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Grade 6 Science– Curriculum Pacing Guide – 2020-2021South Carolina Science Standards

South Carolina Science Support Documents and ResourcesStudy Island

Discovery Ed TechbookFeedback for 21-22 Revisions

Science 6 Pacing

Quarter Unit # Topic # of Days

1 1 Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere

8-10

2 Water Cycle & Clouds 6

3 Weather Tools 9

4 Air Masses & Fronts, Climate 8

5 Severe Weather/ Solar Energy 8

2 6 Forms of Energy 9

7 Heat Transfer (Conduction, Convection, Radiation) 10

8 Law of Conservation of Energy 10

9 Electricity (Circuits) & Magnetic Fields (Motors) 15

10 Simple Machines & Efficiency 8

3 11 Classification of Living Things & Taxonomy 12

12 Protists 8

13 Fungi 5

14 Plant Structure & Function 20

4 15 Animals: Vertebrates vs. Invertebrates 10

Anderson School District Two 2020-2021

Grade 6 Science– Curriculum Pacing Guide – 2020-202116 Adaptations & Behaviors 8

17 Innate vs. Learned Behaviors 5

18 Endotherm, Ectotherm 6

SC PASS Review


Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 1 - Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere (8-10 days)

Standard 6.E.2: The student will demonstrate an understanding of the interactions within Earth’s systems (flow of energy) that regulate weather and climate. 6.E.2A. Conceptual Understanding: Earth’s atmosphere, an envelope of gases that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of Earth’s atmosphere. 6.E.2A.1: Develop and use models to exemplify the properties of the atmosphere (including gases, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth. 6.E.2A.2: Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth’s atmosphere.6.E.2A.3: Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).

Unit 1 – Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere (8-10 days)

Topic, IndicatorsScience and Engineering

Practices and Cross Cutting Concepts

Learning Targets& Sample Formative Assessment Tasks/Questions Vocabulary

Unit 1 Resources

6.E.2A.1: Develop and use models to exemplify the properties of the atmosphere (including gases, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth.

TopicAtmosphere layer

S.1A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

● Patterns ● Cause & Effect ● Systems & System Models

I can…

● I can Statements for all 6th Grade Standards: https://docs.google.com/presentation/d/1L2JkK1ppDd4htdshpOtYrqa_fxaEbTl4-vxmwT8_7Cg/edit?usp=sharing

● Virtual Labs for 6-8: http://sc6thgradescience.weebly.com/virtual-labs.html

● Students will create a scale poster of the layers of Earth’s atmosphere

● Air Pressure - Informational Text: https://docs.google.com/document/d/1pR92KisHNjOH9DXR3-QwIcpLuYB-Ojb08yVvHlZ6iNg/edit?usp=sharingAssessment 10 questions: https://docs.google.com/forms/d/1NLlbiLM3pikL8YfQQRTdOj89efc3e7o2lu_1qBb-rTo/edit?usp=sharing

● Kahoot Review Earth’s Atmosphere: https://create.kahoot.it/l/#/preview/65f0c5fa-7ea2-42eb-ada0-524b1575fd35

Morphemes:1. Tropo - to turn2. Meso - middle3. strato - layer4. Therm - heat5. Exo - outside6. Sphere - globe

1) Troposphere2) Mesosphere3) Stratosphere4) Thermosphere5) Exosphere6) Ozone7) Air pressure8) Oxygen9) Nitrogen10) Carbon dioxide


Grade 6 Science– Curriculum Pacing Guide – 2020-2021

● Kahoot: Earth’s Atmospheric Layers: https://create.kahoot.it/l/#/preview/3f4ca54d-656b-486c-b041-7d6280d76104

● Test: Earth’s Atmosphere, Google Form: https://docs.google.com/forms/d/1i5QLGk3cFzXkWj2JG5LY5jONnn-w4oulpHIkl-_PFnI/edit

● RETest: Earth’s Atmosphere, Google Form: https://docs.google.com/forms/d/1dtr7FFtcH9PHYas_nqV4g061utxu4a8rOmnXHSW9KoI/edit

6.E.2A.2: Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth’s atmosphere.

