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# Science Curriculum Map Grade 6

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### Science Curriculum Map Grade 6

1. 1. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 1 August Performance Objective Student Outcomes Core Resource Links to Resources Assessment Forms Of Energy Benchmark[SC06-S5C3-02] Identify several ways in which energy may I can identify several ways in which energy may be stored. Matter and Energy (6th Energy For The Future Quizzesbe stored. Grade) - Lesson 3.1 pp. transforming energy Common Assessments 71-77 Mechanical Energy Labs Energy worksheet[SC06-S5C3-01] Identify various ways in which electrical I can identify different ways in which electricity is generated Matter and Energy (6th Global Warmingenergy is generated using renewable and nonrenewable using renewable and nonrenewable resources. Grade) - Lesson 3.3 pp. AdaptiveCurriculumresources (e.g., wind, dams, fossil fuels, nuclear reactions). 86-91 10 Different Types Of Energy[SC06-S5C3-03] Compare the following ways in which I can compare the ways in which energy may be changed renewable and nonrenewable Different Types Of Energyenergy may be transformed: • mechanical to electrical • from mechanical to electrical and electrical to thermal. resources check Types Of Energy adaptivecurriculum website. Types of energyelectrical to thermal[SC06-S1C1-01] Differentiate among a question, I can tell the difference among a question, hypothesis, and Matter and Energy (6th Carbon Cycle Carbon:The Element Ofhypothesis, and prediction. prediction. Grade) - Chapter Surprise Investigation pp. 84-85[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to athat lead to the development of a hypothesis. (See hypothesis.M06-S2C1-01)[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, andsketches, questions, and ideas using tools such as written ideas in written or computer logs.and/or computer logs. (See W06-S3C2-01 andW06-S3C3-01)[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information towith appropriate use of qualitative and quantitative communicate the results of an investigation.information. (See W06-S3C2-01)[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of anthe investigation. (See W06-S3C6-02) investigation.[SC06-S5C3-03] Compare the following ways in which I can compare the ways in which energy may be changed Hydrogen Fuel Energyenergy may be transformed: • mechanical to electrical • from mechanical to electrical and electrical to thermal. More Information About Energyelectrical to thermal[SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be Matter and Energy (6th Wind Energycan be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Grade) - Lesson 4.1 pp. Law Of Conservation Of 103-109 Energy[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientific Matter and Energy (6th transferring enrgyscientific processes. processes. Grade) - Chapter Investigation pp. 122-123 Safety rules Conduction, Convection, and RadiationIsaac School District Page 1 of 11 2011/2012
2. 2. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 1 August Performance Objective Student Outcomes Core Resource Links to Resources Assessment [SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and Matter and Energy (6th hurricanes Benchmark Scientific Investigation Quizzes sketches, questions, and ideas using tools such as written ideas in written or computer logs. Grade) - Chapter Common Assessments and/or computer logs. (See W06-S3C2-01 and Investigation pp. 122-123 Labs W06-S3C3-01) Use the General Science [SC06-S1C3-01] Analyze data obtained in a scientific I can analyze data to identify trends. link to cover S1C4-01 investigation to identify trends. (See M06-S2C1-03) [SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph, stem representation for collected data: • line graph • double bar and leaf plot, or histogram would be the best way to show graph • stem and leaf plot • histogram (See M06-S2C1-02) data. [SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information to with appropriate use of qualitative and quantitative communicate the results of an investigation. information. (See W06-S3C2-01) [SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an Global Warming the investigation. (See W06-S3C6-02) investigation. Global Energy Budget Atmosphere [SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be storms can be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Atmosphere General Inf [SC06-S3C1-01] Evaluate the effects of the following natural I can evaluate the effects of a sandstorm, hurricane, Earths Atmosphere (6th Greenhouse Effects Weather Predictions hazards: • sandstorm • hurricane • tornado • ultraviolet light • tornado, ultraviolet light, and lightning-caused fire. Grade) - Lesson 1.1 pp. Global Warming lightning-caused fire 9-15 Explanation [SC06-S6C1-01] Describe the properties and the I can describe the properties and the composition of the Storms composition of the layers of the atmosphere. layers of the atmosphere. September Performance Objective Student Outcomes Core Resource Links to Resources Assessment Benchmark [SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be Earths Atmosphere (6th Quizzes can be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Grade) - Lesson 1.3 pp. Common Assessments 22-26 Labs [SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Earths Atmosphere (6th Population Density conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life. Grade) - Lesson 1.4 pp. population density • smog 27-33 [SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a Earths Atmosphere (6th Scientific Process that lead to the development of a hypothesis. (See hypothesis. Grade) - Chapter M06-S2C1-01) Investigation pp. 34-35 [SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientific scientific processes. processes.School District Page 2 of 11 2011/2012
