6th grade science curriculum...

6th Grade Science Curriculum Map

2017 - 2018

1. Teacher times are based on 45-60 minute class periods. Times are estimates and actual times may vary.

2. All links are in blue font and underlined.3. Green highlight indicates Creation/Collaboration activities required by the district.4. Yellow highlight indicates Blended Learning activities required by the district. 5. Purple Font indicates some examples of activities that will yield high level thinking strategies.

(Q) - provides a balanced mix of question types(GS) - instructional grouping arrangements adequately enhance student understanding & learning efficiency(T) - thoroughly teaches multiple types of thinking(PS) - implements & reinforces multiple problem solving types(SW) - requires students to connect ideas to prior learning and some life experiences

6. Red Font indicates lessons or questions from the Pearson text and can be accessed in the workbook or online. In most cases there is more online, including links to interactive labs and other websites.

7. For links to websites (FOSS, Discovery Education, Gizmos, etc.) the user must be logged into the site before clicking the link. If not, then the site will pop up and the user must log in.

There are additional resources on the site Weebly (6th Grade) and in the HCS Science Curriculum Google Folder. To access these files click on the subject and then the “Lesson Resources” Folder.

Notes for all units:

http://sc6thgradescience.weebly.com/

Table of Contents - First Semester

Unit 1-Energy Transfer & Conservation8/23/17- 10/20/17

Unit 2-Weather & Climate10/23/17-12/19/17

Week 18/23/17-8/25/17

Lab Safety, Energy Pre-Assessment

Week 69/25/17-9/29/17

Levers and Pulleys

Week 110/23/17- 10/27/17

Condensation and Precipitation

Week 611/27/17- 12/1/17

Global Winds and Jet Streams, Greenhouse Effect and Atmospheric Layers

Week 28/28/17- 9/1/17

Circuit of Inquiry & Battery LabsDimensional Analysis

Week 710/2/17- 10/6/17

Machines, Temperature & Kinetic Energy

Week 210/30/17- 11/3/17

Water Cycle and Soil and Water Essay Research

Week 712/4/17- 12/8/17

Air Masses, Pressure Systems, Weather Maps and Station Models

Week 39/5/17- 9/8/17

Forms of Energy & Transformations

Week 810/10/17- 10/13/17

Engineering Design Process

Week 311/6/17- 11/10/17

Weather Instruments and Careers, Weather and Climate

Week 812/11/17- 12/15/17

Weather Review and Benchmark

Week 49/11/17- 9/15/17

Measuring Force Using Spring Scale

Week 910/16/17- 10/20/17

Energy Review and Benchmark

Week 411/13/17- 11/17/17

Heat Transfer, Convection Currents and Land/Sea Breezes

Week 912/18/17-12/19/17

Complete Soil and Water Essays

Week 59/18/17-9/22/17

Scientific Work, Simple Motors and Generators

Week 511/20/17-11/21/17

Air Pressure and Weather Instruments

https://drive.google.com/open?id=15R4vaFXyYKdeTVu8opFaFz0w356mzi2hmVKrVR5vCS4

https://drive.google.com/open?id=0B9LMIGotq8YXOGpSWkVXeE1xcUU




Table of Contents - Second Semester

Unit 3-Protists, Fungi & Plants1/3/18- 3/2/18

Unit 4-Classification & Animals3/5/18-4/25/18

Week 11/3/18-1/5/18

Living/Nonliving

Week 62/5/18-2/9/18

Vascular/Nonvascular, Root TypesTranspiration/Xylem/Phloem

Week 13/5/18-3/9/18

Insects Structure, Function & Behavior, Structures for Defense

Week 64/16/18-4/20/18

Environmental Stimuli & Animal Behavior & Classification

Week 21/8/18-1/12/18

Living/NonlivingKingdoms of Life

Week 72/12/18-2/16/18

Transpiration & Photosynthesis

Week 23/12/18-3/16/18

Defense, Resources/TaxonomyClassify Vert/Invert/Endo/Ecto

Week 74/23/18-4/27/18

Animal Unit Review & BenchmarkBegin PASS Review

Week 31/17/18-1/19/18

Microscopic LifeDiscovering the Cell

Week 82/20/18-2/23/18

Plant Reproduction & Growth, Tropisms, Environmental Factors

Week 33/19/18-3/23/18

5 Invertebrates GroupsResources

Week 84/30/18-5/4/18PASS Review &

Dimensional Analysis

Week 41/22/18-1/26/18

Paramecia, MicroworldsProtists

Week 92/26/18-3/2/18

Flowers & Pollinators & DefensesPlant Review/Plant Benchmark

Week 43/26/18-3/29/18

Endothermic & EctothermicAnimal Classification

Week 95/7/18-5/11/18PASS Testing

Week 51/29/18-2/2/18

Fungi, Fungi Tropisms

Week 54/9/18-4/13/18

Environmental Stimuli/ResponsesInherited and Learned Behaviors

Week 10-135/14/18-6/5/18

After Testing Activities to Support the SEP’s


Unit 1- Energy Transfer & Conservation

Teaching Dates: 8/23/17- 10/20/17 Benchmark Window: 10/16/17-10/20/17

Standards: SEPs

6.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. 6.S.1A Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. 6.S.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 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. 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. 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. 6.S.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 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. 6.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts. 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. 6.S.1B Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. 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 2 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.



Standards: Standard 6.P.3

Conceptual Understandings: 6.P.3A, 6.P.3B

Performance Indicators: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).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.6.P.3A.3 Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.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.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.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) or the amount of energytransferred to the surrounding environment as it moves an object.

Unit 1- Energy Transfer & Conservation


Week 1 Energy Transfer & Conservation 8/23/17-8/25/17

Required Investigation

# of Days

Key Concepts

Advanced Prep & Teacher Notes

Additional Resources Focus Questions Indicators

Teacher’s Choice 1Notebook Setup with FOSS Resource

School/Classroom proceduresSet up science notebook/journal

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Lab Safety”

SEP’s Introduction & Lab Safety Procedures

1

Lab Safety Contracts, Notebook Setup

Pearson Interactive Textbook- Lab Safety Symbols Appendix A pg 592

Weebly with SEP tab

Link: Simpsons Science Safety

Link: Ultimate Lab Safety

D Watson: Lab Safety Rap

6.S.1-6.S.8

Energy Pre-Assessment(Q, T, PS, SW, GS) 1

Assess Prior Knowledge

www.achievementseries.comUtilize mini-assessments for pretest All indicators


https://drive.google.com/open?id=0B3sVvtgDpUKcZm9YdUs1SVpKSDA

https://drive.google.com/open?id=0B3sVvtgDpUKcZm9YdUs1SVpKSDA

http://horry.discoveryeducation.com



http://sc6thgradescience.weebly.com/seps.html

http://sc6thgradescience.weebly.com/seps.html

https://www.youtube.com/watch?v=hnfiS28ANsU



https://www.youtube.com/watch?v=cr7roogzM8c&feature=youtu.be

https://www.youtube.com/watch?v=JKLciIKOv0s&t=1s




http://www.achievementseries.com


Week 2 Energy Transfer & Conservation 8/28/17- 9/1/17


# of Days

Key Concepts



STC Activity 1: Circuit of Inquiry Lab(Q, T, PS, SW, GS)

2

Assess prior knowledge of energy,motion, machines

See Teacher Guide Binder pgs. 5-12 (8 models to build and set up) * Reading selection from student guide pgs. 9-11.

Link: Circuit of Inquiry Student Lab

D Watson: Dry Mix Rap

D Watson: Types of Variables

Pre-assessment of student knowledge

6.P.3A.1-4,66.P.3B.1-26.S.1A.1, 3-4,7

STC Activity 2: Making a Battery(Q, T, PS, SW, GS)

1.5 Components of a Battery

See Teacher’s Guide Binder pg 25. Premix Copper sulfate solution prior to activity *Reading Selection from student guide pgs 16-19.

Energy Collaboration/ Creation Lesson Plan Making a Battery Warm Up & Lab Chart

What is the evidence that batteries were created in this lab? (DOK 3)

Making a BatteryEnergy Collaboration/ Creation Lesson Plan- (Q, T, PS, SW, GS)

.5

Energy transfer Energy transfer (chemical → electrical)

Pearson Interactive Textbook- Charge It! pg. 17

6.P.3A.1-26.S.1A.1,3,7,8

STC Activity 3: Rechargeable Batteries

Introduce One Step Dimensional Analysis(Q, T, PS, SW, GS) 1

Transforming Energy

See Teacher's Guide pg 33. Dead batteries prior to activity. See Teacher's Guide pg 265- Reading from student guide pgs 24-25Introduce Dimensional Analysis Intro Book

Lesson 1 Lesson 2Lesson 3 Lesson 4

*Expectation that at least one per quarter is completed.