Contribution to atmosphere:● Natural phenomena● Greenhouse effect● Human induced

phenomena

6.S.1A.7: Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

Cause and Effect

Assessment Guidelines: The objective of this indicator is for students to analyze data from a variety of sources, including informational text, to provide arguments based on evidence for and against natural and human phenomena contributing to the composition of Earth’s atmosphere.

Global Changes in the Atmosphere:● 10 Question - Assessment:

https://docs.google.com/forms/d/1rKEtvcANkZVfCDHXigEHSmoB6aKDOEOowWx6R0gDyEY/edit

● Graphic: Ozone Good and Bad https://drive.google.com/file/d/1D4GZSJ13TbX6lZUdRmbHpga-LsNDHV64/view?usp=sharing

● The Carbon Cycle Game: https://www.windows2universe.org/earth/climate/carbon_cycle.htmlAssessment to The Carbon Cycle Game: https://docs.google.com/forms/d/1ZpxQLyN4W9QjrKNjnEVFULCE5N_VtaAUlpsqoCail3g/edit?usp=sharing

● Kahoot: Greenhouse Effect (NEEDS WORK) https://create.kahoot.it/l/#/preview/4012bec5-ac1b-4d46-b969-f80c6af549ec

1) Greenhouse Effect2) Carbon3) Nitrogen4) Methane5) Aerosol sprays6) Carbon Dioxide

Unit Review and Test


Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 2 - Water Cycle & Clouds (6 days)

Standard 6.E.2: The student will demonstrate an understanding of the interactions within Earth’s systems (flow of energy) that regulate weather and climate.

6.E.2A. Conceptual Understanding: Earth’s atmosphere, an envelope of gases that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of Earth’s atmosphere.

6.E.2A.3: Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).

6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns.

6.E.2B.1: Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.

Unit 2 – Water Cycle & Clouds ( 6 days)




Unit 2 Resources

6.E.2A.3: Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).

Water cycle

6.S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

Patterns Structure and Function

I can...

Select one process of the water cycle. Design a demonstration to show what happens. Include title, materials, and a summary of what your demonstration shows.

● Kahoot: Water Cycle: https://create.kahoot.it/l/#/preview/561afe25-6235-406c-8af9-82758171ee71

1) Cycle2) Transpiration3) Evaporation4) Condensation5) Crystallization6) Precipitation7) Infiltration8) Percolation9) Run-off10) Hail11) Sleet12) Groundwater13) Surface water14) Porous15) Dew16) Frost


Grade 6 Science– Curriculum Pacing Guide – 2020-20216.E.2B.1: Analyze and interpret

data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.

Weather conditions,Cloud Shapes,Weather maps,Satellites,Radar

6.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2)support hypotheses, explanations, claims, or designs.

● Patterns● Cause and Effect

● Clouds - Assessment 10 questions: https://docs.google.com/forms/d/1MM_iSEvQTtbDRZeoOovmEnWCNO0EUINWN1DJWKegVtQ/edit?usp=sharing

1) Meteorologists2) Satellites3) Radar4) Alto-5) Humidity6) Air pressure7) Cirrus8) Cumulus - 9) Stratus - layers10) Nimbus - Rain11) Isobar12) Isotherms



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 3 - Weather Tools (9 days)



Unit 3 –Weather Tools (9 days)


Practices and

Cross Cutting Concepts


Unit 3 Resources


Weather tools:● Hygrometer● Rain Gauge● Sling psychrometer● Barometer● Anemometer● Wind vane (weather vane)

6.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2)support hypotheses, explanations, claims, or designs.

PatternsCause and Effect

● Matching game for tools and what they record.

● Create data plots and graphs for collected data for assigned tool.

● Design a weather station blueprint which contains all of the instruments to measure weather factors. Include a title, labels with description and the measurement units for each instrument, and a caption. Your caption should include the purpose of a weather station.

● Kahoot: Weather Instruments & Clouds: https://create.kahoot.it/l/#/preview/fd4219ef-2176-405a-a244-58f63a4f6d8f

1) Hygrometer2) Rain Gauge3) Sling psychrometer4) Barometer5) Anemometer6) Wind vane/weather vane



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 4 - Air Masses & Fronts, Climate (8 days)

6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns. 6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).

Unit 4 – Air Masses & Fronts, Climate (8 days)


Practices and



Unit 4 Resources

6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).

