6th Grade Science Curriculum MapAdditional Resources

http://smartboardgoodies.comSheppard Software--K-6 Interactiveshttp://www.crickweb.co.uk/ K-6http://www.uen.org/k12student/ K-12Pete's PowerPoint Station Steve Spangler ExperimentsInternet4Classrooms-Science ActivitiesEcology ActivitiesPBS Kids--ZOOM Science Activitieshttp://www.stemresources.com/K-5 Science Resources (Rockingham, VA)Magic School Bus Science ExperimentsK-8 "Science Kids" Activitiesscience-class.net (K-8)Bill Nye Printable Science Activities3-6 Grade Science Interactives (uen)

Grade___6______ Science Pacing GuideInstructional Week ___Embedded_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

Embedded Inquiry

Grade Level Expectations:GLE 0607.Inq.1 Design and conduct open-ended scientific investigations.GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. GLE 0607.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Checks for Understanding 0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. 0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.0607.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation. 0607.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

State Performance IndicatorsSPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. SPI 0607.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

Grade____6_____ Science Pacing GuideInstructional Week ___Embedded_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

Embedded Technology & EngineeringGrade Level Expectations:GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs.GLE 0607.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting. GLE 0607.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.GLE 0607.T/E.4 Describe and explain adaptive and assistive bioengineered products.

Checks for Understanding 0607.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials. 0607.T/E.2 Apply the engineering design process to construct a prototype that meets certain specifications. 0607.T/E.3 Explore how the unintended consequences of new technologies can impact society.0607.T/E.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives.0607.T/E.5 Develop an adaptive design and test its effectiveness.

State Performance IndicatorsSPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.SPI 0607.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).

Grade_____6____ Science Pacing GuideInstructional Week ___0_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

**SET UP SCIENTIST NOTEBOOK TO BE USED THROUGHOUT THE YEAR**Excellent site to provide guidance and examples:http://www.sciencenotebooks.org/

1st Assignment: Draw a ScientistHave students imagine a scientist at work and “draw what they saw.” Use their sketches to discuss misconceptions about what scientists look like, what they wear, what they do, etc.

2nd Assignment: Scientists _____________.Have students make a list of verbs to fill in the blank. Examples may include: discover, think, explore, experiment, measure, test, etc. Use their answers to jumpstart discussion of things scientists do.

Grade____6_____ Science Pacing GuideInstructional Week ___1_____Academic Vocabulary: abiotic, biotic, biosphere*, cause and effect

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

*See Week 0*

GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. ------------------------------------------------------

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes.

----------------------------------------------------

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations. 0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. SPI 0607.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.

*See Week 0*

 Loose in the Lab Activity—Biodiversity Study Plots---------------------------------------

BrainPop Earth System Library

BrainPOP Symbiosis BrainPOP Hibernation BrainPOP Conditioning BrainPOP North Pole           Biome Video-great information!Blue Planet Biomes KidsKonnect Biomes  SCROLL DOWN!!!

Discovery Education Video Clips: Eastern (Old Field) Grasslands Activities and Topics for Discussion Succession

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TEXTBOOK p. 40-53

TEXTBOOK p. 52

Grade____6_____ Science Pacing GuideInstructional Week ____2____Academic Vocabulary: producers*, consumers*, decomposers*, scavengers

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community. 0607.2.1 Compare and contrast the different methods used by organisms to obtain nutrition in a biological community. SPI 0607.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web. ------------------------------GLE 0607.2.2 Describe how matter and energy are transferred through an ecosystem. 0607.2.3 Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome. SPI 0607.2.2 Interpret how materials and energy are transferred through an ecosystem.------------------------------GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. 0607.2.2 Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact. SPI 0607.2.3 Identify the biotic and abiotic elements of the major biomes. ------------------------------GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.-------------------------------

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.0607.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

BrainPOP SymbiosisBrainPOP SunBrainPOP Underwater WorldBBC Schools – Food Chains, Webs, Interactions of organismsFood Chains and Food WebsProducers, Consumers, Decomposers interactive PowerPointLoose in the Lab Activity—Food WebBrainPOP Water CycleBrainPOP Food ChainsBrainPOP EcosystemsBrainPOP BatsDiscovery Education Video Clips:

What is the Ocean Food Chain? Food Sources Food Chains and Webs Producers, Consumers, and Decomposers

-------------------------------------BBC Schools – Food Chains, Webs, Interactions of organismsDiscovery Education Video Clips:

The Carbon Cycle: Recycling Matter Food Chains and Food Webs The Food Chain: A Flow of Energy: Energy Pyramid and Food

Web-------------------------------------Loose in the Lab Activity—Biodiversity Study PlotsBrainPop Earth System Library(Clips: Land Biomes, Deserts, Savannah, Taiga, Tundra, Tropical Rain Forest, Underwater World, Ecosystems, Protozoa) Discovery Education Video Clips:

An Environmentalist's View Human Interaction with Deserts

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TEXTBOOK p. 54-67

Grade___6______ Science Pacing GuideInstructional Week ____3____Academic Vocabulary: abiotic, biotic, climate change, atmospheric convection

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.2.2 Describe how matter and energy are transferred through an ecosystem. 0607.2.3 Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome.SPI 0607.2.2 Interpret how materials and energy are transferred through an ecosystem.