D Watson: Energy Transformations

Does the motor or light need more energy to operate? Support your claim with evidence. 6.P.3A.1

6.P.3A.26.S.1A


https://drive.google.com/open?id=0B3sVvtgDpUKcV0NMNzVSU1FqV1k



https://www.youtube.com/watch?v=44XT-ZQjCvU

https://www.youtube.com/watch?v=44XT-ZQjCvU

https://www.youtube.com/watch?v=U_dYpUZc7as




https://drive.google.com/open?id=153_XJk0xL0UZ8BwDTJC9otHjGg7rSJk5vW_TJ1p23yI




https://drive.google.com/open?id=0B3sVvtgDpUKcam9LUzVwcjA4OTg








https://drive.google.com/open?id=1lQzD1_IXaKEX3femFkQOPLqU1TkWAOXvtRhtwpBwBfo


https://app.wizer.me/preview/9CLWW4

https://app.wizer.me/preview/KPZORG


https://app.wizer.me/preview/BLXFZV

https://app.wizer.me/preview/ELFKO7


https://www.youtube.com/watch?v=bUUyIS65xXk






# of Days

Key Concepts



STC Activity 4: Storing and Using Energy in a Battery(Q, T, PS, SW, GS)

1

Energy is proportional to the time the battery is charged.

See Teacher's Guide pg 39. Need dead dry cell batteries prior to activity. Reading Selection from student guide pgs 30-35

Student Sheet 4.1Study Jams: Electricity, Light, Magnetism, Heat, & Sound

Is it better to use the results of class data or only individual data? Support your claim with evidence. (DOK 3)

6.S.1A.66.P.3A.16.P.3A.3

Energy Exists in Different Forms(Q, T, PS, SW) 1

Teacher’s ChoicePearson Interactive Textbook- Forms of Energy- pgs 148-157

Gizmo- Potential Energy on Shelveswww.explorelearning.com

List 3 ways you use energy. How does each example involve a transformation? (DOK 1)

6.P.3A.16.P.3A.3

Energy Can Change Forms, but is Never Lost(Q, T, PS, SW)

1

Conservation of Energy

Teacher’s ChoicePearson Interactive Textbook- Energy Transformations and Conservation- pgs 158-163

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Types of Energy”

D Watson: Energy Rap

Suppose you are jumping on a trampoline. Describethe conversions thatoccur between potential & kinetic energy. (DOK 2)

6.P.3A.2

Technology Improves the Way People Use Energy (Q, T, PS, SW)

0.5Solar and Wind energy

Teacher’s Choice Gizmo- Energy Conversionswww.explorelearning.com

List two advantages and two disadvantages of solar power. (DOK 1)

6.P.3A.2

Forms of Energy & Transformation Blended Learning Lesson(Q, T, PS, SW)

0.5

Forms of Energy &

Transformation

Forms of Energy Foldable Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Solar Energy”

6.P.3A.1


https://drive.google.com/open?id=0B3sVvtgDpUKcNHdLclhJanJ4Mlk

https://drive.google.com/open?id=0B3sVvtgDpUKcNHdLclhJanJ4Mlk

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/light.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/magnetism.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/heat.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/sound.htm

http://www.explorelearning.com




https://www.youtube.com/watch?v=eyUf1Wb6etk

https://www.youtube.com/watch?v=eyUf1Wb6etk



https://drive.google.com/open?id=1rjSsuVL8WzeUuZIAx3EOeAYQ1xNCXvY__DV5sUOsjik






https://drive.google.com/open?id=0B-ZXSWTcgoiuRTliV0NMazYtM00

https://drive.google.com/open?id=0B-ZXSWTcgoiuRTliV0NMazYtM00





# of Days

Key Concepts



STC Activity 5: Introduction to Forces: 5.1 and 5.2 p.36-47.(Q, PS, SW)

2 Force, spring scale

See TG pg 50-51 *Reading Selection from Student Guide pg.42-47(P3,4,5,8) Student Worksheets Introduction to Forces Lesson 5.

Measuring Forces Using a Spring Scale Video

Gizmo- Force and Fan Cartwww.explorelearning.com

Pearson Interactive Textbook- Input/Output Forces- pgs 191-193

What do youthink determines theweight of an object? Support your answer with data. (DOK 3)

6.S.1A.3

STC Activity 6: 6.1, 6.2 Changing the Load only, 6.3 EMPHASIS P6:Constructing explanations & Designing solutions(Q, T, PS, SW, GS)

2

Measuring Force

See TG pg 63- 65 *Reading Selection from Student Guide pg.54 –61 (P3,4,5,6,8)

Student Worksheets Force of Friction Lesson 6.

Does load size effect the force needed to pull the load. Support answer with evidence. (DOK 3)

6.S.1A.3

STC Activity 7: 7.1 Measuring the Force Exerted by a Motor(Q, T, PS, SW, GS)

1

Motors exert forces and forces can bemeasured.

See TG pg 79 Apparatus assembly required *Reading Selection fromStudent Guide pg.68 – 71 (P3,4,5,8)

Pearson Interactive Textbook- Electric Motors- pgs 280-281

What is the maximumforce exerted by the motor? (DOK 3)

6.P.3A.46.P.3A.3


https://www.youtube.com/watch?v=aEGOCU0s-f8&t=99s








# of Days

Key Concepts



STC Activity 8: Work and the Motor Measuring the Work Done Across aSurface 8.1 and Measuring the Work to Lift a Load 8.2 Lab p.72-81(Q, T, PS, SW, GS)

2 scientificwork

See TG p 88 Sled assembly required *Reading Selection fromStudent Guide pg. 80-81 (P3,4,5,8)Student Worksheets: Work and the Motor Lesson 8

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Electromagnets, Electric Motors, & Generators”

D Watson: Work Rap

How can you determine the amount of work done by the motor? Support your answer with evidence.(DOK 3)

6.P.3B.1

STC Activity 8a: SC Essential ElectromagnetSTC Activity 8b: Motors(Q, T, SW) 2

Relationship between magnetism, electricity,electromagnets,generators, and simple electric motors

Teacher’s ChoicePearson Interactive Textbook- Electric Motors- pgs 284-285

Discovery Ed Video-Horry.discoveryeducation.com Search for “Dr. Dad’s PH3: Episode 03: Electromagnetism”

D Watson: Magnets Rap

Explain how an electromagnet works(DOK 3) and how they work together to transform electrical energy to mechanical energy. (DOK 2)

6.P.3A.4

Review/Assessment(Q, PS, SW)

1

Create Mini-Assessments on www.achievementseries.comLink to Video tutorial

Assessment




https://www.youtube.com/watch?v=tSD2qdPMAts

https://www.youtube.com/watch?v=tSD2qdPMAts



https://www.youtube.com/watch?v=ocjyFXeJITc

https://www.youtube.com/watch?v=ocjyFXeJITc




https://drive.google.com/open?id=0B9LMIGotq8YXUkMwd2tzdEM5ejA





# of Days

Key Concepts



STC Activity 9: Power of a Motor- Measuring Power Lab 9.1 p.82-90(Q, T, PS, SW, GS)

1

Calculate the power of a motor

See TG pg 100 (P 3,4,5,8)

Work and Power- Pearson Interactive Textbook- pgs 184-189

Gizmo- Inclined Plane- Simple Machineswww.explorelearning.com

How does the number of batteries affect the amount of work done by the motor? (DOK 3)

6.P.3A.46.P.3B.2

STC Activity 10: Assessing What You Know 10.1 p.92-97(Q, PS, SW) 1

Demonstrateknowledge ofenergy, forces,work, and power

See TG pg.109 *Reading Selection from Student Guide pg.95 – 97*Omit power related questionson assessment if you do not complete Lesson 9 (P3,4,5,8)Student Worksheets Lesson 10

Study Jams: Simple Machines

Performance Assessment, Data Analysis, Multiple Choice Questions, Short Answer Response (DOK 3)

6.P.3A.4

STC Activity 11: InclinedPlane Measuring Forces on a Cart on anInclined Plane 11.1 and 11.2 p. 100-107(Q, T, PS, SW, GS)

2

Incline planes are simple machines that decrease theamount of force needed to do work.

See TG pg. 135 *Reading Selection from Student Guide pg.106-107 (P3,4,5,8) Student Worksheets Inclined Plane Lesson 11.

Pearson Interactive Textbook- Inclined Planes- pg 199

Why are ramps for people with physical disabilities long and gently sloping, rather than short and steep?Support your answer with evidence (DOK 3)

6.P.3B.1

STC Activity 12: The Pulley Using Pulleys to Do Work Lab 12.1 p. 108-191(Q, T, PS, SW, GS) 1

Pulleys are simple machines thatdecrease theamount of force needed to do work.