Air MassesHigh & low Pressure SystemsFrontal boundariesThunderstormsHurricanesTornadoes

6.S.1A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

Cause and Effect System and System Models

● Design a demonstration which simulates the three fronts (cold, warm, and stationary). Include title, materials, and a summary of what your demonstration shows.

● Air Masses & Fronts - Assessment 10 Questions: https://docs.google.com/forms/d/11DPTJMixLNVZnJ_7cNNNal0bWmI5pwIubtOMTB8rgCw/edit?usp=sharing

● Kahoot: Weather & Climate: https://create.kahoot.it/l/#/preview/1790f40a-84cc-430f-a57a-a8d89ca11e22

● Kahoot: Weather: https://create.kahoot.it/l/#/preview/14822630-7026-4ce1-ba81-7e40e23f361d

1) Air Masses2) High Pressure System3) Low Pressure Systems4) Frontal boundaries5) Cold Front6) Warm Front7) Stationary Front8) Occluded Front9) Thunderstorms10) Hurricanes11) Tornadoes



6.E.2B.4: Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents).

ClimateLatitudeElevationsShape of landDistance from waterGlobal windsOcean Currents

6.S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams

PatternsStability and Change

ClimateLatitudeElevationsShape of landDistance from waterGlobal windsOcean Currents



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 5 - Severe Weather & Solar Energy (8 days)


6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).

6.E.2B.3: Develop and use models to represent how solar energy and convection impact Earth’s weather patterns and climate conditions (including global winds, the jet stream, and ocean currents).

Unit 5 – Severe Weather & Solar Energy (8 days)


Practices and



Unit 5 Resources6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).

Severe WeatherHurricanesTornadoesThunderstorms

6.S.1A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others

Cause and Effect SystemModels

“Hurricane or Tornado?” Create an argumentative essay about which storm would you choose to endure. Include the causes, duration, and types of damage.

Design and create a solar oven capable of “cooking” a s’mores

1) Hurricanes2) Tornadoes3) Thunderstorms

6.E.2B.3: Develop and use models to represent how solar energy and convection impact Earth’s weather patterns and climate conditions (including global winds, the jet stream, and ocean currents).


1) Convection2) Jet stream3) Ocean Current4) Latitude5) Tropical6) Temperate7) Polar



Solar EnergyConvectionGlobal WindsJet StreamOcean Current

Cause and EffectEnergy and Matter: Flows,

Cycles, Conservation

8) Trade winds9) Westerlies10) Polar Jet Stream11) Coriolis Effect12) Gulf Stream13) California Current


END OF FIRST NINE WEEKS


Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 6 - Forms of Energy (9 days)

Standard 6.P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.

6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.

6.P.3A.1: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).

Unit 6- Forms of Energy (9 days)


Practices and



Unit 6 Resources6.P.3A.1: Analyze and interpret data

to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).

Forms of Energy:ChemicalElectricalMechanicalSolarHeat


System & System Models

I can…

● Analyze various images to determine the source of energy and explain how the device transforms one type of energy into another (including mechanical, electrical, chemical, radiant, and thermal).

● The Nature of Energy, Prentice Hall, 10 - Assessment Questions:

https://docs.google.com/forms/d/1hqOkGUEmd6BMkSsrhQZBIB0rrHF3B2j2nzfmeC8bKSA/edit?usp=sharing

● Kahoot: Energy & Energy Transformations: https://create.kahoot.it/l/#/preview/a89d2440-e791-48c7-bbaf-9033e02695d7

1) Chemical2) Electrical3) Mechanical4) Solar5) Heat6) Thermal Energy7) Electromagnetic Spectrum8) Radiant Energy9) Renewable Energy10) Nonrenewable Energy11) Temperature12) Nuclear Energy



6.P.3A.2: Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.

Gravitational Potential vs Kinetic


System & System Models

Develop a model to demonstrate how a slingshot could be manipulated to support the law of conservation of energy through the transfer from potential to kinetic energy.

● How is Energy Converted from one form to another? Interactive

-http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.html

10 - Assessment Questions: https://docs.google.com/forms/d/1OsxvVERDiVJUWXDyPxDf3C3y0-334BipNKlowGX0m28/edit?usp=sharing

1) Kinetic Energy2) Potential Energy3) Joules4) Work5) Gravitational Potential Energy6) Motion7) Elastic Potential Energy



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 7- Heat Transfer (Conduction, Convection, Radiation) (10 days)



6.P.3A.5: Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction.