---------------------------------

GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. 0607.2.2 Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact. SPI 0607.2.3 Identify the biotic and abiotic elements of the major biomes.

----------------------------------

GLE 0607.8.1 Design and conduct an investigation to determine how the sun drives atmospheric convection.0607.8.1 Recognize how convection currents in the atmosphere produce wind. 0607.8.2 Design an experiment to investigate differences in the amount of the sun’s energy absorbed by a variety of surface materials.

BrainPOP Water Cycle

BBC Schools – Food Chains, Webs, Interactions of organisms

Discovery Education Video Clips: The Carbon Cycle: Recycling Matter Food Chains and Food Webs The Food Chain: A Flow of Energy: Energy Pyramid and Food

Web--------------------------------

Loose in the Lab Activity—Biodiversity Study Plots

BrainPop Earth System Library (Clips: Land Biomes, Deserts, Savannah, Taiga, Tundra, Tropical Rain Forest, Underwater World, Ecosystems, Protozoa) Discovery Education Video Clips:

An Environmentalist's View Human Interaction with Deserts

-------------------------------

Loose in the Lab Activity—Ring of FireExploring Oceans - interactive site exploring waves and wind

TEXTBOOK p. 70-83

Grade____6_____ Science Pacing GuideInstructional Week ____4____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.2.2 Describe how matter and energy are transferred through an ecosystem.

0607.2.3 Use a food web or energy pyramid to demonstrate the interdependence of organisms within a specific biome.

SPI 0607.2.2 Interpret how materials and energy are transferred through an ecosystem.

-------------------------------------------------------

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes.

BrainPOP Water Cycle

BBC Schools – Food Chains, Webs, Interactions of organisms

Discovery Education Video Clips: The Carbon Cycle: Recycling Matter Food Chains and Food Webs The Food Chain: A Flow of Energy: Energy Pyramid and Food

Web

-------------------------------------------------

BrainPop Earth System Library (Clips: Land Biomes, Deserts, Savannah, Taiga, Tundra, Tropical Rain Forest, Underwater World, Ecosystems, Protozoa)BrainPOP Symbiosis BrainPOP Hibernation BrainPOP Conditioning BrainPOP North Pole                                Biome Video-great information!                     Blue Planet Biomes                      KidsKonnect Biomes  SCROLL DOWN!!!

Discovery Education Video Clips:

Eastern (Old Field) Grasslands Activities and Topics for Discussion Succession

TEXTBOOK p. 84-95

Grade____6_____ Science Pacing GuideInstructional Week ____5____Academic Vocabulary: biome

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.

0607.2.4 Create poster presentations to illustrate differences among the world’s major biomes.

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes.

Major Biomes Interactive WebsiteInteractive Biome Video

BrainPop Earth System Library (Clips: Land Biomes, Deserts, Savannah, Taiga, Tundra, Tropical Rain Forest, Underwater World, Ecosystems, Protozoa)

BrainPOP Symbiosis BrainPOP Hibernation BrainPOP Conditioning BrainPOP North Pole                                Biome Video-great information!                     Blue Planet Biomes                      KidsKonnect Biomes  SCROLL DOWN!!!

Discovery Education Video Clips: Eastern (Old Field) Grasslands Activities and Topics for Discussion Succession

TEXTBOOK p. 96-110

Grade____6_____ Science Pacing GuideInstructional Week ___6_____Academic Vocabulary: control, bias, variable

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.

0607.2.4 Create poster presentations to illustrate differences among the world’s major biomes.

SPI 0607.2.4 Identify the environmental conditions and interdependencies among organisms found in the major biomes.

------------------------------GLE 0607.Inq.1 Design and conduct open-ended scientific investigations.GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. GLE 0607.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. 0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.0607.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation. SPI 0607.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables. SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment. SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram.

Major Biomes Interactive WebsiteInteractive Biome Video

BrainPop Earth System Library (Clips: Land Biomes, Deserts, Savannah, Taiga, Tundra, Tropical Rain Forest, Underwater World, Ecosystems, Protozoa)

BrainPOP Symbiosis BrainPOP Hibernation BrainPOP Conditioning BrainPOP North Pole                                Biome Video-great information!                     Blue Planet Biomes                      KidsKonnect Biomes  SCROLL DOWN!!!