See TG pg 150 Assembly needed(P3,4,5,8) *Reading Selection from Student Guide pg.116- 119 Student Worksheets Pulley Lesson 12

Gizmo- Pulleyswww.explorelearning.com

Pearson Interactive Textbook- Pulleys pgs 207-208

What did you observeabout the effort force with the different pulleycombinations?(DOK 3) 6.P.3B.1




http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/simple-machines.htm







# of Days

Key Concepts



STC Activity 13: Balancing a Lever Lab 13.1 p 120-129STC Activity 15.1:Calculating the Efficiency of Machines in Levers and Pulleys (worksheet p. 183)(Q, T, PS, SW, GS)

1

Using levers to decrease the amount of force needed for work

See TG pg. 159 (P3,4,5,8) *Reading Selection from Student Guide pgs.125-129 Student Worksheets Levers Lesson 13

Gizmo- Leverswww.explorelearning.com

Pearson Interactive Textbook- Levers pgs. 202-205

How does the amount of work done by the lever change when lifting the sled? Explain your reasoning (DOK 3)

6.P.3B.2

STC Activity 14: Machines Assessment: Technological Design Challenge 14.1 p.130-139 (Q,T,PS,SW,GS)

1

Design challenge with force and work

See TG pg. 188 (P3,4,5,8) *Reading Selection from Student Guide pgs.135-139 Student Worksheets Lesson 14

Pearson Interactive Textbook- Design Process pgs. 590-591

Rubrics – TG. pg 193 and 194 Self Assessment in TG. Pgs. 197-198 (DOK 3)

6.P.3B.2

STC Activity 14a: SC Essential Modern technology uses compound machines. (Q,T,PS,SW,GS)

2

Simple and complex machines in common tools

Teacher’s Choice Design a complex machine and draw itlabeling the simple machines. (DOK 3)

6.P.3B.2

STC Activity 14b: SC Essential Temperature depends on particle movement. Q,T,PS,SW,GS)

0.5

Temperature and kinetic energy

Teacher’s ChoicePearson Interactive Textbook- Temperature, Thermal Energy, and Heat pgs 164-167

Discovery Ed Animation-Horry.discoveryeducation.com Search for “Kinetic Molecular Theory”

How can you explainthermal expansion askinetic energy? (DOK 2)

6.P.3B.2

STC Activity 14c: SC Essential Energy flows from warmer to coolerObjects (Q,T,PS,SW,GS)

0.5

Heat and thermal energy

Teacher’s Choice Discovery Ed Video-Horry.discoveryeducation.com Search for “Heat and Thermal Energy”

Describe the relationship among kinetic energy, heat, temperature, and thermal energy.(DOK 2)

6.P.3A.1










# of Days

Key Concepts



STC Activity 14d: SC Essential The transfer of energy as heat can becontrolled (Q, T, PS, SW, GS)

1conduction, convection, and radiation

Teacher’s ChoicePearson Interactive Textbook- The Transfer of Heat- pgs 168-170

Discovery Ed Board-Horry.discoveryeducation.com Search for “Heat Transfer”D Watson: Heat Transfer Rap

Key Question for Activity

6.P.3B.16.P.3A.56.P.3A.6

Engineering Design Process(Q, GS, T, PS, SW)

3

Teacher’s Choice

Technology is any modificationto the natural world created tofulfill the wants and needs ofhumans. The engineering design process involves a series of iterative steps used to solve aproblem and often leads to thedevelopment of a new or improved technology.

Engineering Design Process

Resources for Choosing Technological Design Projects

Students design a handle on a skillet to minimize heat transfer-

Discovery Ed Virtual Lab-Horry.discoveryeducation.com Search for “Too Hot to Handle”

Link to Teaching Engineering

Construct devices ordesign solutions usingscientific knowledge tosolve specific problems or needs: (1) Ask questions to identify problems or needs.(2) Ask questions aboutthe criteria and constraints of the device or solutions.(3) Generate and communicate ideas forpossible devices orsolutions. (4) Build and test devices or solutions. (5) Determine if the devices or solutions solved the problem and refine the design if needed.(6) Communicate the results.

6.S.1B.1




https://www.youtube.com/watch?v=nxeewosPpus




https://drive.google.com/open?id=1fM8K9hdQZfXBjwQ7EuSrteiHSdfDYxvVfpIJXv6Su20

https://drive.google.com/open?id=1fM8K9hdQZfXBjwQ7EuSrteiHSdfDYxvVfpIJXv6Su20

https://drive.google.com/open?id=1Z50Rs5i5WmOZDkRSLgSreeYZJITE-eZ_ueME1ifEjnk






https://www.teachengineering.org/





# of Days

Key Concepts



Energy Unit Review(Q, GS, T, PS, SW) 3 Review and

Assess

Highly suggested to use data to create small groups to drive the review process. A teacher small group should be used along with a variety of review methods to engage students.

www.achievementseries.com

All energy standards

Energy Unit(Q, PS, SW)

1

Review and Assess

Administer Classroom Energy Unit Test All energy

standards

Energy Unit Benchmark Test(Q, PS, SW)

1Review and Assess

Classroom/Graded Energy Unit Test All energy

standards





Unit 2 - Weather & Climate

Teaching Dates: 10/23/17-12/19/17 Benchmark Window: 12/11/17-12/15/17

Standards: SEPs



Unit 2 - Weather & Climate


Standards: 6.E.2

Conceptual Understandings: 6.E.2.A, 6.E.2.B

Performance Indicators: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 the 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). 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. 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). 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).


Week 1 Weather & Climate 10/23/17- 10/27/17


# of Days

Key Concepts



PRE-ASSESSMENT and SEPUP #60 Water Changes State- Students learn how water changes from one phase to another. Teachers model changes in the state of water and the water cycle.(Q, T, PS, SW, GS)

1

States of water(solid, liquid, gas), water vapor, clouds,condensation,evaporation, water cycle

Collaborative Learning: Group 1 (independent): SEPUP #60Group 2 (teacher-led): SEPUP #61Need two buckets and paper towels

Pearson Interactive Textbook- Water in the Atmosphere p. 52-53,Clouds- pgs 56-59, Precipitation- 60-63

Complete a Pre-Assessmentwww.achievementseries.com

What are five appropriate safetyprocedures you use when conductinginvestigations (DOK 1)

6.S.1A.26.E.2A.3

SEPUP #61 Investigating Groundwater- Students investigate the ability of water to filter through gravel and sand, to introduce groundwater(Q, T, PS, SW, GS)

1

Groundwater, infiltration, watershed

Video: What is a Watershed?*Students will need to understand that a watershed is where water collects for the Soil & Water Essay.

Groundwater Animated Video

Groundwater for Kids

Summarize the steps ina controlled scientificinvestigation. (DOK 4) 6.S.1A.2

6.E.2A.3

Condensation and Precipitation (Q, T, PS, SW, GS) 3

Clouds: cumulus, cirrus, cumulonimbus elevation, precipitation

Teacher’s ChoiceMay need to monitor the weather to have students collect data outside.

Study Jams: Clouds and Precipitation

How does a cloud form?(DOK 3) How does a precipitate form? How is it measured? (DOK 3)

6.S.1A.26.S.1A.46.S.1A.66.S.1A.86.E.2B.1





http://www.beachapedia.org/Watershed

http://www.beachapedia.org/Watershed


https://www.youtube.com/watch?v=uQRvN6MUajE




http://www.groundwater.org/kids/welcome.html


http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/clouds-and-precipitation.htm





# of Days

Key Concepts



SEPUP #62 Traveling onthe Water Cycle- Studentsuse a board game andliteracy strategies to investigate the conversionof water from one form toanother. (Q, T, PS, SW, GS)

Introduce Soil and Water Essay with this Packet

Weebly Link Soil & Water Essay

1

water cycle, radiation, evaporation,transpirationcondensation,Precipitation, run-off, collection

Whole group: ● Introduce/Review water

cycle● Overview of the Soil and

Water essay research folders

Collaborative Learning:Group 1: (Independent): SEPUP #62Group 2 (Teacher-Led): Intro Soil and Water EssayGroup 3: Research Soil and Water Essay

Gizmo- Water Cyclewww.explorelearning.com

Study Jams: the Water Cycle

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Water Cycle”

D Watson: Water Cycle Rap

Draw and label the different processes ofthe water cycle. (DOK 1)

How does water circulate through earth’s crust, oceans and atmosphere? (DOK 2)

6.S.1A.26.S.1A.46.S.1A.66.S.1A.86.E.2A.36.E.2B.1

Research for Soil and Water Essay(Q, T, PS, SW, GS)


4

water cycle, radiation, evaporation,transpirationcondensation,Precipitation, run-off, collection, watershed

Whole group: ● Introduce/Review water

cycle● Overview of the Soil and

Water essay research folders

Collaborative Learning:Group 1: (Independent): SEPUP #62Group 2 (Teacher-Led): Intro Soil and Water EssayGroup 3: Research Soil and Water Essay

Pearson Interactive Textbook- Water in the Atmosphere pgs. 52-53

Groundwater Animated Video

Groundwater for Kids

This packet is for use with science teachers first and ELA teachers

second.

2017-2018 Soil and Water Essay Info,

Guiding Questions & Graphic Organizer


6.S.1A.26.S.1A.46.S.1A.66.S.1A.86.E.2A.36.E.2B.1






http://sc6thgradescience.weebly.com/soil--water-essay-password-protected.html


















http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm





https://www.youtube.com/watch?v=EXThUaHqrNM











































# of Days

Key Concepts



SEPUP #50 Weather Effects: Students are introduced to four kinds of careers related to weather and look at maps of weather risks.(Q, T, PS, SW, GS)

1

Weather, rain gauge, thermometer, barometer, sling psychrometer, wind vane, anemometer

Creation/Collaboration Lesson Planning Guide for Four Weather Careers

Pearson Interactive Textbook- Predicting Local Weather pgs. 84- 91

Visit Lab-Aids: Student Username: is specific for your school, Password: scienceTeacher Username: horry1, Password:science1

D Watson: Weather Instruments

How does weather affect your daily life?