3. 3. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 1 September Performance Objective Student Outcomes Core Resource Links to Resources Assessment[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and Exploring Benchmark Quizzessketches, questions, and ideas using tools such as written ideas in written or computer logs. Oceans Common Assessmentsand/or computer logs. (See W06-S3C2-01 and Structures Of LabsW06-S3C3-01) The Oceans[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of anthe investigation. (See W06-S3C6-02) investigation.[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Population Changesconditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life.population density • smog[SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be Earths Atmosphere (6th Ocean Currentscan be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Grade) - Lesson 2.1 pp. Characteristics Of Ocean 43-46[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and locationclimate: • ocean currents • elevation • location affect the climate. October Performance Objective Student Outcomes Core Resource Links to Resources Assessment Natural hazards Benchmark[SC06-S3C1-01] Evaluate the effects of the following natural I can evaluate the effects of a sandstorm, hurricane, Earths Atmosphere (6th Natural Disasters Quizzeshazards: • sandstorm • hurricane • tornado • ultraviolet light • tornado, ultraviolet light, and lightning-caused fire. Grade) - Lesson 3.2 pp. Hurricanes: Future Weather Common Assessmentslightning-caused fire 87-91 Labs[SC06-S3C1-02] Describe how people plan for, and respond I can describe how people plan for and respond to drought,to, the following natural disasters: • drought • flooding • flooding, and tornadoes.tornadoes. Saying No To Addiction[SC06-S3C2-02] Compare possible solutions to best address I can compare possible solutions to a need or problem. Earths Atmosphere (6than identified need or problem. Grade) - Lesson 3.4 pp. 98-103[SC06-S3C2-03] Design and construct a solution to an I can design and construct a solution to a need or problem Use the videos to identify needidentified need or problem using simple classroom materials. using simple materials. or problem.Isaac School District Page 3 of 11 2011/2012
4. 4. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 2 October Performance Objective Student Outcomes Core Resource Links to Resources Assessment Benchmark[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and location Earths Atmosphere (6th Quizzesclimate: • ocean currents • elevation • location affect the climate. Grade) - Lesson 4.1 pp. Common Assessments 117-124 Labs November Performance Objective Student Outcomes Core Resource Links to Resources Assessment water cycle Benchmark[SC06-S6C1-04] Analyze the interactions between the I can explain the water cycle. Earths Waters (6th Grade) Water Smart QuizzesEarth’s atmosphere and the Earth’s bodies of water (water - Lesson 1.1 pp. 9-14 Water Cycle II Common Assessmentscycle). Carbon Cycle Labs Water Conservation[SC06-S6C2-01] Explain how water is cycled in nature. I can explain how water is cycled in nature. Water Cycle (Sublimation)[SC06-S6C1-02] Explain the composition, properties, and I can explain the composition, properties, and structure of Earths Waters (6th Grade)structure of the Earth’s lakes and rivers. the - Lesson 1.2 pp. 16-23[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Earths Waters (6th Grade)conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life. - Lesson 2.2 pp. 50-57population density • smog[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, and Earths Waters (6th Grade)and prediction. prediction - Chapter Investigation pp. 58-59[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to athat lead to the development of a hypothesis. (See hypothesis.M06-S2C1-01)[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientificscientific processes. processes.[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, andsketches, questions, and ideas using tools such as written ideas in written or computer logs.and/or computer logs. (See W06-S3C2-01 andW06-S3C3-01)[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph, stemrepresentation for collected data: • line graph • double bar and leaf plot, or histogram would be the best way to showgraph • stem and leaf plot • histogram (See M06-S2C1-02) data.[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information towith appropriate use of qualitative and quantitative communicate the results of an investigation.information. (See W06-S3C2-01)Isaac School District Page 4 of 11 2011/2012