Discovery Education Video Clips: Eastern (Old Field) Grasslands Activities and Topics for Discussion Succession

--------------------------------Scientific Method

TEXTBOOK p. 111-125

TEXTBOOK p. 15-25 (Paper Towel Lab, p. 20)

Grade____6_____ Science Pacing GuideInstructional Week ___7_____Academic Vocabulary: atmospheric convection, adaptive engineered technologies, assistive engineered technologies

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. 0607.2.2 Create a graphic organizer that illustrates how biotic and abiotic elements of an environment interact. SPI 0607.2.3 Identify the biotic and abiotic elements of the major biomes. ----------------------------------------GLE 0607.8.1 Design and conduct an investigation to determine how the sun drives

atmospheric convection.

SPI 0607.8.1 Analyze data to identify events associated with heat convection in the

atmosphere.

----------------------------------------

GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs.GLE 0607.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting. GLE 0607.T/E.3 Compare the intended benefits with the unintended consequences of a new technology0607.T/E.3 Explore how the unintended consequences of new technologies can impact society.0607.T/E.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives.SPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.SPI 0607.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).

Loose in the Lab Activity—Biodiversity Study Plots

BrainPop Earth System Library (Clips: Land Biomes, Deserts, Savannah, Taiga, Tundra, Tropical Rain Forest, Underwater World, Ecosystems, Protozoa)

 Discovery Education Video Clips: An Environmentalist's View Human Interaction with Deserts

-------------------------------------

Loose in the Lab Activity—Ring of FireBrainPOP Earth's Atmosphere

------------------------------------

Engineering Design Process

TEXTBOOK p. 26-31

TEXTBOOK p. 296-304

Grade____6_____ Science Pacing GuideInstructional Week ____8____Academic Vocabulary: atmospheric convection

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.8.1 Design and conduct an investigation to determine how the sun drives atmospheric convection.

0607.8.2 Design an experiment to investigate differences in the amount of the sun’s energy absorbed by a variety of surface materials.

SPI 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere.

----------------------------------------

GLE 0607.8.2 Describe how the sun’s energy produces the wind.

Loose in the Lab Activity—Ring of Fire

BrainPOP Earth's Atmosphere

--------------------------------------

Loose in the Lab Activity—Attack of the Weather Fronts

TEXTBOOK p. 305-308

Grade____6_____ Science Pacing GuideInstructional Week ____9____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.8.1 Design and conduct an investigation to determine how the sun drives atmospheric convection.

0607.8.1 Recognize how convection currents in the atmosphere produce wind.

0607.8.2 Design an experiment to investigate differences in the amount of the sun’s energy absorbed by a variety of surface materials.

SPI 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere. -------------------------------------------------GLE 0607.8.2 Describe how the sun’s energy produces the wind.

0607.8.1 Recognize how convection currents in the atmosphere produce wind.

0607.8.2 Design an experiment to investigate differences in the amount of the sun’s energy absorbed by a variety of surface materials.

SPI 0607.8.2 Recognize the connection between the sun’s energy and the wind.---------------------------------------------------

GLE 0607.T/E.4 Describe and explain adaptive and assistive bioengineered products.

0607.T/E.5 Develop an adaptive design and test its effectiveness.

SPI 0607.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).

Loose in the Lab Activity—Ring of Fire

Exploring Oceans - interactive site exploring waves and wind

BrainPOP Earth's Atmosphere

------------------------------------

Exploring Oceans - interactive site exploring waves and wind

Wind speed STEM unit

BrainPOP WindBrainPOP Sun

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Adaptive and Assistive Engineering

TEXTBOOK p. 309-321

Grade_____6____ Science Pacing GuideInstructional Week ___10_____Academic Vocabulary: ocean current

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.8.3 Investigate the relationship between currents and oceanic temperature

differences.

0607.8.4 Analyze ocean temperature data to demonstrate how these conditions affect

the weather in nearby land masses.

SPI 0607.8.3 Describe how temperature differences in the ocean account for currents.

------------------------------------------

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

0607.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation.

0607.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram.

Ocean currents

BrainPOP Ocean CurrentsBrainPOP OceansBrainPOP Weather

Discovery Education Video Clips: Making Waves What Is an Ocean Current? Heat Capacity: Climatic Effects Ocean Waves and Currents Ocean Currents

---------------------------

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TEXTBOOK p. 352-361

Grade____6_____ Science Pacing GuideInstructional Week ___11_____Academic Vocabulary: climate change

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.6 Illustrate the relationship between the seasons and the earth-sun system.

0607.6.6 Diagram the relationship of the earth and sun that accounts for the seasons.

SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four

seasons.

-----------------------------------------------

GLE 0607.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.

0607.T/E.3 Explore how the unintended consequences of new technologies can impact society.

SPI 0607.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.

