6th Grade Science
Interactions Between Living Things and Their Environment
The student will investigate how living things interact with one another and with non-living elements of their environment.
Understand the nature of symbiotic relationships.
⎯describe commensal, parasitic, and mutualistic relationships. (6-S[M-H Ch 2/Lesson –Chapter 3/Lesson 1]A/IT)
⎯recognize how animals and plants are interdependent. (6-S[M-H Ch 1 & 2]A/IT)
⎯distinguish between commensalism, parasitism, and mutualism. (6-S[M-H Ch 2/Lesson 3]D/IT)
⎯investigate how organisms may be affected by environmental factors (e.g., pollution, temperature/climate change) (6-S[M-H Ch 2/Lesson 4]M/IT)
⎯examine and describe the relationships among plants and animals within a specific environment. (6-S[M-H Ch 2/Lesson 4-Chapter /2 Lesson 5]M/IT)
⎯describe the niche and habitat of an organism within an ecosystem. (6-S[M-H Ch 4]M/IT)
⎯construct and maintain a model of an ecosystem. (6-S[M-H Chapter 3/Lesson 1]A/IT)
Examine the competitive relationships among organisms within an ecosystem.
⎯distinguish between predators and prey. (6-S[M-H Ch 3/Lesson 1]A/IT)
•describe the impact of competition among species within an ecosystem. (6-S[M-H Chapter 3/Lesson I]M/IT)
•interpret how humans impact ecosystems. (6-S[M-H Ch 3/Lesson 1]A/IT)
⎯predict whether an organism can survive in a particular ecosystem. (6-S[M-H Ch 3/Lesson 1]A/IT)
•use several scenarios to distinguish between predators and prey. (6-S[M-H Ch 3/Lesson 1]M/IT)
•compare the boundaries between ecosystems and the interactions among the organisms within them. (6-S[M-H Ch 3/Lesson 1]M/IT)
Checks for Understanding (Formative/Summative Assessment)
•Compare and contrast the different methods used by organisms to obtain nutrition in a biological community.
•Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact.
•Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome.
•Create poster presentations to illustrate differences among the world’s major biomes.
Possible State Assessment Question(s):
•Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web.
•Interpret how materials and energy move through an ecosystem.
•Identify the major biotic and abiotic elements of the major biomes.
•Identify the environmental conditions and interdependencies among organisms found in the major biomes.
Food Production and Energy for Life
The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.
Recognize relationships within food chains.
⎯classify organisms as producers, consumers, and decomposers. (6-S[M-H Ch 3/Lesson 2]A/IT)
⎯demonstrate interrelationships among organisms in a food chain or food web. (6-S[M-H Ch 3/Lesson 1&2]A/IT)
⎯identify how organisms obtain food for energy. (6-S[M-H Ch 3/Lesson 2]A/IT)
⎯classify organisms as producers, consumers, or decomposers in a food chain or food web. (6-S[M-H Ch 3/Lesson 2]D/IT)
⎯infer the consequences of a change in the population size of an organism in a food chain or food web. (6-S[M-H Ch 3]A/IT)
⎯recognize the kinds of organisms that form the base of a food chain. (6-S[M-H Ch 3]M/IT)
⎯observe and describe how various organisms obtain and use food. (6-S[M-H Ch 3]M/IT)
⎯classify the trophic level (i.e., producer, consumer, decomposer) of an organism. (6-S[M-H Ch 3/Lesson 2]D/IT)
⎯describe the feeding relationships between organisms that form a food chain. (6-S[M-H Ch 3/Lesson 2]M/IT)
⎯demonstrate how food chains are linked together to form a complex food web. (6-S[M-H Ch 3]D/IT)
Diversity and Adaptation Among Living Things
The student will understand that living things have characteristics that enable them to survive in their environment.
Understand how organisms are adapted for surviving in certain environments.
⎯explain how the relationship between the form and function of an organism is associated with survival in a given environment. (6-S[M-H Ch I/Lesson 1,3,4 &5-Ch 3/Lesson 1&2]M/IT)
⎯identify adaptations that enhance the survival of organisms in an environment. (6-S[M-H Ch 3/Lesson 5]A/IT)
⎯determine which organisms are likely to survive in a particular environment. (6-S[M-H Ch 3]A/IT)
⎯classify plants and animals into groups according to their features. (6-S-A) (6-S[M-H Ch 1/Lesson 2]A/IT)
⎯demonstrate and describe examples of adaptations that enable animals to survive. (6-S[M-H Ch 3]M/IT)
⎯design an (imaginary) organism with adaptations necessary for survival in a (imaginary) habitat. (6-S[M-H Ch 3]M/IT)
⎯explain the relationship between a given structure of an organism and its purpose (e.g., teeth to chewing, stamen to pollination). (6-S [M-H Ch 3]M/IT)
⎯determine specific characteristics of organisms that enable them to survive in certain environments. (6-S[M-H Ch 3]M/IT)
Biological Change
The student will understand that living things have changed over time.