6.P.3A.6: Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.

Unit 7 – Heat Transfer (Conduction, Convection, Radiation) (10 days)

Topic, IndicatorsScience and

Engineering Practices and


Learning Targets& Formative Assessment Tasks/Questions Vocabulary

Unit 7 Resources

6.P.3A.5: Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction.

ConvectionRadiationConduction


System and System Models

I can…

● The Heat is On, 10 Assessment questions: https://docs.google.com/forms/d/1hmROZLOj_rj7sGfWsKpT8enwkoCkd5s8-QChzg1KfGg/edit?usp=sharing

1) Convection2) Radiation3) Conduction4) Insulator5) Conductor



6.P.3A.6: Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.

Design

6.S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

Scale, Proportion, & Quantity

● Design an experiment or demonstration that illustrates the three forms of heat transfer.

● Design a device that would minimize the heat loss in a cup of hot chocolate or other heated object. Another variation would be to design a device to keep a cold object from gaining heat. Students will collect data by recording temperature rates over a period of time.

DesignPrototypeBrainstormIteration




Unit 8 - Law of Conservation of Energy - (10 days)



6.P.3A.3: Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.

Unit 8 – Law of Conservation of Energy - (10 days)




Unit 8 Resources

6.P.3A.3: Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.

Electrical circuits

6.S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

Cause and Effect Stability and Change

I can..

Analyze and describe the energy transformations present in an electric doorbell.

● Kahoot: Electricity & Magnetism: https://create.kahoot.it/l/#/preview/e4c66db3-2e0e-4e27-97f9-326a760011a5

●

1) Solenoid2) Repel3) Attract4) Electromagnet5) Electricity6) Magnetism7) Current8) Voltage9) Compass



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 9 - Electricity (Circuits) & Magnetic Fields (Motors) (15 days)



6.P.3A.4: Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.

Unit 9 – Electricity (Circuits) & Magnetic Fields (Motors) (15 days)




Unit 9 Resources

6.P.3A.4: Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.

ElectromagnetsGeneratorsSimple Electrical motors


System and System ModelsEnergy and Matter

I can..

Design and create a Simple Electric motor and an Electromagnet



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 10 - Simple Machines + Efficiency ( 8 days)

6.P.3B. Conceptual Understanding: Energy transfer occurs when two objects interact, thereby exerting force on each other. It is the property of an object or a system that enables it to do work (force moving an object over a distance). Machines are governed by this application of energy, work, and conservation of energy.

6.P.3B.1: Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.

6.P.3B.2: Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) and the amount of energy transferred to the surrounding environment as it moves an object.

Unit 10 – Simple Machines + Efficiency (8 days)




Unit 10 Resources

6.P.3B.1: Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.

Simple Machines:LeversPulleysInclined Planes

6.S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

Patterns Systems and System ModelsStability and Change

● Levers - FOSS: https://docs.google.com/forms/d/1kjzoy5Gn2CW7GWlG6Z-JdwYpYSM9JnWR96-zLPg0QYQ/edit?usp=sharing

● Pulleys - FOSS: https://docs.google.com/forms/d/1FcoZ48iiGEsV2sEzvFuYBDis5128pf6RyHnUXa8sZBM/edit?usp=sharing

● A problem is posed that requires a simple machine, students should choose the correct simple machine for the problem and design it to maximize efficiency.

● Improve upon the design of a machine by reducing the input force needed to complete work. Support the improved design with data analysis

1) Simple Machines:2) Levers3) Pulleys4) Inclined Planes5) Work6) Force7) Effort8) Resistance9) Load10) Fulcrum11) Friction12) Moveable Pulley13) Fixed Pulley14) Inertia



6.P.3B.2: Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) and the amount of energy transferred to the surrounding environment as it moves an object.

Machine EfficiencyInput energy (effort)Reducing energy lostLeversPulleysInclined Planes

S.1B.1: Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

Cause and Effect Scale, Proportion, & Quantity

1) Machine Efficiency2) Input energy (effort)3) Reducing energy lost


END OF SECOND NINE WEEKS


Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 11 - Classification of Living Things & Taxonomy (12 days)

Standard 6.L.4: The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive.