BrainPOP Leap YearBrainPOP SunBrainPOP EarthBrainPOP South PoleBrainPOP SeasonsBrainPOP Solstice and Equinox

Discovery Education Video Clips: Measuring Time Using the Sun and Moon Seasons and the Cycles of Life Seasons on the North and South Poles Our Sun Is a Star The Seasons

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TEXTBOOK p. 362-381

Grade____6_____ Science Pacing GuideInstructional Week ___12_____Academic Vocabulary: ocean currents

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.8.3 Investigate the relationship between currents and oceanic temperature

differences.

0607.8.3 Design an experiment to demonstrate how ocean currents are associated with

he sun’s energy.

0607.8.4 Analyze ocean temperature data to demonstrate how these conditions affect

the weather in nearby land masses.

0607.8.5 Interpret data found on ocean current maps.

SPI 0607.8.3 Describe how temperature differences in the ocean account for currents.

----------------------------------------------------

GLE 0607.T/E.1 Explore how technology responds to social, political, and economic needs.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

0607.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram.

Ocean currents

BrainPOP Ocean CurrentsBrainPOP OceansBrainPOP Weather

Discovery Education Video Clips: Making Waves What Is an Ocean Current? Heat Capacity: Climatic Effects Ocean Waves and Currents Ocean Currents

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TEXTBOOK p. 382-393

Grade____6_____ Science Pacing GuideInstructional Week ___13_____Academic Vocabulary: tides

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.5 Produce a model to demonstrate how the moon produces tides.

0607.6.5 Illustrate the positions of the earth, moon, and sun during specific tidal conditions.

SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions.

------------------------------------------------

GLE 0607.Inq.3 Synthesize information to determine cause and effect relationships between

evidence and explanations.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and

models.

SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram.

The Evergreen Project

Moon Phases – The Moon Internet Activity Sheet including info from NIEHS, NASA, ZOOM Astronomy

Gravity – Calculations of weight on planets, moons, and stars.  Complete descriptions of mass, weight, and gravity.

Terry Sams Moon – Info about many aspects of the moon.

BrainPOP Tides

Discovery Education Video Clips: A Closer Look at Tides Oceans and Tides Waves and Tides Ocean Tides

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TEXTBOOK p. 394-401

Grade____6_____ Science Pacing GuideInstructional Week ___14_____Academic Vocabulary: criteria, design constraint, prototype, protocol

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.5 Produce a model to demonstrate how the moon produces tides

0607.6.5 Illustrate the positions of the earth, moon, and sun during specific tidal conditions.

SPI 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions.

-------------------------------------------

GLE 0607.T/E.2 Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting.0607.T/E.2 Apply the engineering design process to construct a prototype that meets certain specifications. SPI 0607.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.SPI 0607.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.

GLE 0607.Inq.1 Design and conduct open-ended scientific investigations.

0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.SPI 0607.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.

The Evergreen Project

Moon Phases – The Moon Internet Activity Sheet including info from NIEHS, NASA, ZOOM Astronomy

Gravity – Calculations of weight on planets, moons, and stars.  Complete descriptions of mass, weight, and gravity.

Terry Sams Moon – Info about many aspects of the moon.

BrainPOP Tides

Discovery Education Video Clips: A Closer Look at Tides Oceans and Tides Waves and Tides Ocean Tides

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TEXTBOOK p. 402-411

Grade_____6____ Science Pacing GuideInstructional Week ___15_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.8.4 Analyze meteorological data to predict weather conditions.

0607.8.6 Use data collected from instruments such as a barometer, thermometer,

psychrometer, and anemometer to describe local weather conditions.

SPI 0607.8.4 Interpret meteorological data to make predictions about the weather.

------------------------------------------------

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.0607.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation.0607.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.0607.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.

Weather lessons from NOAA

Interactive Weather

Loose in the Lab Activity—Map Symbols and Weather Graphs

  Edheads- Weather Forcasting

BrainPOP WeatherBrainPOP Climate Types

Discovery Education Video Clips: What is a Meteorologist?

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TEXTBOOK p. 322-339

Grade____6_____ Science Pacing GuideInstructional Week ___16_____Academic Vocabulary: hygrometer, meteorlogical data, psychrometer

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.8.4 Analyze meteorological data to predict weather conditions.

0607.8.6 Use data collected from instruments such as a barometer, thermometer,

psychrometer, and anemometer to describe local weather conditions.

SPI 0607.8.4 Interpret meteorological data to make predictions about the weather.

--------------------------------------------

GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and

models.

Weather lessons from NOAA

Interactive Weather

Loose in the Lab Activity—Map Symbols and Weather Graphs

  Edheads- Weather Forcasting

BrainPOP WeatherBrainPOP Climate Types

Discovery Education Video Clips: What is a Meteorologist?

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TEXTBOOK p. 340-351

Grade____6_____ Science Pacing GuideInstructional Week ___17-18_(2 pages)___Academic Vocabulary: lunar eclipse*, solar eclipse*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.3 Explain how the positional relationships among the earth, moon, and sun control the length of the day, lunar cycle, and year. 0607.6.3 Investigate how the earth, sun, and moon are responsible for a day, lunar cycle, and year.0607.6.4 Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks.SPI 0607.6.3 Distinguish among a day, lunar cycle, and year based on the movements of the earth, sun, and moon.

