chloroplasts and a cell wall that are both found in plant cells but not animal cells. Plant and animal cells are very similar however, plant cells have additional organelles that animal cells do not. Plan cells have a cell wall and chloroplasts; because of these parts, the plant cell can perform photosynthesis while the animal cell cannot.8/13/12 18 Isaac Elementary School District
  19. 19. 6th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S4:C1:PO5 [revisit] Explain the hierarchy (2) hierarchy Cells and Heredity of cells, tissues, organs, and systems (2) organism Lesson 1.3 pg. 26-33 Diversity of Living Things Lesson 2.1 pg. 43-50 http://tlc.ousd.k12.ca.us/ ~acody/7cif7.html U S2:C1:PO2 Describe how a major S2:C2:PO2 Describe (3) cell theory Cells and Heredity milestone in science or technology has how scientific Lesson 1.1 pg. 9-15 revolutionized the thinking of the time knowledge is subject (e.g., Cell Theory, sonar, SCUBA, to change as new http://www.teachertube.com underwater robotics) information and/or /viewVideo.php?video_id= technology challenges 10102 prevailing theories E S4:C1:PO4 Differentiate between plant S1:C2:PO4 Perform W-S3:C2:PO1 (2) differentiate Cheek Cell Lab and animal cells measurements using W-S3:C6:PO2 (3) plant cell (IV- method of cheek appropriate scientific (3) animal cell scraping; DV- tools (e.g., balances, (2) microscope number of collected microscopes, probes, cells) micrometers) S1:C2:PO1 Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry S1:C1:PO2 Formulate questions based on observations that lead to the development of a hypothesis S1:C1:PO3 Locate research information, not limited to a single source, for use in the8/13/12 19 Isaac Elementary School District
  20. 20. 6th design of a controlled investigation S1:C2:PO2 Design an investigation to test individual variables using scientific processes S1:C2:PO3 Conduct a controlled investigation using scientific processes S1:C4:PO1 Choose an appropriate graphic representation for collected data:  line graph  double bar graph  stem and leaf plot  histogram S1:C4:PO2 Display data collected from a controlled investigation S1:C4:PO3 Communicate the results of an investigation with appropriate use of qualitative and quantitative information S1:C4:PO5 Communicate the results and conclusion of the investigation S1:C3:PO5 Analyze the results from previous and/or similar investigations8/13/12 20 Isaac Elementary School District
  21. 21. 6th to verify the results of the current investigation E S4:C1:PO2 Describe the basic structure of S1:C2:PO4 Perform (3) organelle Cells and Heredity a cell, including: measurements using (3) cell wall Lesson 1.2 pg. 18-25  cell wall appropriate scientific (3) cell membrane  cell membrane tools (e.g., balances, (2) nucleus  nucleus microscopes, probes, (3) nucleus micrometers) S1:C2:PO5 Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs E S4:C1:PO3 Describe the function of each (3) cell wall Cells and Heredity of the following cell parts: (2) structure Lesson 1.2 pg. 18-25  cell wall (2) protection  cell membrane (3) cell membrane  nucleus (2) protection (2) regulation (3) nucleus E S4:C1:PO1 Explain the importance of (2) organism water to organisms U S2:C1:PO1 Identify how diverse people S2:C1:PO4 Describe an/or cultures, past and present, have the use of technology made important contributions to scientific in science-related innovations; William Beebe careers Cluster Project: Assessment:8/13/12 21 Isaac Elementary School District
  22. 22. 6th Unit: Current Science Cluster: Science in the Last Decade Approximate Time: 5 days Essential Questions Big Ideas  Why is it important for scientists to repeat or revisit studies?  Accurate logs and communication must be kept so that studies can be revisited or repeated. This process keeps information current and helps identify possible misconceptions or mistakes. It is important for scientists to revisit or repeat studies to  Why do we call scientific theories not laws even when they are confirm or reject the findings as new information becomes widely accepted? available. Revisiting things helps us to see mistakes and/or learn more about what we already knew.  Scientific knowledge must be revisited as we continuously learn more. We call them theories because as we have learned, our base of knowledge is always evolving. To call them a law would imply that we know all there is to know about that subject and rarely is that true.8/13/12 22 Isaac Elementary School District
  23. 23. 6th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular U S2:C1:PO3 Analyze the impact of a S1:C3:PO1 Analyze major scientific development occurring data obtained in a within the past decade scientific investigation to identify trends S1:C3:PO3 Evaluate the observations and data reported by others Cluster Project: Assessment:8/13/12 23 Isaac Elementary School District