6.L.4A Conceptual Understanding: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in which they can live. Because of the diversity of life on Earth, scientists have developed a way to organize groups of organisms according to their characteristic traits, making it easier to identify and study them.

6.L.4A.1: Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop.

6.L.4A.2: Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi,

and animals).

Unit 11 – Classification of Living Things & Taxonomy (12 days)




Unit 11 Resources6.L.4A.1: Obtain and communicate

information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop.

Living OrganismsUse EnergyRespond to stimuliReproduceGrow & Develop

6.S.1A.8: Obtain and evaluate scientific information to

(1) answer questions, (2) explain or describe

phenomena, (3) develop models, (4) evaluate hypotheses,

explanations, claims, or designs or

(5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

Characteristics of Living Things Match: For ELL or struggling learners… select pictures representing the characteristics that all living things share. Write the characteristic (terms) on cards. Have the students match the word card with the picture for understanding. Another option would be to use picture cards of living and nonliving things and have students sort them, then describe what the living things have in common (these should be the characteristics of life).

Living and Non-living Dialogue: In order for students to demonstrate mastery, have them create a cartoon and dialogue between a living and non-living thing (ex: frog sitting on a rock) arguing why one is living and one is not (using the claim, evidence, and reasoning format.)

1) Characteristic2) Development3) Growth4) Organism5) Response6) Stimulus7) Autotroph



Cause and EffectEnergy and Matter Structure and Function Stability and Change

6.L.4A.2: Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals).

TaxonomyKingdomProtistsPlantFungi


Systems and System ModelsPatterns

1) Family2) Genus3) Kingdom4) Levels of Organization5) Order6) Organism7) Phylum (Phyla)8) Species9) Stimulus10) Taxonomy11) Plant12) Fungi13) Protists



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 12 - Protists (8 days)

Standard 6.L.5: The student will demonstrate an understanding of the structures, processes, and responses that allow protists, fungi, and plants to survive and reproduce.

6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in how they obtain energy and move. The Fungi Kingdom consists of organisms that do not make their own food (heterotrophs) but obtain their nutrition through external absorption. Fungi can be grouped by their growth habit or fruiting structure and respond to changes in the environmental stimuli similar to plants.

6.L.5A.1: Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment.

Unit 12 – Protists ( 8 days)




Unit 12 Resources

6.L.5A.1: Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain energy and explore their environment.

EuglenaParameciumAmoeba(Fungi) ?

S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.


Students will create 3-D models of euglena, paramecium, and amoeba using craft-type objects based upon their observations of real or virtual protists. The focus will be to analyze the basic structures that allow each organism to obtain energy and explore their environments and to construct explanations of how protists move and obtain energy. Each model should also include a description card which contains the following information: scientific name, structures for movement, and how movement occurs. They must also include information about the Protist Kingdom: What are the characteristics, and where do they live?

In order for students to construct information on how protists respond to their environments, have them research a harmful protist. In the format of a poster or infographic, they are to include the scientific name, how it is harmful (cause & effect), as well as how the protist can be contracted. Finally they should include a public service announcement warning people of how they can avoid contracting the protist. Use this video from “Monsters Within Me” as a springboard: http://www.animalplanet.com/tvshows/monsters-inside-me/videos/the-eye-eating-parasite/.

Morphemes:1) Eu - True, Well, Good2) Glena - Eye ball3) Pseudo - false4) Pod - feet5) Endo- inside6) Cyt - Cell7) Multi - Many8) Uni - one9) Exo - outside

1. Eukarya2. Euglena3. Paramecium4. Amoeba5. Pseudopod6. Cillia7. Flagella8. Multicellular9. unicellular10. Endocytosis11. Exocytosis


Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 13 - Fungi ( 5 days)

6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in how they obtain energy and move. The Fungi Kingdom consists of organisms that do not make their own food (heterotrophs) but obtain their nutrition through external absorption. Fungi can be grouped by their growth habit or fruiting structure and respond to changes in the environmental stimuli similar to plants. 6.L.5A.2: Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity).

Unit 13 – Fungi (5 days)




Unit 13 Resources

6.L.5A.2: Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water, and gravity).