SB (Issues and Earth Science student book) pg E-8, AQ4 (DOK 2)

6.S.1A.36.S.1A.46.S.1A.56.S.1A.66.E.2B.1

SEPUP #51 Investigating Local Weather- Students record, graph, and analyze five days of local weather data. (Q, T, PS, SW, GS)

2

Daily vs. monthly data (mean,median, mode),precipitation, meteorology

TR E-14, Copy SS 51; If possible, collect newspapers for a week prior to teaching this lesson (P1,4,5,7,8) Weather Underground

Create a Graph

Students graph monthlyweather data. SB pg. E-11 to E-14 (DOK 3)

6.S.1A.36.S.1A.46.S.1A.56.S.1A.66.E.2B.1

(OPTIONAL) SEPUP #52 Local Weather History Students conduct a survey to learn about the history of local weather disasters.(Q, T, PS, SW, GS)

1

Weather, risk, atmosphere, career of an atmospheric scientist

Collaborative Learning:Group 1 (Teacher led): Discussion based on homework (P1,4), Group 2 (Independent): Complete Climate Chart

www.weather.com-Copy student sheets 53.1

How are weather disasters different from everyday weather? (DOK 2)

6.S.1A.66.E.2B.1

SEPUP #53 Weather andClimate Students use climate maps to identifylocal climate and compareit to similar areas.(Q, T, PS, SW, GS)

1

Weather, climate,climatologist

Pearson Interactive Textbook- Predicting Local Weather pgs. 84- 91

SB, pg. E-22, AQ4 Predict weather conditions and patterns from data (DOK 2)

6.S.1A.66.E.2B.1


https://drive.google.com/open?id=1oPwU0kOukUS3oLt62u7BigFFgUmms2m2FRsnlwh_y6A






https://www.youtube.com/watch?v=zNmtns2Z3Xc







https://www.wunderground.com/

https://www.wunderground.com/

https://nces.ed.gov/nceskids/createagraph/

https://nces.ed.gov/nceskids/createagraph/

http://www.weather.com

http://www.weather.com



# of Days

Key Concepts



SEPUP #54 The Earth’s Surface (Q, T, PS, SW, GS)

1Hydrologist, mean, median, mode

Copy student Sheets (P1,4,5)Pearson Interactive Textbook- Mean, Median, Mode, and Range pg. 580

Where is most of thewater on earth’s surface? (DOK 2)

6.S.1A.1-2,4,6,86.E.2B.3

SEPUP #55 Heating Earth’s Surfaces (Q, T, PS, SW, GS) 1

Climate, sun’s energy, land & sea breezes, radiation, conduction

Advanced Prep needed- see Lab book (P1-8) Have students create a model for radiation, conduction, convection, land/sea breezes

Pearson Interactive Textbook- Heat Transfer pgs. 26-29 and 168-170, Local Winds pg. 33

Proc: DI, SB Quick Check: Q3, pg. E-29. Explain how the sun’s energy heats different surfaces of the earth. (DOK 3)

6.S.1A.1-2,4,6,86.E.2B.3

SEPUP #56 Ocean Temperatures(Q, T, PS, SW, GS) 1

Climate, oceantemperatures, latitude

Pair Share: Explain why hurricanesform over ocean areas with water temps above 26.5◦C (DOK 3)

Pearson Interactive Textbook- Ocean Currents pg. 109

Pair Share: Explain why hurricanes form over

ocean areas with water temps above 26.5�C

(DOK 3)

6.S.1A.1-2,4,6,86.E.2B.3

SEPUP #57 Oceans andClimate(Q, T, PS, SW, GS) 1

Climate, oceanCurrents, climatologist,hydrologist

Copy student sheets, role-play props (P1,7)- optional

Pearson Interactive Textbook- What Causes Climate pgs. 104-109

How do oceans affectclimate? SB pg. E-42, AQ3 (DOK 2)

6.S.1A.26.E.2B.4

SEPUP #58 The Causes ofClimate(Q, T, PS, SW, GS) 1

Climate, sun’sEnergy, oceans, landforms

Get heat lamp (P1,7)- optional What three factors affect climate? SB pg. E-48, AQ 4 (DOK 1)

6.S.1A.26.E.2B.4


Week 5 Weather & Climate 11/20/17-11/21/17


# of Days

Key Concepts



SEPUP #63 InvestigatingAir Students explore thenature of air by making observations of air pressure and by using a chemical indicator.(Q, T, PS, SW, GS)

1 Air, substance

Safety goggles needed, test BTB solution before use

Copy Student Sheets (P1,4,5,7)

Pearson Interactive Textbook- Air Pressure pgs. 8-13

Q4: Understanding Concept pg. E-1, Q46

Describe the consistency of air. Support your answer with evidence from theinvestigation.

6.S.1A.46.E.2A.1

BarometerSling Psychrometer

One Step Dimensional Analysis(Q, T, PS, SW, GS)

1

Barometer,Sling Psychrometer, Rain Gauge

Teacher’s Choice

Pearson Interactive Textbook- Barometers pgs.10-11, Psychrometer pgs. 54-55, Air Pressure pgs. 8-13

Dimensional Analysis Intro BookLesson 1 Lesson 2Lesson 3 Lesson 4

*Expectation that at least one per quarter is completed.Click link to sign up for free at wizer.me

Introduction to Weather Tools Video Tutorial

Record accurate using the barometer and the sling psychrometer. (DOK 2)

6.S.1A.26.E.2B.1










https://www.youtube.com/watch?v=tzLQC_29RYA






# of Days

Key Concepts



SEPUP #64 Earth’sAtmosphere(Q, T, PS, SW, GS) 1

atmospheric composition, air pressure, water vapor, temperature, altitude, human impact

Internet access, projector, gather calculators, Copy Student Sheets (P1,4,5,7,8) **Analyze scientific arguments based on evidence for and against how phenomena (natural and human) may contribute to the composition of Earth’s atmosphere.

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Layers of the Atmosphere”Study Jams- Earth’s Atmosphere

How does the earth’satmosphere change at different elevations from the earth’s surface? (DOK 2)

6.E.2A.16.S.1A.66.S.1A.76.S.1A.8

SEPUP #65 History of Earth’s Atmosphere (Q, T, PS, SW, GS) 1

Atmospheric composition, Greenhouse effect

Student Sheets (P1,4,7,8)Pearson Interactive Textbook- Layers of the Atmosphere pgs. 15-25

D Watson: Layers of the Atmosphere Rap

Has the earth’s atmosphere always been the same as it is today? (DOK 2)

6.S.1A.66.S.1A.76.E.2A.16.E.2A.2

SEPUP #66 Atmosphere and Climate(Q, T, PS, SW, GS) 1

Atmospheric composition, Greenhouse effect

Use students sheets from Lesson 64 (P1,7)

Study Jams- Weather and Climate

UC:AQ2 What role does atmosphere play in weather and climate?(DOK 1)

6.S.1A.1-26.E.2A.16.E.2A.2

SEPUP #67 Measuring Wind Speed and Direction (Q, T, PS, SW, GS) 1

hurricanes,tornadoes, andthunderstorms

Gather two large fans, chart paper, stop watches, scissors, staplers, glue, markers, tape, projector (P1,2,3,4,5,6,7,8)

Analyzing Weather Maps Procedure: DI pg. E-180What do all wind instruments have in common? (DOK 3)

SEPUP #68 Worldwide Wind(Q, T, PS, SW, GS) 1

Global Winds, Coriolis Effect, Jet Stream

Copy Student Sheets (P1,4,6,7,8)

Pearson Interactive Textbook- Global Winds pgs. 34-37

World Wide Winds Activity

What is the pattern ofprevailing winds on different parts of theearth? (DOK 3)

6.S.1A.6-86.E.2B.4




http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/earths-atmosphere.htm



https://www.youtube.com/watch?v=x9vU0d9pWcc




http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weather-and-climate.htm



https://www.youtube.com/watch?v=N5rJ1yWk4IU

https://www.youtube.com/watch?v=N5rJ1yWk4IU

http://sepuplhs.org/middle/iaes/students/simulations/sepup_winds5.html






# of Days

Key Concepts



Summarize the relationship of the movement of air masses; high/low pressure systems, & frontal boundaries to storms and other weather conditions.(Q, T,, SW)

2

Air masses, types of weather fronts, high/low pressure systems

Teacher Choice- Pearson Interactive Textbook- Air Masses pgs 66-71

How does an air massForm? What happens when air masses collide? (DOK 2)

6.S.1A.16.S.1A.26.E.2B.2

SEPUP #69 Forecasting Weather(Q, T, PS, SW, GS)

1

Weather maps,weather fronts, high/low pressure systems, Review storm formation

Pearson Interactive Textbook- Weather Maps pgs 87-91

Weather Blended Learning Lesson: Analyze data on a weather map and station model(Q, T, PS, SW, GS)

2

Weather maps, station models

Weather Blended Learning Lesson: Analyze data on a weather map and station model

How Lightning and Static Electricity Form

Procedure: CS What information is foundon a weather map? How can a weather map be used to forecast weather? (DOK 3)

6.S.1A.46.S.1A.56.S.1A.66.E.2B.16.E.2B.2


https://drive.google.com/open?id=1H0CgEILc02-NI_YVlnta1_0lBX4PbAjD7BTE3Nbkg_M









https://drive.google.com/open?id=1pPbDYvY5p-fEK67jyZmtQj349_YjKpxyCn7tS8JG2C0






# of Days

Key Concepts



Weather Unit Review(Q, T, PS, SW, GS)

1


All weather indicators

Weather Unit Class Assessment/Graded(Q, T, PS, SW) 1

Use the data from this assessment to review for the Weather Benchmark

All weather indicators

Weather Unit Benchmark Review and Assessment(Q, T, PS, SW) 2 All weather

indicators

Complete Soil and Water Essay (Continued for Week 9)(Q, T, PS, SW)


1

Peer Editing & Feedback

Collaborate with ELA teachersUse the scoring rubric provided by the district.