---------------------------------------------

GLE 0607.6.4 Describe the different stages in the lunar cycle.0607.6.4 Explain why the positions of the earth, moon, and sun were used to develop calendars and clocks0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar eclipses.SPI 0607.6.4 Explain the different phases of the moon using a model of the earth, moon, and sun.

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CONTINUED ON NEXT PAGE

Yahoo planet gamesSuper Cool Space Tools The Constellations and the StarsLoose in the Lab Activity—Sun, Moon, EarthBrainPOP Leap YearBrainPOP MoonBrainPOP Time ZonesBrainPOP SunDiscovery Education Video Clips:

Rotation and Revolution The Movement of the Earth Earth Clocks

-----------------------------Oreo Moon Phases Lab Oreo Moon Phases- Lab Sheet for StudentsLunar and Solar Eclipses - This site had 3D simulations of lunar eclipses, solar eclipses, and Moon phases. Lunar Eclipse Cycle interactive game Harcourt School Moon Phase websiteBrainPOP MoonDiscovery Education Video Clips:

The Moon More Moons Moon Phases The Moon (2) The Moon and Tides

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TEXTBOOK p. 164-181 for WEEK 17

TEXTBOOK p. 182-193 for WEEK 18

Grade____6_____ Science Pacing GuideInstructional Week ____17-18 Continued____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.6 Illustrate the relationship between the seasons and the earth-sun system. 0607.6.6 Diagram the relationship of the earth and sun that accounts for the seasons. SPI 0607.6.6 Use a diagram that shows the positions of the earth and sun to explain the four seasons.

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GLE 0607.6.7 Describe the causes of lunar and solar eclipses.0607.6.7 Model the positions of the earth, moon, and sun during solar and lunar eclipses.SPI 0607.6.7 Explain the difference between a solar and a lunar eclipse.

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0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

BrainPOP Leap YearBrainPOP SunBrainPOP EarthBrainPOP South PoleBrainPOP SeasonsBrainPOP Solstice and Equinox

Discovery Education Video Clips: Measuring Time Using the Sun and Moon Seasons and the Cycles of Life Seasons on the North and South Poles Our Sun Is a Star The Seasons

----------------------------------------Scholastic: Moon Shadow: What Causes a Solar Eclipse?   Lunar and Solar Eclipses - This site had 3D simulations of lunar eclipses, solar eclipses, and Moon phases.  Lunar Eclipse Cycle interactive game  Harcourt School Moon Phase website

BrainPOP Eclipse

Discovery Education Video Clips: A Closer Look at the Sun Eclipses and Conclusion General Relativity Solar Eclipses

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Grade____6_____ Science Pacing GuideInstructional Week ___19-22, (2 PAGES)____Academic Vocabulary: asteroid, comet*, planet*, relative distance*, star*

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.1 Analyze information about the major components of the universe.

0607.6.1 Use data to draw conclusions about the major components of the universe.

SPI 0607.6.1 Use data to draw conclusions about the major components of the universe.

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CONTINUED ON NEXT PAGE

BrainPOP Milky Way

Exploring planets in the classroom  The Nine Best Planets   The Ten Best of the Nine Best Planets Planetary Adventure

Loose in the Lab Activity—Nebula Name GameLoose in the Lab Activity—Hertzprung Russell Dot Fest

Solar System Trading Cards Planet Pursuit Game Exploring planets in the classroom The Ten Best of the Nine Best Planets Planetary Adventure Moon Phases  Wonderville Science  The Planets  PowerPoint

BrainPOP Dark Matter

Discovery Education Video Clips: Our Sun Our Sun: An Introduction Inside the Sun The Structure of the Sun Program Review

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CONTINUED ON NEXT PAGE

TEXTBOOK p. 194-207 for WEEK 19

TEXTBOOK p. 208-227 for WEEK 20

TEXTBOOK p. 228-239 for WEEK 21

TEXTBOOK p. 240-259 for WEEK 22

Grade____6_____ Science Pacing GuideInstructional Week __19-22 CONTINUED______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.6.2 Describe the relative distance of objects in the solar system from earth.

0607.6.2 Construct a model of the solar system showing accurate positional relationships and relative distances.

SPI 0607.6.2 Explain how the relative distance of objects from the earth affects how they appear.

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0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

BrainPop Space Library (Clips: Asteroids, Comets, Exoplanets, Solar System, Uranus, Earth, Outer Solar System, Pluto, Saturn, Venus, Galileo Galilei)

Loose in the Lab Activity—Micro Solar System

The First Annual Planet Awards

 Exploring   Planets in the Classroom                      Your Weight on Other Worlds  Ever wonder what you might weigh on Mars or The Moon?