5. 5. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 2 November Performance Objective Student Outcomes Core Resource Links to Resources Assessment[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an Earths Waters (6th Grade) Benchmark Quizzesthe investigation. (See W06-S3C6-02) investigation. - Chapter Investigation pp. Common Assessments 58-59 Labs[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, populationconditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life.population density • smog[SC06-S3C1-02] Describe how people plan for, and respond to, I can describe how people plan for and respond to Earths Waters (6th Grade)the following natural disasters: • drought • flooding • tornadoes drought, flooding, and tornadoes. - Lesson 2.3 pp. 60-67 Smog[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Water In Our Environmentconditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life. Water:Types Of Waterpopulation density • smog[SC06-S6C1-03] Explain the composition, properties, and I can explain the composition, properties, and structures Earths Waters (6th Grade)structures of the oceans’ zones and layers. of the oceans’ zones and layers. - Lesson 3.1 pp. 75-83 Oceans[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and locationclimate: • ocean currents • elevation • location affect the climate. December Performance Objective Student Outcomes Core Resource Assessment Benchmark[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and location Earths Waters (6th Grade) Quizzesclimate: • ocean currents • elevation • location affect the climate. - Lesson 3.2 pp. 84-88 Greatest Discoveries Common Assessments Labs[SC06-S2C1-01] Identify how diverse people and/or I can name important contributions people past and Earths Waters (6th Grade) Marie Curiecultures, past and present, have made important contributions present have made to science. - Chapter Review pp.to scientific innovations (e.g., Jacques Cousteau [inventor, 102-104marine explorer], supports Strand 4; William Beebe [scientist],supports Strand 4; Thor Heyerdahl [anthropologist], supportsStrand 6). GPS Technology[SC06-S2C1-02] Describe how a major milestone in science or I can describe how a major milestone in science ortechnology has revolutionized the thinking of the time (e.g., technology has completely changed the thinking of theCell Theory, sonar, SCUBA, underwater robotics). time.[SC06-S6C1-03] Explain the composition, properties, and I can explain the composition, properties, and structures Earths Waters (6th Grade) Exploring Oceansstructures of the oceans’ zones and layers. of the oceans’ zones and layers. - Lesson 4.1 pp. 113-120 Structures Of The OceansIsaac School District Page 5 of 11 2011/2012
6. 6. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 January Performance Objective Student Outcomes Core Resource Assessment scientific processes Benchmark[SC06-S1C2-02] Design an investigation to test individual I can design an investigation to test individual variables Supplemental resource for Scientific Method Quizzesvariables using scientific processes. using scientific processes. science fair - These Common Assessments standards will be used in Labs preparing experiments for the Science Fair[SC06-S1C3-04] Interpret simple tables and graphs produced I can interpret tables and graphs done by others.by others.[SC06-S1C3-05] Analyze the results from previous and/or I can analyze the results from other investigations tosimilar investigations to verify the results of the current make sure of the results of the investigation we areinvestigation. doing.[SC06-S1C4-01] Choose an appropriate graphic representation I can choose whether a line graph, double bar graph,for collected data: • line graph • double bar graph • stem and stem and leaf plot, or histogram would be the best way toleaf plot • histogram (See M06-S2C1-02) show data.[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information towith appropriate use of qualitative and quantitative communicate the results of an investigation.information. (See W06-S3C2-01) Use the video to communicate the results of Micronutrients: Vitamins[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of anthe investigation. (See W06-S3C6-02) investigation. an investigation.[SC06-S2C2-03] Apply the following scientific processes to I can use scientific processes to solve problems or makeother problem solving or decision making situations: • decisions:observing • questioning • communicating • comparing • • observingmeasuring • classifying • predicting • organizing data • • questioninginferring • generating hypotheses • identifying variables • communicating • comparing • measuring • classifying • predicting • organizing data Video can be used to explain • inferring problem and solution. • generating hypotheses • identifying variables[SC06-S2C1-02] Describe how a major milestone in science or I can describe how a major milestone in science or Cells and Heredity (6th Oil From Algae?technology has revolutionized the thinking of the time (e.g., technology has completely changed the thinking of the Grade) - Lesson1.1 pp.Cell Theory, sonar, SCUBA, underwater robotics). time. 9-15Isaac School District Page 6 of 11 2011/2012