Suggestion: Students write essay in Google Docs. Then, share the link with teammates. During peerediting/Kagan strategy, students can provide feedback on paper.









Week 9 Weather & Climate 12/18/17-12/19/17


# of Days

Key Concepts



Complete Soil and Water Essay(Q, T, PS, SW)


2

Peer Editing & Feedback

Use the scoring rubric provided by the district.

Suggestion: Students write essay in Google Docs. Then, share the link with teammates. During peerediting/Kagan strategy, students can provide feedback on paper.

This packet is for use with science teachers first and ELA teachers

second.

2017-2018 Soil and Water Essay Info, Guiding

Questions & Graphic Organizer


How can we protect the watershed.






https://drive.google.com/open?id=1_fE1zjcrr0Nd6yhKO2sC4ZmLdPjM96QtIXUoiSMlEDA












Unit 3 - Protists, Fungi, and Plants


Standards: SEPs



Unit 3 - Protists, Fungi & Plants


Standards: 6.L.5

Conceptual Understandings: 6.L.5A., 6.L.5.B

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


Week 1 Protists, Fungi & Plants 1/3/18-1/5/18


# of Days

Key Concepts



FOSS #1-What is Life? Part 1: Living or Nonliving Students observe the antics of a mysterious material when it is placed on water and record their observations. They work in groups to sort pictures of objects into living and nonliving categories, defining the characteristics that qualify objects as living. The pictures are displayed in class so that students can reevaluate their decisions as the course progresses. Students set up mini-habitats for future study, using organic materials collected locally.(Q, T, PS, SW, GS)

3

Day 1: Notebook Setup

Notebooking resource from FOSS

Literacy strategies from FOSS dead, dormant, evidence, habitat, living, nonliving, organism

See FOSS: Diversity of Life Teacher Manual and online access to use any of the premium content materials listed in Additional Resources.

*There are white and blue striped large envelopes in each school that have unique codes. Each envelope is good for five (5) teachers (even though it says it is only good for one). This is how you access the premium content (reproducibles, online activities and videos).

*Inside Drawer 5 of a regular ed brand new kit, any teacher can find the Teacher’s Manual. Inside the front cover, there is a unique code for that teacher to create their own FOSS Classes for their groups of students.

Pearson Interactive Textbook- What is Life? Pgs 307-309

Plant Week 1 Student BookletPlant Week 1 Teacher Key

Login to FOSS for all materials:

Part 1: Living or Nonliving Focus Questions 1.1 Notebook sheet No. 1 Living/Nonliving Card Sort (Teacher & Student decks) Teacher Masters A & B Survey/Posttest Camphor Crystals VIDEO

Part 2: Anything Alive Here? Focus Questions 1.2 Notebook sheets 2 & 3Teacher Master C & D Kingdom Sort Mat

How do you know if something is living?

How do you classify organisms based on the 5 Kingdoms of Life?

6.L.4A.1 6.S.1A.1 6.S.1A.6 6.S.1A.7 6.S.1A.8


https://drive.google.com/open?id=0B9LMIGotq8YXLTJvQ1VPaURBb28






https://drive.google.com/open?id=0B9LMIGotq8YXa0FCMVFaSnJJNUU







http://www.fossweb.com/

https://drive.google.com/open?id=0B9LMIGotq8YXaWhSUktsNkp5YXc

https://drive.google.com/open?id=0B9LMIGotq8YXaWhSUktsNkp5YXc

https://drive.google.com/open?id=1PnYVxnMsDXQnzY7QuOG9oejhag5AQFQ8pqoT55jX8sA

https://drive.google.com/open?id=1PnYVxnMsDXQnzY7QuOG9oejhag5AQFQ8pqoT55jX8sA


https://drive.google.com/open?id=0B9LMIGotq8YXZUVRYTg3Vm0tdEE




# of Days

Key Concepts



Part 2: Anything Alive Here?

Students place five unidentified materials (sand, yeast, polyacrylate beads, radish seeds, and brine shrimp eggs) in different environments and observe what happens over several days. They determine if each material is living and record the evidence that supports their determinations. Students are introduced to the distinction between living, nonliving, dormant, and dead. (Q, T, PS, SW, GS)

3

Distinguish between living, nonliving, dormant, and dead.


Pearson Interactive Textbook- What is Life? Pgs 307-309


Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Classification ”

How do you know if something is living?

How do you classify organisms based on the 5 Kingdoms of Life?

6.L.4A.1 6.S.1A.1 6.S.1A.6 6.S.1A.7 6.S.1A.8




https://drive.google.com/open?id=0B9LMIGotq8YXaFhzUEVteHVpTTA


https://drive.google.com/open?id=1HArztpwLN-TXZQbE3xy48_6mH0V6GN5VYDWqI5nSC1s





# of Days

Key Concepts



FOSS #2-The Microscope

Part 3: Microscopic Life Students use their microscopes to observe brine shrimp to confirm that they are living organisms. They estimate the size of the brine shrimp. This is the first opportunity for students to use the microscope to make scientific observations. (Q, T, PS, SW, GS)

2

Living, organism, compound microscope, field of view, magnification, magnify, power, scale


Complete Part 3 as a teacher directed blended learning activity.

Each teacher will have one microscope that is given from 7th grade teachers to use.


Microscopic Life Blended Learning Lesson


Part 3: Microscopic Life Focus Questions 2.3 Notebook sheet No. 10 Notebook sheet No. 10 For Display Teacher Master K Database: Brine Shrimp Database: Brine Shrimp Eating Lab Techniques: Making a Brine Shrimp Slide Making a Wet Mount Slide Moving a Microscope Virtual Microscope Measurements

What evidence can we find that brine shrimp are living organisms?

6.L.4A.1 6.L.4A.2 6.S.1A.1 6.S.1A.2 6.S.1A.5 6.S.1A.7








https://drive.google.com/open?id=1J_nGaD-UlCUSO5jTEwcYmS3n9hY_cEb4uJrnNEPU9B4








# of Days

Key Concepts

Advanced Prep & Teacher Notes Additional Resources Focus Questions Indicators

FOSS #3-The Cell

Part 1: Discovering Cells Students look at elodea and discover cells. They may also find something else in the water that they will identify as living, based on their definition. (Q, T, PS, SW, GS)

2

Single-celled organism, asexual reproduction, cell, cell membrane, cell structure, cell wall, chlorophyll, chloroplast, cytoplasm, dormancy, elodea, mitochondrion, multicellular organism, nucleus, organelle, paramecium, protist, mini- habitat


Pearson Interactive Textbook- Plant Cells- pg 512



Part 1: Discovering Cells Focus Questions 3.1 Notebook sheet No. 11 & 12 Teacher Master K, L, M, NDatabase: Elodea Cells Database: Elodea Cytoplasmic Streaming Lab Techniques:Making a Wet Mount Slide Moving a Microscope Virtual Microscope Virtual Microscope Measurements Levels of Complexity: Plant Cell

What microscopic structures make up organisms such as elodea?

How are elodea and the paramecium alike, and how are they different?

Is there life in the minihabitats?

If so, where did it come from?

6.L.4A.1 6.L.4A.2 6.L.5A.1 6.S.1A.1 6.S.1A.2 6.S.1A.5 6.S.1A.6 6.S.1A.7



https://drive.google.com/open?id=0B9LMIGotq8YXWTRaYlBzTVZVR2s


https://drive.google.com/open?id=1ZOCc9nVZqkshG6fG3LMnL2rFnJ45-V-n0iD_LzIyB9g




# of Days

Key Concepts



Part 2: Paramecia (con) Students start a detailed investigation into paramecium structures and behaviors. Students recognize paramecia as single-celled organisms. (Q, T, PS, SW, GS)

1

Single-celled organism, asexual reproduction, cell, cell membrane, cell structure, cell wall, chlorophyll, chloroplast, cytoplasm, dormancy, elodea, mitochondrion, multicellular organism, nucleus, organelle, paramecium, protist, mini-habitat


Pearson Interactive Textbook- Protists- pgs. 480- 488



Part 2: Paramecia Focus Questions 3.2 Notebook sheets 13, 14 ,15 Teacher Masters K, O, P Database: Paramecium Collection Lab Techniques: Preparing a Paramecia Wet Mount Slide Lab Techniques: Using Cotton to Slow Paramecia Levels of Complexity: Protist Cell

Part 3: Microworlds Focus Questions 3.3Notebook sheet No. 16 Database: Microorganism Collection



Is there life in the minihabitats?