BrainPOP CometsBrainPOP ExoplanetsBrainPOP Solar System

Discovery Education Video Clips: How Do Astronomers Measure Distance? Measuring the Universe

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TEXTBOOK p. 194-207 for WEEK 19

TEXTBOOK p. 208-227 for WEEK 20

TEXTBOOK p. 228-239 for WEEK 21

TEXTBOOK p. 240-259 for WEEK 22

Grade___6______ Science Pacing GuideInstructional Week ___23_(2 PAGES)____Academic Vocabulary: chemical potential energy*, energy transformation, elastic potential energy, gravitational potential energy

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.1 Compare and contrast the three forms of potential energy.

0607.10.1 Compare potential and kinetic energy.

0607.10.2 Create a poster that illustrates different forms of potential energy.

SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and

chemical potential energy.

SPI 0607.10.2 Interpret the relationship between potential and kinetic energy.

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CONTINUED ON NEXT PAGE

Loose in the Lab Activity—Surprise FireLoose in the Lab Activity—Ping Pong PoppersLoose in the Lab Activity—Balloon Rockets

The Bouncing Ball ActivityThe Mummy's Tomb: Building a Better PyramidThe Mummy's Tomb -Raceway      interactive game

BrainPOP Forms of EnergyBrainPOP Potential EnergyBrainPOP Kinetic Energy

 Discovery Education Video Clips: Physical Energy Transformations The Law of Conservation of Energy Behavior and Laws of Energy

BrainPOP Forms of EnergyBrainPOP Potential EnergyBrainPOP Kinetic Energy

Discovery Education Video Clips: Sports - Potential and Kinetic Energy Potential and Kinetic Energy Kinetic and Potential Energy

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CONTINUED ON NEXT PAGE

TEXTBOOK p. 416-419

Grade____6_____ Science Pacing GuideInstructional Week ___23 CONTINUED_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.2 Analyze various types of energy transformations.

0607.10.3 Design a model that demonstrates a specific energy transformation.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

-------------------------------------------

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

0607.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials.

BrainPOP Forms of EnergyBrainPOP Fuel Cells

Loose in the Lab Activity—Instant Handwarmer

Energy in a High Tech World

Energy Transfer includes background information for teachers and activitiesTransforming Energy - lesson plan Types of Potential Energy

BrainPOP Forms of EnergyBrainPOP Wind EnergyBrainPOP Nuclear EnergyBrainPOP Solar Energy

Discovery Education Video Clips: Reflection and Luminosity Light Travels Light Has Energy Light: A Review

-------------------------------------------

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Grade____6_____ Science Pacing GuideInstructional Week ___24_(2 PAGES)____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.1 Compare and contrast the three forms of potential energy.

0607.10.1 Compare potential and kinetic energy.

SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and

chemical potential energy.

SPI 0607.10.2 Interpret the relationship between potential and kinetic energy.

---------------------------------------------

CONTINUED ON NEXT PAGE

Loose in the Lab Activity—Surprise FireLoose in the Lab Activity—Ping Pong PoppersLoose in the Lab Activity—Balloon Rockets

The Bouncing Ball ActivityThe Mummy's Tomb: Building a Better PyramidThe Mummy's Tomb -Raceway      interactive game

BrainPOP Forms of EnergyBrainPOP Potential EnergyBrainPOP Kinetic Energy

 Discovery Education Video Clips: Physical Energy Transformations The Law of Conservation of Energy Behavior and Laws of Energy

Discovery Education Video Clips: Sports - Potential and Kinetic Energy Potential and Kinetic Energy Kinetic and Potential Energy

----------------------------------------------CONTINUED ON NEXT PAGE

TEXTBOOK p. 420-424

Grade____6_____ Science Pacing GuideInstructional Week __24 CONTINUED______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.2 Analyze various types of energy transformations.

0607.10.3 Design a model that demonstrates a specific energy transformation.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

-------------------------------------------------

GLE 0607.10.3 Explain the principles underlying the Law of Conservation of Energy.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

BrainPOP Forms of EnergyBrainPOP Fuel CellsLoose in the Lab Activity—Instant Handwarmer

Energy in a High Tech WorldEnergy Transfer Transforming Energy Types of Potential EnergyBrainPOP Forms of EnergyBrainPOP Wind EnergyBrainPOP Nuclear EnergyBrainPOP Solar EnergyDiscovery Education Video Clips:

Reflection and Luminosity Light Travels Light Has Energy Light: A Review

---------------------------------------Loose in the Lab Activity—Racquetball LauncherLoose in the Lab Activity—Counter Intuitive CellsBrainPOP Forms of EnergyBrainPOP Wind EnergyBrainPOP Nuclear EnergyBrainPOP Solar Energy

Discovery Education Video Clips: Reflection and Luminosity Light Travels Light Has Energy Light: A Review

Grade____6_____ Science Pacing GuideInstructional Week ___25_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.1 Compare and contrast the three forms of potential energy.