7. 7. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 February Performance Objective Student Outcomes Core Resource Links to Resources Assessment Cells Benchmark[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, Cells and Heredity (6th Quizzesand prediction. and prediction Grade) - Chapter Common Assessments Investigation pp. 16-17 Labs[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to athat lead to the development of a hypothesis. (See hypothesis.M06-S2C1-01)[SC06-S1C2-04] Perform measurements using appropriate I can use balances (microscopes, probes, micrometers) toscientific tools (e.g., balances, microscopes, probes, make measurements.micrometers). (See M06-S4C4-02)[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, andsketches, questions, and ideas using tools such as written ideas in written or computer logs.and/or computer logs. (See W06-S3C2-01 andW06-S3C3-01)[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph,representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way to Learning Aboutgraph • stem and leaf plot • histogram (See M06-S2C1-02) show data. Photosynthesis Organelles[SC06-S4C1-02] Describe the basic structure of a cell, I can describe the basic structure of a cell, including the Cells and Heredity (6th photosynthesisincluding: • cell wall • cell membrane • nucleus cell wall, cell membrane, and nucleus. Grade) - Lesson1.2 pp. Plants Needs For 18-25 Photosynthesis[SC06-S4C1-03] Describe the function of each of the I can describe the function of each of the following cellfollowing cell parts: • cell wall • cell membrane • nucleus parts:[SC06-S4C1-05] Explain the hierarchy of cells, tissues, I can explain the hierarchy of cells, tissues, organs, and Cells and Heredity (6th Animal and Plant cellsorgans, and systems. systems. Grade) - Lesson1.3 pp. 26-33[SC06-S4C1-05] Explain the hierarchy of cells, tissues, I can explain the hierarchy of cells, tissues, organs, and Diversity of Living Thingsorgans, and systems. systems. (6th Grade) - Lesson 2.1 Phototropism pp. 43-50 Tropisms[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Thingsorganisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 2.2lungs • digestion – stomach, intestines • circulation – heart, pp. 51-57veins, arteries, capillaries • locomotion – muscles, skeletonPlants • transpiration – stomata, roots, xylem, phloem •absorption – roots, xylem, phloem • response to stimulus(phototropism, hydrotropism, geotropism) – roots, xylem,phloemIsaac School District Page 7 of 11 2011/2012
8. 8. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 3 February Performance Objective Student Outcomes Core Resource Links to Resources Assessment[SC06-S4C3-01] Explain that sunlight is the major source of I can explain that sunlight is the major source of energy Diversity of Living Things Benchmark Quizzesenergy for most ecosystems. (See Strand 5 Concept 3 and for most ecosystems. (6th Grade) - Lesson 2.2 Common AssessmentsStrand 6 Concept 2) pp. 51-57 Labs March Performance Objective Student Outcomes Core Resource Assessment red blood cells Benchmark[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Things Heart video(circulatory Quizzesorganisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 3.1 system) Common Assessmentslungs • digestion – stomach, intestines • circulation – heart, pp. 85-91 Labsveins, arteries, capillaries • locomotion – muscles, skeleton Respiratory systemPlants • transpiration – stomata, roots, xylem, phloem • Digestive systemabsorption – roots, xylem, phloem • response to stimulus(phototropism, hydrotropism, geotropism) – roots, xylem,phloem The Nervous System[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Thingsorganisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 4.1lungs • digestion – stomach, intestines • circulation – heart, pp. 123-127veins, arteries, capillaries • locomotion – muscles, skeletonPlants • transpiration – stomata, roots, xylem, phloem •absorption – roots, xylem, phloem • response to stimulus(phototropism, hydrotropism, geotropism) – roots, xylem,phloem[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of livingorganisms work together to perform a vital function: • organisms work together to perform a vital function:respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, andand excretory digestive and excretory.Isaac School District Page 8 of 11 2011/2012
9. 9. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 4 April Performance Objective Student Outcomes Core Resource Assessment Benchmark[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Things Quizzesorganisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 5.1 Common Assessmentslungs • digestion – stomach, intestines • circulation – heart, pp. 157-163 Labsveins, arteries, capillaries • locomotion – muscles, skeletonPlants • transpiration – stomata, roots, xylem, phloem •absorption – roots, xylem, phloem • response to stimulus(phototropism, hydrotropism, geotropism) – roots, xylem,phloem[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of livingorganisms work together to perform a vital function: • organisms work together to perform a vital function:respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, andand excretory digestive and excretory.[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Human Biology (6thorganisms to their functions: Animals • respiration – gills, plants and their functions. Grade) - Lesson 1.2 pp.lungs • digestion – stomach, intestines • circulation – heart, 14-21veins, arteries, capillaries • locomotion – muscles, skeletonPlants • transpiration – stomata, roots, xylem, phloem •absorption – roots, xylem, phloem • response to stimulus(phototropism, hydrotropism, geotropism) – roots, xylem,phloem[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of livingorganisms work together to perform a vital function: • organisms work together to perform a vital function:respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, andand excretory digestive and excretory.[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, and Human Biology (6th The Sneeze: How Germsand prediction. prediction Grade) - Chapter Are Spread Investigation pp. 28-29[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to athat lead to the development of a hypothesis. (See hypothesis.M06-S2C1-01)[SC06-S1C2-04] Perform measurements using appropriate I can use balances (microscopes, probes, micrometers) toscientific tools (e.g., balances, microscopes, probes, make measurements.micrometers). (See M06-S4C4-02)Isaac School District Page 9 of 11 2011/2012