Investigate the fossil evidence found in various sedimentary rock layers.
⎯recognize various forms of evidence which indicate that life forms have changed over time.
⎯reason how environmental changes are associated with the extinction of a species. (6-S[M-H Ch 2/Lesson 4],M/IT)
⎯differentiate between the relative age of fossils in a sedimentary rock diagram. (6-S[M-H Ch 8/Lesson 7]M/IT)
⎯determine the geologic age of an object using a diagram or a time line. (6-S[M-H Ch 8/Lesson 7]D/IT)
⎯differentiate between the relative age of fossils in sedimentary rock. (6-S[M-H Ch 8/Lesson 7]A/IT)
⎯construct mock fossils using casts and molds. (6-S-D)
Recognize various types of evidence which indicate that life forms have changed over time.
⎯identify additional lines of scientific evidence, other than fossils, that support the idea of change over time. (6-S[M-H Ch 8/Lesson 7]D/IT)
⎯compare and contrast the different processes of fossil formation. (6-S[M-H Ch 8/Lesson 7]D/IT)
⎯collect and/or observe various fossils and relate them to biogeographical changes. (6-S[M-H Ch 8/Lesson 7]D/IT)
⎯explore additional lines of scientific evidence, other than fossils, that illustrate change over time. (6-S[M-H Ch 8/Lesson 7]D/IT)
⎯research careers related to the study of biological change.
Reason how environmental changes are associated with the extinction of a species.
⎯predict how a specific environmental change might affect the survival of a plant or animal species. (6-S[M-H Ch 2 /Lesson 4]D/IT)
⎯evaluate possible causes of extinction. (6-S[M-H Ch 2 /Lesson 4]D/IT)
⎯analyze how fossils provide information about the past. (6-S[M-H Ch 8 /Lesson 7]A/IT)
⎯identify factors that contribute to extinction. (6-S-A) (6-S[M-H Ch 2 /Lesson 4 and Ch 3/Lesson 1]A/IT)
⎯select additional lines of scientific evidence, other than fossils, that illustrate change over time. (6-S[M-H Ch 8/Lesson 7]A/IT)
⎯classify animal populations as thriving, threatened, endangered, or extinct. (6-S[M-H Ch 2]D/IT)
Earth and Its Place in the Universe:
Earth and Space Science
The student will investigate the structure of the universe.
Recognize the basic components of the universe.
⎯recognize the basic features of the universe. (6-S[M-H Chapters 5 & 6]D/IT)
⎯differentiate among the components of the universe. (6-S[M-H Chapters 5 & 6]D/IT)
Investigate the relative distances of objects in space.
⎯investigate the relative distances between objects in space. (6-S[M-H Chapters 5 & 6]M/IT)
Explore the positional relationships among the earth, moon, and sun.
⎯construct a model of the solar system. (6-S[M-H Chapter 6/Lesson 5]M/IT)
⎯describe the positional relationships among the earth, moon, and sun (6-S[M-H Chapter 5]A/IT)
⎯illustrate the positions of the earth, moon, and sun during solar and lunar eclipses. (6-S[M-H Chapter 5]M/IT)
⎯use a model to explain how the tilt of the earth and its revolution around the sun causes the seasons. (6-S[M-H Chapter 5]M/IT)
⎯differentiate between planets according to specific characteristics. (6-S-A) (6-S[M-H Chapter 6/Lessons 4 & 5]A/IT)
⎯categorize the components of the universe (i.e. stars, planets, comets, asteroids, meteors). (6-S[M-H Chapters 5 & 6]A/IT)
⎯differentiate between a solar and a lunar eclipse. (6-S[M-H Chapter 5/Lesson 3] A/IT)
⎯select the diagram that reflects the earth/sun relationship that accounts for the four seasons. (6-S[M-H Chapter 5/Lesson 2 ]A/IT)
⎯make a model of the solar system that emphasizes the correct order of the planets and their distance from the sun. (6-S[M-H Chapter 6/Lesson 5]M/IT)
⎯draw the position of the sun, earth, and moon during eclipses and tidal conditions. (6-S[M-H Chapter 5/Lesson 3]M/IT)
⎯diagram the relationship of the earth to the sun to account for earth’s seasons. (6-S[M-H Chapter 5/Lesson 2 ]M/IT)
⎯research and communicate information about the composition, surface features, and conditions of all the planets in the solar system. (6-S[M-H Chapters 5& 6]D/IT)
⎯collect information about stars and make inferences concerning their impact on our galaxy. (6-S[M-H Chapter 6/Lesson 7 ]M/IT)
Understand that gravity is the force that keeps planets in orbit around the sun and governs movement in the solar system.