0607.10.2 Create a poster that illustrates different forms of potential energy.

SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and

chemical potential energy.

SPI 0607.10.2 Interpret the relationship between potential and kinetic energy.

----------------------------------------------

GLE 0607.10.2 Analyze various types of energy transformations.

0607.10.3 Design a model that demonstrates a specific energy transformation.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

---------------------------------------------

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

Loose in the Lab Activity—Surprise FireLoose in the Lab Activity—Ping Pong PoppersLoose in the Lab Activity—Balloon RocketsBrainPOP Forms of EnergyBrainPOP Potential EnergyBrainPOP Kinetic EnergyDiscovery Education Video Clips:

Physical Energy Transformations The Law of Conservation of Energy Behavior and Laws of Energy

BrainPOP Forms of EnergyBrainPOP Potential EnergyBrainPOP Kinetic EnergyDiscovery Education Video Clips:

Sports - Potential and Kinetic Energy Potential and Kinetic Energy Kinetic and Potential Energy

---------------------------------------BrainPOP Forms of EnergyBrainPOP Fuel CellsLoose in the Lab Activity—Instant HandwarmerEnergy in a High Tech WorldEnergy Transfer Transforming Energy Types of Potential Energy---------------------------------------XXXXXXXXXXXX

TEXTBOOK p. 425-430

Grade____6_____ Science Pacing GuideInstructional Week ___26_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.2 Analyze various types of energy transformations.

0607.10.3 Design a model that demonstrates a specific energy transformation.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

-------------------------------------------------

GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram.

0607.T/E.3 Explore how the unintended consequences of new technologies can impact society.

BrainPOP Forms of EnergyBrainPOP Fuel Cells

Loose in the Lab Activity—Instant Handwarmer

Energy in a High Tech WorldEnergy Transfer Transforming Energy Types of Potential Energy

BrainPOP Forms of EnergyBrainPOP Wind EnergyBrainPOP Nuclear EnergyBrainPOP Solar Energy

Discovery Education Video Clips: Reflection and Luminosity Light Travels Light Has Energy Light: A Review

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TEXTBOOK p. 431-439

Grade____6_____ Science Pacing GuideInstructional Week ___27_(2 PAGES)____Academic Vocabulary: gravitational potential energy, chemical potential energy*, energy transformation, elastic potential energy

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.1 Compare and contrast the three forms of potential energy.

0607.10.1 Compare potential and kinetic energy.

SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and

chemical potential energy.

SPI 0607.10.2 Interpret the relationship between potential and kinetic energy.

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CONTINUED ON NEXT PAGE

Loose in the Lab Activity—Surprise FireLoose in the Lab Activity—Ping Pong PoppersLoose in the Lab Activity—Balloon Rockets

The Bouncing Ball ActivityThe Mummy's Tomb: Building a Better PyramidThe Mummy's Tomb -Raceway      interactive game

BrainPOP Forms of EnergyBrainPOP Potential EnergyBrainPOP Kinetic Energy

 Discovery Education Video Clips: Physical Energy Transformations The Law of Conservation of Energy Behavior and Laws of Energy

Discovery Education Video Clips: Sports - Potential and Kinetic Energy Potential and Kinetic Energy Kinetic and Potential Energy

-----------------------------------------------------

CONTINUED ON NEXT PAGE

TEXTBOOK p. 440-447

Grade_____6____ Science Pacing GuideInstructional Week ___27 CONTINUED_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.10.2 Analyze various types of energy transformations.

SPI 0607.10.3 Recognize that energy can be transformed from one type to another.

----------------------------------------------

GLE 0607.10.3 Explain the principles underlying the Law of Conservation of Energy.

0607.10.4 Explain why a variety of energy transformations illustrate the Law of

Conservation of Energy.

SPI 0607.10.4 Explain the Law of Conservation of Energy using data from a variety of energy transformations.-----------------------------------------------GLE 0607.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. 0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

BrainPOP Forms of EnergyBrainPOP Fuel Cells

Loose in the Lab Activity—Instant Handwarmer

Energy in a High Tech WorldBrainPOP Forms of EnergyBrainPOP Wind EnergyBrainPOP Nuclear EnergyBrainPOP Solar EnergyDiscovery Education Video Clips:

Reflection and Luminosity Light Travels Light Has Energy Light: A Review

-------------------------------------------Loose in the Lab Activity—Racquetball LauncherLoose in the Lab Activity—Counter Intuitive Cell BrainPop Tips for ConservationSources of Energy First Energy :What is Energy     BrainPOP Forms of Energy

Discovery Education Video Clips: How Our Bodies Use Energy

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TEXTBOOK p. 440-447

Grade____6_____ Science Pacing GuideInstructional Week ___28_____Academic Vocabulary: conductivity, electrical conductor

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.12.1 Describe how simple circuits are associated with the transfer of electrical energy.