10. 10. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 4 April Performance Objective Student Outcomes Core Resource Assessment[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, Human Biology (6th Graphs Benchmark Quizzessketches, questions, and ideas using tools such as written and ideas in written or computer logs. Grade) - Chapter Common Assessmentsand/or computer logs. (See W06-S3C2-01 and Investigation pp. 28-29 LabsW06-S3C3-01)[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph,representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best waygraph • stem and leaf plot • histogram (See M06-S2C1-02) to show data. May Performance Objective Student Outcomes Core Resource Assessment Systems Benchmark[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Human Biology (6th Quizzesorganisms to their functions: Animals • respiration – gills, plants and their functions. Grade) - Lesson 2.1 pp. Common Assessmentslungs • digestion – stomach, intestines • circulation – heart, 37-44 Labs Life Cycle Of The Plantveins, arteries, capillaries • locomotion – muscles, skeleton Use the videos to explainPlants • transpiration – stomata, roots, xylem, phloem • photosynthesis. How Plants Growabsorption – roots, xylem, phloem • response to stimulus(phototropism, hydrotropism, geotropism) – roots, xylem,phloem[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of livingorganisms work together to perform a vital function: • organisms work together to perform a vital function:respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, andand excretory digestive and excretory. Science Fair Information[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, Human Biology (6thand prediction. and prediction Grade) - Chapter General Science Investigation pp. 56-57[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a Use General Sciencethat lead to the development of a hypothesis. (See hypothesis. Link to teach:M06-S2C1-01) Variables[SC06-S1C2-04] Perform measurements using appropriate I can use balances (microscopes, probes, micrometers) to Graphsscientific tools (e.g., balances, microscopes, probes, make measurements. Scientific Processmicrometers). (See M06-S4C4-02)[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, andsketches, questions, and ideas using tools such as written ideas in written or computer logs.and/or computer logs. (See W06-S3C2-01 andW06-S3C3-01)Isaac School District Page 10 of 11 2011/2012
11. 11. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012 Quarter 4 May Performance Objective Student Outcomes Core Resource Assessment[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph, Human Biology (6th Biology Lesson Plans Benchmark 3D Human Anatomy Quizzesrepresentation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way to Grade) - Chapter Common Assessmentsgraph • stem and leaf plot • histogram (See M06-S2C1-02) show data. Investigation pp. 56-57 Labs[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Human Biology (6thorganisms to their functions: Animals • respiration – gills, plants and their functions. Grade) - Lesson 3.1 pp. Skeletal Systemlungs • digestion – stomach, intestines • circulation – heart, 65-71veins, arteries, capillaries • locomotion – muscles, skeleton The Biology Lesson Plans link Skin SystemPlants • transpiration – stomata, roots, xylem, phloem • contain a lot of hands-onabsorption – roots, xylem, phloem • response to stimulus activities Excretory System(phototropism, hydrotropism, geotropism) – roots, xylem, Muscular and Skeletalphloem Systems Netfrog Dissecting[SC06-S4C1-07] Describe how the various systems of living I can describe how systems of living organisms work Human Body Puzzleorganisms work together to perform a vital function: • together to perform a vital function: respiratory and Systemsrespiratory and circulatory • muscular and skeletal • digestive circulatory, muscular and skeletal, and digestive andand excretory excretory.[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, Human Biology (6th Science Fair Informationand prediction. and prediction Grade) - Chapter Investigation pp. 72-73 Science-class.net[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientificscientific processes. processes. Science-Class. Net[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and contains informationsketches, questions, and ideas using tools such as written ideas in written or computer logs. about scientificand/or computer logs. (See W06-S3C2-01 and process.W06-S3C3-01)[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph,representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way tograph • stem and leaf plot • histogram (See M06-S2C1-02) show data.[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information towith appropriate use of qualitative and quantitative communicate the results of an investigation. Human Nutrition: Waterinformation. (See W06-S3C2-01)[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an Use the video tothe investigation. (See W06-S3C6-02) investigation. explain the importance of water.Isaac School District Page 11 of 11 2011/2012