Response to:TemperatureLightTouchWaterGravity


Cause and Effect Stability and Change

Fungi, Prentice Hall● Informational Text:

https://docs.google.com/document/d/1VU2LdE8w2csBRpEYgCwNqA_ite8zrZwD84Dh0wNgXtc/edit?usp=sharing

● Assessment -10 questions: https://docs.google.com/forms/d/1m-2YyI-fzeZ4y2BBXxJgj6B7Y2Ndgze1EC-G2TEJMIQ/edit?usp=sharing

●● Students create a poster or infographic which should include

the following information: basic structures of fungi, classification of fungi, and harmful/beneficial fungi. By doing so, they will demonstrate how the structures of various fungi allow them to respond to stimuli and how these responses harm or benefit living things as a result.

1) Heterotroph2) Spores3) Saprophytic4) Parasitic5) Symbiotic6) Phototropism7) Gravitropism8) Geotropism9) Hyphae10) Fruit Body11) Yeast

Morpheme:1) hetero - different2) Trough - feeder3) Sym - same4) Photo - light5) trop - turn/affinity6) Geo - Earth7) Sapro - rotten8) phytic - plant



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 14- Plant Structure & Function (20 days)

6.L.5B. Conceptual Understanding: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.

6.L.5B.1: Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water. 6.L.5B.2: Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants. 6.L.5B.3: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction6.L.5B.4: Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space)

affect the growth and development of a flowering plant.6.L.5B.5: Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity).

Unit 14 – Plant Structure & Function (20 days)




Unit 14 Resources6.L.5B.1: Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water.

Vascular PlantsNonvascular Plants

S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.


Kahoot: Plant structure, Processes and Responses: https://create.kahoot.it/l/#/preview/f9c8e829-027c-4c9e-ae02-ed21950c03ad

Kahoot: Photosynthesis and Plant Processes (may need work) https://create.kahoot.it/l/#/preview/0654880f-100f-498b-98e3-e84b7403ec35

Teacher Key: Venn Diagram - Vascular vs. Nonvascular Plants https://drive.google.com/file/d/1K_zpwGFYAqLgAME5JgVAj_Ki0PgcsVd7/view?usp=sharing

Plants Vascular & Nonvascular Informational Text: https://docs.google.com/document/d/1Oq8-iSG2x3MaOgpxt_i5-ilWXglDmBnWiCL4E44tzOg/edit?usp=sharingAssessment - 10 Questions: https://docs.google.com/forms/d/1RJ4LkOO9Kl_WBLMl9mD6XCoy3RsVwPqxw7E0JYfm0hY/edit?usp=sharing

Students will create written explanations providing evidence and explanations that both vascular and nonvascular plants transport water and nutrients necessary for survival. Student writing must include specific academic vocabulary (xylem, phloem, vascular,

1) Reproduction2) Cone3) Fibrous Root4) Guard Cells5) Nonvascular6) Phloem7) Spore8) Taproot9) Vascular10) Xylem


Grade 6 Science– Curriculum Pacing Guide – 2020-2021nonvascular) and should be written using the Claim, Evidence, Reasoning format. Students can utilize evidence from the labs in the instructional strategies recommended for this performance indicator in their writings.

Photosynthesis & Cellular Respiration: Informational Text: https://docs.google.com/document/d/1IC64V1iZPoVYyXScL6c8e7KlpH18VHqpn2WmnMQAN5E/edit?usp=sharingAssessment -10 Question:https://docs.google.com/forms/d/19m_Kp4D1j3vNfAUf9af0qcjuKTimkYR8X3Xn8GkWSys/edit?usp=sharing

When provided with graphic models showing the inputs and outputs of photosynthesis and respiration and the process of transpiration, students will explain how these processes are interrelated and work together to meet the survival needs of plants. Students can use graphic models created while using the virtual labs in the recommended instructional strategies for this performance indicator.

Plant Transpiration- 10 Assessment Questions https://docs.google.com/forms/d/14B-geW6ISZgXQWUwu3om3DkFMlW23XRpgQ0Etu1SEDI/edit?usp=sharing

6.L.5B.2: Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.