# of Days

Key Concepts



FOSS #3-The Cell (continued)

Part 3: Microworlds Students explore the mini-habitats they created to appreciate the diversity in aquatic microorganisms. Students consider where life in the mini-habitats came from and recognize that the organisms they observed were always present, only dormant.(Q, T, PS, SW, GS)

1

Single-celled organism, asexual reproduction, cell, cell membrane, cell structure, cell wall, chlorophyll, chloroplast, cytoplasm, dormancy, elodea, mitochondrion, multicellular organism, nucleus, organelle, paramecium, protist, mini-habitat




D Watson: Protists and Fungi Rap

D Watson: Protists and Fungi Rap 2


Part 2: Paramecia Focus Questions 3.2 Notebook sheets 13, 14, 15 Teacher Master K, O, P Database: Paramecium Collection Lab Techniques: Preparing a Paramecia Wet Mount Slide Lab Techniques: Using Cotton to Slow Paramecia Levels of Complexity:

Protist Cell Part 3: Microworlds Focus Questions 3.3 Notebook sheet No. 16 Notebook Database: Microorganism Collection



Is there life in the mini-habitats?










https://www.youtube.com/watch?v=v-w5yAn6UgE

https://www.youtube.com/watch?v=v-w5yAn6UgE

https://www.youtube.com/watch?v=fuWBUnivzIY

https://www.youtube.com/watch?v=fuWBUnivzIY




# of Days

Key Concepts



Protists *TEACHER CREATED RESOURCES NOT FOUND IN FOSS

Collaborative-Creation Lesson Planning Guide Protists, Fungi & Plants Protist Lesson (Q, T, PS, SW, GS)

2

Protists (euglena, paramecium, amoeba), heterotroph




Collaborative-Creation Lesson Planning Guide Protists, Fungi & Plants Protist Lesson

The above lesson encompasses all of these items below taking 2 days to complete:

Protists GoogleSlide Protists Info Sheet & Q's Protists Models Project Protists Activity Notes on Protists and Fungi

What are the characteristics of these three types of protists (euglena, paramecium, amoeba)?

How do they obtain food?

6.S.1A.2 6.L.4A.1 6.L.4A.2 6.L.5A.1



https://drive.google.com/open?id=0B9LMIGotq8YXbWFJY2xUT1pfcW8


https://drive.google.com/open?id=1uBMqsqydTeY-SjPoL1dCYBskaV34MeClHj0rpKLzBFc


https://drive.google.com/open?id=1RNXH9zkqL7Vj7Qmk5dgPohy92JWY3duExZqQQlpQo_Q









https://drive.google.com/open?id=1QyJ8xDiwN4RTaThl9CTzQobfOBMAD0JsEptd63UCGcU

https://drive.google.com/open?id=0B9LMIGotq8YXUkhQdVFOZ1NGcWM

https://drive.google.com/open?id=0B-ZXSWTcgoiuWGxrbE9HcVZzSUE

https://drive.google.com/open?id=0B-ZXSWTcgoiuUU1pYU4yb180Tmc



https://drive.google.com/open?id=1HQy5CrchVSsXg2_dl7vqG8IltQ55AyGNUVCheq1Bd8M






# of Days

Key Concepts



FOSS #4-Domains

Part 3: Fungi Students examine the bread mold cultures they prepared, eat samples of fungi or foods that were prepared using fungi, and learn more about fungal cell structures and functions. (Q, T, PS, SW, GS)

2

Archaea, atom, bacteria, classification, colony, control, culture, decomposer, domain, e. coli, eukaryote, fungus, microorganism, molecule, plasmid, prokaryote, spore


*Since we are only doing Part 3 of this activity, you will need to make the bread mold and fungi cultures at least a week ahead of time in order for the fungi to grow.

Pearson Interactive Textbook- Fungi- pgs. 490-499



Part 3: Fungi Focus Questions 4.3 Notebook sheet No. 35 Master AA, K, T, R, SItsy Bitsy Thing LocatorFunky Fungi Freak Show Fungus Slideshow Levels of Complexity: Fungal Cell Levels of Complexity Card Sort

Teacher-led interactive websiteParts of a Mushroom

What evidence is there that fungi are living organisms?

6.L.5A.1 6.L.4A.1 6.L.4A.2 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.5 6.S.1A.6 6.S.1A.7 6.S.1A.8









http://www.childrensuniversity.manchester.ac.uk/interactives/science/microorganisms/mushroomstructure/

http://www.childrensuniversity.manchester.ac.uk/interactives/science/microorganisms/mushroomstructure/



# of Days

Key Concepts



Fungi-Categorization & Obtaining Energy *TEACHER CREATED RESOURCES NOT FOUND IN FOSS(Q, T, SW)

3

Fungi, saprophytic, parasitic, symbiotic

Pearson Interactive Textbook- Fungi- pgs. 490-499


Fungi Google Slide How do fungi obtain energy? 6.L.5A.1

Fungi Tropisms *TEACHER CREATED RESOURCES NOT FOUND IN FOSS(Q, T, SW)

2

stimuli, tropisms

Pearson Interactive Textbook- Fungi- pgs. 490-499Plant Responses to Growth- pgs. 544-548

Fungi Google Slide How do fungi respond to external stimuli?

6.L.5A.2


https://drive.google.com/open?id=0B9LMIGotq8YXcHZJUFlwY1lURzA

https://drive.google.com/open?id=0B9LMIGotq8YXcHZJUFlwY1lURzA

https://drive.google.com/open?id=1dguG20VG1FdV6Q7bxk1O5kSHaDyrrc_nx-0m_7gEd3k

https://drive.google.com/open?id=1dguG20VG1FdV6Q7bxk1O5kSHaDyrrc_nx-0m_7gEd3k

https://drive.google.com/open?id=141oEGfgMF0qnoByuB95XrOqb0MdDe4tcOp9kEvPSlo8








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FOSS #5-Plants:The Vascular System

Part 1: What Happened to the Water? Students help design an investigation to find out what happens to the water when a stalk of celery sits in a vial of water overnight. They observe the results and consider where the water might have gone.

Students then set up a plastic bag to capture water as it exits a plant growing in the schoolyard.(Q, T, PS, SW, GS)

2

vascular (system), nonvascular, transpiration, photosynthesis, respiration, vein, xylem, phloem, roots, aerobic cellular, guard cells, organ, organ system, stomata, tissue


Pearson Interactive Textbook- Classifying Plants- pgs. 516-531



Part 1: What Happened to the Water? Focus Questions 5.1 Notebook sheet 38-39Teacher Master BB Teacher Master CC Vascular vs Nonvascular GoogleSlide

D Watson: Vascular and Nonvascular Plants

What happened to the water?

How is water transported through a vascular plant?

How do nonvascular plants get water and nutrients?

How do plants use water?

6.L.5B.1 6.L.5B.2 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.5 6.S.1A.6 6.S.1A.7 6.S.1A.8

Types of roots *TEACHER CREATED RESOURCES NOT FOUND IN FOSS(Q, T, SW)

1

fibrous roots, taproots

Pearson Interactive Textbook- Plant Structures-Roots- pgs. 526-527

Week 6 Plant BookletTypes of Roots WorksheetsP. 16, 17 & 18 of the plant booklet

What is the difference between fibrous roots and taproots? 6.L.5B.3




https://drive.google.com/open?id=0B9LMIGotq8YXNWJCQWRaeERXcVE


https://drive.google.com/open?id=0B9LMIGotq8YXaExnSEJiaEtaSFU



https://drive.google.com/open?id=1Nn7A6Qr5JZ5n9Vm2ywiSdZjYur8qIMSlhnTSiXiUix8




https://www.youtube.com/watch?v=AEx9GLebyEQ







# of Days

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FOSS #5-Plants:The Vascular System (con)

Part 2: Looking at Plant Structures Students observe that red food coloring flows through the vascular system of a celery stalk, turning the leaves and veins red. This suggests that water moves to the leaves and escapes. Students remove the xylem in celery and observe stomata in plant leaves. Students then set up a plastic bag to capture water as it exits a plant growing in the schoolyard. (Q, T, PS, SW, GS)

1

vascular (system), nonvascular, transpiration, photosynthesis, respiration, vein, xylem, phloem, roots, aerobic cellular, guard cells, organ, organ system, stomata, tissue


Pearson Interactive Textbook- Classifying Plants- pgs. 516-531



Part 2: Looking at Plant Structures Focus Questions 5.2 Notebook sheets 40 & 41Notebook Database: Stomata Collection Database: Stem Collection Levels of Complexity: Plant Vascular System I-Check 5

D Watson: Processes in the Leaves





6.L.5B.1 6.L.5B.2 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.5 6.S.1A.6 6.S.1A.7 6.S.1A.8









https://www.youtube.com/watch?v=WsGgfCrFuOM





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Non-vascular systems *TEACHER CREATED RESOURCES NOT FOUND IN FOSS

(Q, T, PS, SW, GS)

One Step Dimensional Analysis

1

vascular (system), nonvascular

Pearson Interactive Textbook- What are the characteristics of Nonvascular plants?- pgs. 516-518




Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Plant Survival ”





6.L.5B.1 6.L.5B.2


















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Key Concepts



Part 3: Transpiration & Photosynthesis Students collect the water captured in their plastic bag. This provides evidence that water, in the form of vapor, is escaping from the plant, most likely through the stomata. Students learn about the process of transpiration and turn their attention to how water is used in a plant to make food during photosynthesis. They are introduced to the levels of complexity in a multicellular organism.(Q, T, PS, SW, GS)

4

photosynthesis, respiration, transpiration, stomata


Pearson Interactive Textbook- Leaves- pgs. 530-531Photosynthesis and Cellular Respiration- pgs. 550-557



Part 3: Transpiration & Photosynthesis Focus Questions 5.3 Notebook sheets 42-47

How do the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants?