⎯understand that gravity is the force that keeps planets in orbit around the sun and governs movement in the solar system. (6-S[M-H Chapter 6/Lesson 4& 7 ]D/IT)
⎯identify the pull of gravity as the force that holds the planets and their moons in orbit. (6-S[M-H Chapter 6/Lesson 4& 7 and Chapter ]M/IT)
⎯relate tidal conditions with the position of the moon. (6-S [M-H Chapter 5/Lesson 3 ]D/IT)
⎯distinguish between a day, month, and year on earth based on the movements of the earth, sun, and moon. (6-S[M-H Chapter 6/Lesson 4& 7 ]A/IT)
⎯identify the force that pulls objects toward the earth. (6-S-A) (6-S[M-H Chapter 6/Lesson 4& 7 ]A/IT)
⎯predict the type of tide produced by the different positions of the earth and moon system. (6-S-A) (6-S[M-H Chapter 6/Lesson 4& 7 ]A/IT)
⎯investigate and describe how tides are produced and when these occur. (6-S[M-H Chapter 5/Lesson 3 ]D/IT)
Explore the role of technology and careers associated with the study of space.
⎯make use of available resources (Internet, library, interviews, etc.) to research careers associated with technology and space exploration. (6-S[M-H Chapter 5/Lesson 5 ]M/IT)
⎯research a career related to earth/space systems (e.g.., astronomer, astronaut, aerospace engineer). (6-S[M-H Chapter 5/Lesson 5 ]M/IT)
⎯construct a timeline of the history of space exploration. (6-S[M-H Chapter 5/Lesson 1]A/IT)
Checks for Understanding (Formative/Summative Assessment)
•Use data to draw conclusions about the major components of the universe.
•Construct a model of the solar system showing accurate positional relationships and relative distances.
•Investigate how the earth, sun, and moon are responsible for a day, month, and year.
•Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks.
•Illustrate the positions of the earth, moon, and sun during specific tidal conditions.
•Diagram the relationship of the earth and sun to account for the seasons.
•Model the positions of the earth, moon, and sun during solar and lunar eclipses.
Possible State Assessment Question(s):
•Use data to draw conclusions about the major components of the universe.
•Explain how the relative distance of planets from the sun affects how objects are viewed from earth.
•Distinguish among a day, month, and year based on the movements of the earth, sun, and moon.
•Explain the difference between a solar and a lunar eclipse
•Predict the types of tides that occur when the earth and moon occupy various positions. \
•Use a diagram that shows the positions of the earth and sun relationship to explain the four seasons.
•Explain the different phases of the moon using a model of the earth, moon, and sun.
Energy
The student will investigate energy and its uses.
Identify and describe characteristics of waves.
⎯recognize the basic parts of a wave. (6-S[M-H Chapter 5/Lesson 1 ]M/IT)
⎯distinguish among wavelength, frequency, and amplitude. (6-S[M-H Chapter 5/Lesson 1 &7 ]M/IT)
⎯explain how the properties of a sound are related to wavelength, frequency, and amplitude. (6-S[M-H Chapter 5/Lesson 1&7 ]M/IT)
⎯identify the wavelength, frequency, and amplitude of a wave. (6-S[M-H Chapter 5/Lesson 1&7 ]A/IT)
⎯identify waves as transverse or longitudinal. (6-S[M-H Chapter 5/Lesson 1 &7]M/IT)
⎯create a situation that demonstrates how waves are produced and transmitted. (6-S[M-H Chapter 5/Lesson 1&7 ]M/IT)
Understand the difference between heat and temperature.
⎯understand the difference between heat and temperature. (6-S[M-H Chapter 5/Lesson 2]M/IT)
⎯describe how heat flows between objects. (6-S[M-H Chapter 5/Lesson 2]M/IT)
⎯explain the difference between the Fahrenheit and Celsius temperature scales. (6-S[M-H Chapter 5/Lesson 2]M/IT)
⎯predict the direction of heat flow between objects. (6-S[M-H Chapter 5/Lesson 2]A/IT)
⎯demonstrate processes and identify objects that give off heat. (6-S[M-H Chapter 5/Lesson 2]M/IT)
⎯investigate and describe ways that the sun’s energy is used in everyday life. (6-S[M-H Chapter 5/Lesson 2]M/IT)
Checks for Understanding (Formative/Summative Assessment)
•Recognize how convection currents in the atmosphere produce wind.
•Design an experiment to investigate differences in the amount of the sun’s energy absorbed by a variety of surface materials.