PhotosynthesisRespirationTranspiration


Systems and System ModelsEnergy and Matter

Morphemes: 1) Photo - light2) Trans - across3) Syn - together4) Auto - Self5) Troph - Feeder6) Hetero - Different



6.L.5B.3: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction

Flowering partsReproductionPollination Monocot vs Dicot

S.1A.2: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

Structure and Function

● Flower Structure (labeled and unlabeled): https://drive.google.com/file/d/1Oo-QUjD_5Gj5xFaabasLs3uQEuInGgLw/view?usp=sharing

● When given a description and data from an example scenario (plant growth measurement), students will be able to identify the changes in the experimental environment that would most likely improve the growth of the plant (ex: move the plant to a location with more sunlight).

1) Anther2) Cone3) Dicot4) Dormant5) Embryo6) Germination7) Monocot8) Ovary9) Ovule10) Pistil11) Sexual12) Spore13) Stamen14) Stigma15) Style

6.L.5B.4: Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant.

Plant Growth● Air● Water● Light● Minerals● Spaced

S.1A.3: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

Scale, Proportion, & Quantity

When given a description and data from an example scenario (plant growth measurement), students will be able to identify the changes in the experimental environment that would most likely improve the growth of the plant (ex: move the plant to a location with more sunlight).



6.L.5B.5: Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity).

Tropisms


Cause and EffectSystems and System ModelsStability and Change

Tropism data analysis: Students will analyze and draw conclusions from data to determine the impact of environmental factors on the growth of plants. Students can use class data from the plant growth lab in the recommended instructional strategies for this performance indicator.

1) Gravitropism2) Phototropism3) Thigmotropism4) Tropism

Morphemes:1) Hydro - Water2) Thigmo - Touch3) Geo - Earth4) Photo - Light5) Trop - turn, turning


END OF THIRD NINE WEEKS


Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 15 - Animals: Vertebrates vs. Invertebrates (10 days)

Standard 6.L.4: The student will demonstrate an understanding of how scientists classifyorganisms and how the structures, processes, behaviors, and adaptations of animals allow themto survive.

6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.

6.L.4B.1: Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics.

Unit 15 – Animals: Vertebrates vs. Invertebrates (10 days)




Unit 15 Resources6.L.4B.1: Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics.

6.L.4B.2: Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment.

Vertebrates and InvertebratesDefense,Movement, Resource obtainment.

6.S.1A.4: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.

Patterns

Scientific Argument: Write a scientific argument (Claim, Evidence, Reasoning) using informational texts on multiple animals to support the claim that all animals share common characteristics. Students will research (or be provided with materials) on three animals. Students will use information and data from their resources as evidence to support the claim that all animals share common characteristics

Kahoot Animals & animal behavior:https://create.kahoot.it/l/#/preview/34c31226-25bd-4742-a823-bfd83

What is an Animal?Informational Text: https://docs.google.com/document/d/1S3okENVOyhz74EYN3zea7cvkFgWckvuQ_fuUpBI4DxU/edit?usp=sharing

Assessment - 10 Questions: https://docs.google.com/forms/d/112oHxtr_yXC8hbLtyBlfhcQ6mhzxuvI2JhmTbZ5w_M4/edit?usp=sharing

Sponges & Worms: Informational Text: https://docs.google.com/document/d/1vjfp9VmVhvvianD-AJqHJ8Vbgo5Jk8PsqRhiQHRkOdo/edit?usp=sharing

1) Vertebrate2) Invertebrate3) Structures4) Functions5) Processes6) Adaptations7) Endoskeleton8) Exoskeleton9) Echinoderm10) Mollusk11) Segmented Worm

Morphemes:1) Endo (inside)2) Exo (outside)3) Derm (skin)4) Echino (Spiney)



Assessment - 10 Questions: https://docs.google.com/document/d/1vjfp9VmVhvvianD-AJqHJ8Vbgo5Jk8PsqRhiQHRkOdo/edit?usp=sharing

Mollusks & Echinoderms:Informational Text- Mollusks: https://docs.google.com/document/d/1Op6Dl7UFxptS1uI--7ycRt1Ep-ERPcAMKpRvj924zMs/edit?usp=sharing

Informational Text- Echinoderms: https://docs.google.com/document/d/11GAivQd7reSCZJM8PS70MamXnOH14CrVkPKnzWcZpQs/edit?usp=sharing

Assessment - 10 questions: https://docs.google.com/document/d/11GAivQd7reSCZJM8PS70MamXnOH14CrVkPKnzWcZpQs/edit?usp=sharing