6.L.5B.2

Photosynthesis, Respiration, Transpiration *TEACHER CREATED RESOURCES NOT FOUND IN FOSS(Q, T, PS, SW)

1

photosynthesis, respiration, transpiration, chloroplast, chlorophyll, glucose, stomata, guard cells

Pearson Interactive Textbook- Photosynthesis and Cellular Respiration- pgs. 550-557

Photosynthesis, Respiration, Transpiration GoogleSlide Discovery Ed Board “HCS Photosynthesis”Discovery Ed Board “HCS All Leaf Processes”

How do the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants?

6.L.5B.2




https://drive.google.com/open?id=0B9LMIGotq8YXYU1naHlRU2s5ZkU

https://drive.google.com/open?id=0B9LMIGotq8YXYU1naHlRU2s5ZkU

https://drive.google.com/open?id=1q6KI2h0sBKoMNCalcYSDZtAwMav-38mQUi-fcVWrsec

https://drive.google.com/open?id=1q6KI2h0sBKoMNCalcYSDZtAwMav-38mQUi-fcVWrsec


https://drive.google.com/open?id=1tjpkYFyAcuM-XxHBTkkudhztJL-NKl32GTnTg-2DrLA







# of Days

Key Concepts



FOSS #6-Plant Reproduction & Growth

Part 1: Lima Bean Dissection Students soak a lima bean seed in warm water for a few minutes and then explore the structural adaptations of the seed to gather information about how a seed and newly germinated plant survive. Students add to their understanding that a dormant seed is alive.(Q, T, PS, SW, GS)

1

flowering plants, sexual reproduction, asexual reproduction, dormancy, pollinator adaptation, coevolve, egg, environmental factor, fertilize, flower, genetic factor, germination, pollination, pollination syndrome, pollinator, salinity, salt tolerant, seed, sexual reproduction, sperm, stimulus, phototropism, gravitropism, hydrotropism, thigmotropism


Pearson Interactive Textbook- How do seeds become new plants?- pgs. 532-543



Part 1: Lima Bean Dissection Focus Questions 6.1 Notebook sheet No. 48 Teacher Master DD & K Database: Seed Collection

D Watson: Life Cycle of Flowering Plants

How do the structural adaptations of seeds help them survive?

6.L.5B.3 6.L.5B.4 6.L.5B.5 6.S.1A.1 6.S.1A.2 6.S.1A.3 6.S.1A.4 6.S.1A.6 6.S.1A.7 6.S.1A.8




https://drive.google.com/open?id=0B9LMIGotq8YXUmFKR1JrYWVsTXM


https://drive.google.com/open?id=1p1P5g3-eFHnaMCDFvGPzFqX1g_a0FALeTAsT8rkJOeg



https://www.youtube.com/watch?v=5cwhhEtqGog





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FOSS #6-Plant Reproduction & Growth (continued)

Part 2: Environmental and Genetic Factors Students investigate how increasing salinity affects the germination and growth of food crops. They compare four grains (corn, wheat, barley, and oats) to determine that the different grains have varying levels of salt tolerance. This leads to a discussion on genetic factors. (Q, T, PS, SW, GS)

1

flowering plants, sexual reproduction, asexual reproduction, dormancy, pollinator adaptation, coevolve, egg, environmental factor, fertilize, flower, genetic factor, germination, pollination, pollination syndrome, pollinator, salinity, salt tolerant, seed, sexual reproduction, sperm





Part 2: Environmental and Genetic Factors Focus Questions 6.2 Notebook sheets 49 & 50 Teacher Masters EE, FF, GG & HH

How do environmental factors affect the germination and early growth of different food crops?











# of Days

Key Concepts



Plant Tropisms *TEACHER CREATED RESOURCES NOT FOUND IN FOSS (Q, T, SW)

1

stimulus, phototropism, gravitropism, hydrotropism, thigmotropism

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Plants in Motion”

Pearson Interactive Textbook- Plant Responses and Growth- pgs. 544-548


How do plants respond to external stimuli, including temperature, light, touch, water, and gravity?










# of Days

Key Concepts




Part 3: Flowering-Plant Reproduction Students dissect flowers to learn about flower structures and sexual reproduction. They sequence the steps of pollination and fertilization. Students consider methods of reproduction that nonflowering plants use.(Q, T, PS, SW, GS)

1

flowering plants, sexual reproduction, asexual reproduction, dormancy, pollinator adaptation, coevolve, egg, environmental factor, fertilize, flower, genetic factor, germination, pollination, pollination syndrome, pollinator, salinity, salt tolerant, seed, sexual reproduction, sperm, stimulus

Discovery Ed Board-Horry.discoveryeducation.com Search for “HCS Flower Parts & Functions” “ HCS Plant Groups Roots & Stems"


*This will involve 2 week-long observations (Part 2 & Part 3) 6.L.5B.3




Part 3: Flowering-Plant Reproduction Focus Questions 6.3 Notebook sheets 51-55 Master II Database: Flower Collection Lab Technique: Preparing the Flower Dissection Mount Non-flowering Plants Slideshow

Suggested GIZMOS- : (time will not permit for all an * is placed next to essential ones: *GIZMO: Pollination Flower to Fruit *GIZMO: Flower Pollination GIZMO: Photosynthesis Lab GIZMO: Germination *GIZMO: Growing Plants LINK: Plants in Motion D Watson: Parts of a Flower Rap

How do environmental factors affect the germination and early growth of different food crops? What is the purpose of a flower?











https://www.explorelearning.com/

http://plantsinmotion.bio.indiana.edu/plantmotion/starthere.html

https://www.youtube.com/watch?v=LLwYh5FtJ8o





# of Days

Key Concepts




Part 4: Flowers and Pollinators Students review flowers, pollination, and seed formation. They examine pollinator-attracting characteristics of a flower to determine possible pollinators.(Q, T, PS, SW, GS)

2

plant adaptations, pollination, flowering, pollinators, fertilization


Pearson Interactive Textbook- Angiosperms- pgs. 542-543



Part 4: Flowers and Pollinators Focus Questions 6.4 Notebook sheets 56-57Teacher Master JJ Database: Pollinator Collection Database: Seed Collection (Optional) Pollinators Game I-Check 6Investigation 6, Extensions Marla Spivak TED Talk, 2013 Planet FOSS GIZMOS-*GIZMO: Pollination Flower to Fruit *GIZMO: Flower Pollination *GIZMO: Growing Plants Magic School Bus Gets Planted

What adaptations do flowering plants have to accomplish pollination?





https://drive.google.com/open?id=0B9LMIGotq8YXbjlQdzZsVi0wbkk


https://drive.google.com/open?id=10egDS2xiSpWeHBp3JmPhrB0ZZFx9GAFwGUwThGrfBug






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Key Concepts



Plant Defenses *TEACHER CREATED RESOURCES NOT FOUND IN FOSS(Q, T, SW)

.5thorns, poisons, thigmotropism


10 Very Deadly Plants Engage Video Slides Presentation 10 Deadliest Plants Articles

D Watson: Flowering Plant Structures

What are some natural defenses that plants have?

6.L.5B.3

Plant Review(Q, T, SW)

.5

Review Highly suggested to use data to create small groups to drive the review process. A teacher small group should be used along with a variety of review methods to engage students.

Plant Unit Test & Plant Benchmark(Q, T, SW) 2

AssessAll Plant Standards







https://www.youtube.com/watch?v=VAgtq97_c-s




Unit 4 - Classification & Animals


Standards: SEPs




Standards: 6.L.4

Conceptual Understandings: 6.L.4.A, 6.L.4.B

Performance Indicators: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. Performance Indicators: Students who demonstrate this understanding can: 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). 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. Performance Indicators: Students who demonstrate this understanding can: 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. 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. 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. 6.L.4B.4 Obtain and communicate information to compare and classify innate and learned behaviors in animals. 6.L.4B.5 Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.

Unit 4 - Classification & Animals


Week 1 Classification & Animals 3/5/18-3/9/18


# of Days

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FOSS #7-Insects Part 1:

Structure, Function, Behavior Students observe Madagascar hissing cockroaches. After making initial observations of cockroach structures and behaviors, students focus on specific structure/function and behavior/function relationships. *Refer back to the plant unit and review living/nonliving organisms.