GLE 0607.12.2 Explain how simple electrical circuits can be used to determine which materials conduct electricity.

0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.

SPI 0607.12.2 Identify materials that can conduct electricity.

---------------------------------------------

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

Loose in the Lab Activity—Adaptable ElectronLoose in the Lab Activity—Simple Motor

BrainPOP Electric Circuits

                      Frequently Asked Questions About Electricity                      Science Fair Projects / Electricity

Loose in the Lab Activity—Electrical Conductivity Tester

Charging Up A Light Bulb

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TEXTBOOK p. 448-456

Grade____6_____ Science Pacing GuideInstructional Week ____29____Academic Vocabulary: simple circuit

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.12.1 Describe how simple circuits are associated with the transfer of electrical energy.

0607.12.1 Prepare a poster that illustrates how electricity passes though a simple circuit to produce heat, light, or sound.

0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.

----------------------------------------------

GLE 0607.12.2 Explain how simple electrical circuits can be used to determine which materials conduct electricity.

0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.

0607.12.3 Compare and contrast the characteristics of objects and materials that conduct electricity with those that are electrical insulators.

SPI 0607.12.2 Identify materials that can conduct electricity.

Loose in the Lab Activity—Adaptable ElectronLoose in the Lab Activity—Simple Motor

BrainPOP Electric Circuits

Frequently Asked Questions About Electricity

Science Fair Projects / Electricity

Watts, Ohms, Amps

Light

What Is Light

Magic Light – Very elementary.

Light and Optics – Reflection/refraction–good visuals                                      Charging Up A Light Bulb

---------------------------------------------Loose in the Lab Activity—Electrical Conductivity Tester

Charging Up A Light Bulb

Conductors and Electricity

TEXTBOOK p. 457-461

Grade____6_____ Science Pacing GuideInstructional Week ____30____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.12.1 Describe how simple circuits are associated with the transfer of electrical energy.

0607.12.1 Prepare a poster that illustrates how electricity passes though a simple circuit to produce heat, light, or sound.

0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.

SPI 0607.12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced.

-----------------------------------------------------------

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

Loose in the Lab Activity—Adaptable ElectronLoose in the Lab Activity—Simple Motor

BrainPOP Electric Circuits

Frequently Asked Questions About ElectricityScience Fair Projects / ElectricityWatts, Ohms, AmpsLight What Is Light Magic Light – Very elementary. Light and Optics – Reflection/refraction–good visuals                Charging Up A Light BulbElectrical CircuitsAC/DC What’s the DifferenceThe Blobz guide to Electrical CircuitsCharging Up A Light Bulb

BrainPop Energy Library Discovery Education Video Clips:

Electricity Introduction to Electricity Understanding Electricity Light Technologies

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TEXTBOOK p. 462-469

Grade____6_____ Science Pacing GuideInstructional Week ___31_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

GLE 0607.12.1 Describe how simple circuits are associated with the transfer of electrical energy.

0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.

SPI 0607.12.1 Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced.

----------------------------------------------

GLE 0607.12.2 Explain how simple electrical circuits can be used to determine which materials conduct electricity.

0607.12.2 Determine a material’s electrical conductivity by testing it with a simple battery/bulb circuit.

0607.12.3 Compare and contrast the characteristics of objects and materials that conduct electricity with those that are electrical insulators.

SPI 0607.12.2 Identify materials that can conduct electricity.

-----------------------------------------

0607.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

Loose in the Lab Activity—Adaptable ElectronLoose in the Lab Activity—Simple Motor

BrainPOP Electric Circuits

Frequently Asked Questions About ElectricityScience Fair Projects / ElectricityElectrical CircuitsAC/DC What’s the DifferenceThe Blobz guide to Electrical CircuitsCharging Up A Light Bulb

BrainPop Energy Library Discovery Education Video Clips:

Electricity Introduction to Electricity Understanding Electricity Light Technologies

-----------------------------------Loose in the Lab Activity—Electrical Conductivity TesterCharging Up A Light BulbConductors and Electricity-----------------------------------

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TEXTBOOK p. 470-477

Grade____6_____ Science Pacing GuideInstructional Week ___32-33_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

**REVIEW FOR TCAP**

Grade____6_____ Science Pacing GuideInstructional Week ____34____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

**TCAP TESTING**

Grade____6_____ Science Pacing GuideInstructional Week __35-37______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources **Include Embedded Inquiry and Technology & Engineering Standards as applicable.**

Ideas:

*Re-teach areas of weakness to prevent gaps

*Science Fair

*Work with 7th grade science teacher to get ideas for things you can work on to prepare students for next grade level

*Additional labs and hands-on activities

*Science Enrichment

*Reinforce Inquiry and Technology and Engineering Standards