What is a Vertebrate? Informational Text: https://docs.google.com/document/d/1kzeBs8Yn6HLKdtt-b8oKj_j5yVej3kOIPxeEJvacgPA/edit?usp=sharing

Informational Text - Fishes: https://docs.google.com/document/d/1QUPY0X5oG1gGlm9MBpgb0eCunSzE3KUEwHucIV5wrGM/edit?usp=sharing

Assessment - 10 Questions: https://docs.google.com/forms/d/1avCkTejGfI97rl6uO1QbCl4EgqWtUKm77kcuvzkR2Ig/edit?usp=sharing

Amphibians & Reptiles Informational Text: https://docs.google.com/document/d/1wL0gS5EqC0H_a0XOBBa1B1kMOwaLLnry4ANE1m6fb1k/edit?usp=sharing

Assessments -10 questions:https://docs.google.com/forms/d/1_XVhiqnXgsoq5B9J8pbu4NQLw3bnbSKP3VvG7W9q5Vg/edit?usp=sharing


Unit 16 - Adaptations & Behaviors ( 8 days)


Grade 6 Science– Curriculum Pacing Guide – 2020-20216.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is

based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.

6.L.4B.3: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce.

Unit 16 – Adaptations & Behaviors (8 days)




Unit 16 Resources


HibernationMigrationDefense (grouping)Courtship


Stability and Change

Structural Adaptations: Students will analyze a given animal to identify and explain, using the claim, evidence and reasoning format how its structural adaptations allow it to survive, move and obtain resources (Ex: cat claws for defense).

Why do Animals Migrate?: Students will construct explanations about migration as a survival strategy based evidence from this article: http://www.livescience.com/10235-animals-migrate.html

1. Stimuli2. Response3. Hibernation4. Estivation5. Migration6. Courtship7. Grouping8. Camouflage9. Ejection10. Mimicry11. Conditioning

Morphemes:1) Morph - shape, change2) Migra - to move3) Meta - after4) Camo - to veil, disguise5) Mimic - Imitator, actor



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 17 - Innate vs. Learned Behaviors (5 days)


6.L.4B.4: Obtain and communicate information to compare and classify innate and learned behaviors in animals.

Unit 17 – Innate vs. Learned Behaviors (5 days)




Unit 17 Resources

6.L.4B.4: Obtain and communicate information to compare and classify innate and learned behaviors in animals.

Interpreting Graphs - Animals:https://docs.google.com/forms/d/13AYFCDbaYK5z5lV4GyMKE3EQa3atTkQKF13UFTMO4h0/edit?usp=sharing

Patterns of Behaviors, Prentice HallInformational Texthttps://docs.google.com/document/d/1NOT0vAMI2AHBPfJs7MZ9Pt20lCXTJkiixTednGpfCqA/edit?usp=sharing

Assessment:https://docs.google.com/forms/d/1deCY2LxL7DvFT6fEImaxClTAzkuf3x38A8kw6LPiCJw/edit?usp=sharing

Why do Animals Behave the Way they do? Prentice HallInformational Text:https://docs.google.com/document/d/13H4CWLYnTt21CGGH_BOzLrZ_xOCWE_z9Wgyt05zcy2c/edit?usp=sharingAssessment: https://docs.google.com/forms/d/1LJZzzNY57GKJ7WjjkiIqAmqil4FvQC4J7HRmAGfPbEE/edit?usp=sharing

1) Innate2) Inborn3) Instinctive, Instinct4) Inherited Behavior5) Learned Behavior6) Conditioning



Grade 6 Science– Curriculum Pacing Guide – 2020-2021Unit 18 - Endotherm, Ectotherm (6 days)


6.L.4B.5: Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.

Unit 18 – Endotherm, Ectotherm (6 days)




Unit 18 Resources

6.L.4B.5: Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.


Cause and EffectStability and Change

Analyze Graphical Data: When presented with graphical data, showing the activity level of two animals, draw conclusions (using the data as supporting evidence) to classify each organism as endothermic or ectothermic.

Alternative: Using provided information about the fossil evidence that implies the behaviors of dinosaurs; classify dinosaurs as endothermic or ectothermic. Use the claim, evidence, reasoning format for scientific writing.

Morphemes:1) ecto (outside)2) endo (inside)3) Therm (heat)


END OF FOURTH NINE WEEKS