•Design an experiment to demonstrate how ocean currents are associated with the sun’s energy.
•Analyze ocean temperature data to demonstrate how these conditions affect the weather in nearby land masses.
•Interpret data found on ocean current maps.
•Use data collected from instruments such as a barometer, thermometer, psychrometer, and anemometer to describe local weather conditions.
Possible State Assessment Question(s):
•Analyze data to identify events associated with heat convection in the atmosphere.
•Recognize the connection between the sun and the wind.
•Describe how temperature differences in the ocean account for currents.
•Analyze meteorological data to make predictions about the weather.
Understand the basic principles of electricity.
⎯explain how magnets are involved in the production of electricity. S[M-H Chapter 11/Lesson 9]M/IT)
⎯investigate the relationship between magnets and electricity. S[M-H Chapter 11/Lesson 9]D/IT)
⎯construct open, closed, series, and parallel circuits. S[M-H Chapter 11/]D/IT)
⎯construct a simple motor. S[M-H Chapter 11/]M/IT)
⎯create a progression of events to illustrate the path of electricity from its origin to the home. S[M-H Chapter 11/]D/IT)
Understand that one form of energy can be transformed into another form of energy.
⎯distinguish among heat, chemical, electrical, and mechanical energy. S[M-H Chapter 9,10,11/]M/IT)
⎯understand the law of conservation of energy. S[M-H Chapter 10/Lesson 4 & 6/]D/IT)
⎯recognize a variety of energy transformations. S[M-H Chapter 10/Lesson 4/]A/IT)
⎯infer the impact of nuclear power on humans and the environment. S[M-H Chapter 9,10,11]A/IT)
⎯model the relationship of kinetic, potential, and total energy within a closed system. S[M-H Chapter 9,10,11]M/IT)
⎯investigate the energy transformation in a common event. S[M-H Chapter 9,10,11]D/IT)
⎯demonstrate and communicate the importance of energy conservation. S[M-H Chapter 9,10,11, 13]D/IT)
⎯build a model that incorporates at least three different forms of energy. S[M-H Chapter 9,10,11]M/IT)
⎯research nuclear power and its impact on man and the environment. S[M-H Chapter 9,10,11]D/IT)
⎯research careers that are related to energy, heat, or electricity. S[M-H Chapter 9,10,11]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Explain the relationship between potential and kinetic energy.
•Investigate the different forms of potential energy.
•Investigate how a variety of energy transformations can be used to illustrate the Law of Conservation of Energy.
Possible State Assessment Question(s):
•Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy.
•Differentiate between potential and kinetic energy.
•Recognize how energy can be transformed from one type to another.
•Explain the Law of Conservation of Energy using data from a variety of energy transformations.
Understand the nature of light, including the electromagnetic spectrum.
⎯describe the electromagnetic spectrum. (6-S[M-H Chapter 9,10,11]M/IT)
⎯distinguish among refraction, reflection, and absorption of light. S[M-H Chapter 10/ Lesson 4]M/IT)
⎯compare incandescent and fluorescent light with respect to production and efficiency. S[M-H Chapter 10/ Lesson 4]M/IT)
⎯select examples of refraction, reflection, and absorption of light. S[M-H Chapter 10/ Lesson 4]A/IT)
⎯draw and label the electromagnetic spectrum. (6-S[M-H Chapter 11]M/IT)
Embedded Inquiry, Technology, and Engineering for Science
Checks for Understanding (Formative/Summative Assessment)
•Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.
•Identify tools and techniques needed to gather, organize, analyze, and interpret data collect from a moderately complex scientific investigation.
•Use evidence from a set of data to for determine cause and effect relationships that explain a phenomenon.
•Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation.
•Design a method to explain the results of an investigation using descriptions, explanations, or models.
•Use appropriate tools to test for strength, hardness, and flexibility of materials.
•Apply the engineering design process to construct a prototype that meets certain specifications.
•Explore how the unintended consequences of new technologies can impact society.
•Research bioengineering technologies that advance health and contribute to improvements in our daily lives.
•Develop an adaptive design and test its effectiveness.
Possible State Assessment Question(s):
•Design a simple experimental procedure with an identified control and appropriate variables.
•Select tools and procedures needed to conduct a moderately complex experiment.
•Interpret and translate data into a table, graph, or diagram.
•Draw a conclusion that establishes a cause and effect relationship that is supported by evidence.
•Identify a faulty interpretation of data that is due to bias or experimental error.
•Identify the tools and procedures needed to test the design features of a prototype.
•Evaluate a protocol to determine if the engineering design process was successfully applied. Distinguish between the intended benefits and the unintended consequences of a new technology.
•Differentiate between adaptive and assistive bioengineered products.