Day 1: ● Notebook Setup ● Notebooking resource from FOSS● Pre-Assessment ● Literacy strategies from FOSS (Q, T, PS, SW, GS)

2

Energy, autotroph, heterotroph, stimuli, response, sexual and asexual reproduction, growth and development, respiration Transpiration, photosynthesis, respiration, chloroplast, chlorophyll, guard cells, stomata, glucose Behavior, function, structure, abdomen, larva, pheromone, spiracle


*Provide romaine lettuce for feeding Madagascar hissing cockroaches. *Line top edges of containers with vaseline to prevent cockroaches from crawling up and out of containers.

Week 1 Animal Packet

Pearson Interactive Textbook- What do living things need to survive?- pg. 313


Investigation 7, Part 1: Structure, Function, and Behavior Focus Questions 7.1 Notebook sheets 58-60Master KK, LLDatabase: Insect Collection

How do the structures and behaviors of the Madagascar hissing cockroach enable life’s functions? What special structures do animals have that allows them defend themselves?

6.S.1A.1 6.S.1A.2 6.S.1A.4 6.S.1A.6 6.S.1A.7 6.S.1A.8 6.L.4A.1 6.L.5B.2










https://drive.google.com/open?id=0B9LMIGotq8YXSFFlWHdfNzB0M1E





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FOSS #7-Insects (continued) Part 2: Insect Systems Students review the levels of complexity. They use online activities to compare the insect circulatory system to the plant vascular system and the human cardiovascular (circulatory) system. (Q, T, PS, SW, GS)

1

Energy, autotroph, heterotroph, stimuli, response, sexual and asexual reproduction, growth and development, respiration Transpiration, photosynthesis, respiration, chloroplast, chlorophyll, guard cells, stomata, glucose Supplemental Vocabulary Behavior, function, structure, abdomen, larva, pheromone, spiracle


*Provide romaine lettuce for feeding Madagascar hissing cockroaches.

*Line top edges of containers with vaseline to prevent cockroaches from crawling up and out of containers.

Login to FOSS for all materials:Investigation 7, Part 2: Insect Systems Focus Questions 7.2 Notebook sheet No. 61 Master MMLevels of Complexity

Extensions Cockroach mouth parts video

Internal movement of insect flight

How is the insect transport system like plant and human transport systems and how is it different? What special structures do animals have that allows them defend themselves?

6.S.1A.1 6.S.1A.2 6.S.1A.4 6.S.1A.6 6.S.1A.7 6.S.1A.8 6.L.4A.1 6.L.5B.2





https://www.youtube.com/watch?v=yBHqJrKtlso





http://en.wikipedia.org/wiki/File:Motion_of_Insectwing.gif





# of Days

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Structures for Defense (Use Weebly Videos) Teacher’s Choice(Q, T, SW)

2

Defense, Structure, mimicry, camouflage

Defenses Practice *TEACHER CREATED WEEBLY RESOURCES Animal Structures: Nearpod Activity & Activity Guide

What special structures do animals have that allows them defend themselves?

6.L.4A.1 6.L.5B.2



https://drive.google.com/open?id=0B-ZXSWTcgoiucnFXZzBIZ2J3LVE

https://drive.google.com/open?id=0B-ZXSWTcgoiucnFXZzBIZ2J3LVE

https://app.nearpod.com/presentation?pin=C36C1D745F98959C316D449E8F930E4C-0

https://drive.google.com/open?id=0B-ZXSWTcgoiualhEYkhUTjdCSWc




# of Days

Key Concepts



Structures for defense, movement, obtain resources Teacher’s Choice(Q, T, SW)

1defense, movement, resources

Weeks 2-3-4 Animal Packet

Pearson Interactive Textbook- Animal Movement- pg. 390-415

Structures Practice *TEACHER CREATED WEEBLY RESOURCES Change is Good Discovery Ed

What special structures do animals have that allows them defend themselves, move, and obtain resources?

6.L.5B.2



https://drive.google.com/open?id=0B9LMIGotq8YXQmJvajF2TVJ4M0E


https://drive.google.com/open?id=0B-ZXSWTcgoiuZGVFMlFmc3ByYlE

https://drive.google.com/open?id=0B-ZXSWTcgoiuZGVFMlFmc3ByYlE

https://drive.google.com/open?id=0B-ZXSWTcgoiuV040SzhIcjMyXzA





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SC3 (3.1) Lesson A: Classification of Vertebrates & Invertebrates

6.L.4B.1/6-3.1, 6-3.1 PPT

*The SC3 curriculum is still in the old standards numbering system, but this is how it converts.

(Q, T, PS, SW, GS)

2

Taxonomy, kingdom (protists, plants, fungi, and animals), phylum, class, order, family, genus, species, scientific name Vertebrates (fish, amphibians, reptiles, mammals, birds) invertebrates (arthropods, mollusks, echinoderms, segmented worms, sponges), phylum, multicellular, heterotrophs, endoskeleton, exoskeleton, ectothermic, endothermic

Materials Needed: Make a set of cards with the animal pictures for each group

Pearson Interactive Textbook- How are animals classified?- pgs.342-365

Classify Vertebrates/ Invertebrates

D Watson: Invertebrates Rap

D Watson: Taxonomy Rap

How can you develop a classification system for animals? What are the common characteristics of all vertebrates and invertebrates?

6.L.4A.2 6.L.4B.1



http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.1_final.doc

http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.1_animal_unit_lessonrevised.ppt

https://drive.google.com/open?id=0B9LMIGotq8YXWnFaQXZYdDVqNU0





https://www.youtube.com/watch?v=PNosWif-v5w




https://www.youtube.com/watch?v=DrZc75dKYQM





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SC3(3.1) Lesson B: Ectothermic or Endothermic Vertebrate Animals (Classifying Vertebrates)

6.L.4B.1/6-3.1, 6-3.1 PPT


(Q, T, PS, SW, GS)

1

Essential Vocabulary 6.L.4A.2 6.L.4B.1

Materials Needed: books and pictures of vertebrate animals, vertebrate picture cards for each group, color coded chart, colored pencils, index cards, chart paper, white boards, and expo markers.

Pearson Interactive Textbook- How do vertebrates control body temperature? - pg. 359

What are the characteristics of the five groups of vertebrates?

6.L.4A.2 6.L.4B.1

Suggested Assessment Animal Blended Learning Lesson (Q, T, PS, SW, GS)

1

Essential Vocabulary 6.L.4A.2 6.L.4B.1

Possible time to review and assess animal and inquiry indicators covered this week

Suggested Assessment Animal Blended Learning Lesson

What are the characteristics of the five groups of vertebrates?

6.L.4A.2 6.L.4B.1





https://drive.google.com/open?id=1RtkGbB2gVxjgG1EnnpV9WrFYtEI6znNmWLclHegCZIY






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Key Concepts



SC3(3.1) Lesson C: Invertebrates

6.L.4B.1/6-3.1, 6-3.1 PPT

*The SC3 curriculum is still in the old standards numbering system, but this is how it converts.(Q, T, PS, SW, GS)

2

Essential Vocabulary 6.L.4A.2 6.L.4B.1 6.L.4B.2 Defense, camouflage, mimicry, obtain resources

Materials Needed: magnifying glasses, earthworms, crayfish, cricket, sea urchin, snail, pictures of invertebrates, copy of “I have…, Who has…” game cards, chart paper, pictures of invertebrates, and index cards.


Pearson Interactive Textbook- Introduction to Invertebrates- pgs. 350-355

What are the characteristics of the five groups of invertebrates?

6.L.4A.2 6.L.4B.1 6.L.4B.2

SC3(3.2) Lesson A: Moving, Defending, & Obtaining Resources

6.L.4B.2/6-3.2, 6-3.2 PPF


2


Materials Needed: Animal pictures, Animal books and/or Internet access, blank chart

Pearson Interactive Textbook- Obtaining Energy- pgs. 400-410

Alternate Defense Project In what ways do animals defend themselves, move, and obtain resources?

6.L.4A.2 6.L.4B.1 6.L.4B.2








http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.2_eat_and_run.pdf

https://drive.google.com/open?id=0B-ZXSWTcgoiuaF8zLXpxUVpabEE

https://drive.google.com/open?id=0B-ZXSWTcgoiuaF8zLXpxUVpabEE


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Key Concepts



SC3(3.2) Lesson B: Bird Beaks Activity

6.L.4B.2/6-3.2, 6-3.2pdf


Collaborative Creation Lesson Planning Guide Bird Beaks

(Q, T, PS, SW, GS)

1


Materials Needed: animal books and pictures, “Bird Beak Activity”, Blue Tweezers, clothespins, spoons, Cups of small objects-beads, coins, sequins, marbles, different seeds, etc.

Collaborative-Creation Lesson Planning Guide Bird Beaks

The link below is included in the lesson above: What Can I Eat With This Beak?

What structures do birds use for obtaining resources?

6.L.4A.2 6.L.4B.1 6.L.4B.2




http://www.s2temsc.org/uploads/1/8/8/7/18873120/science_6th_grade_6-3.2_eat_and_run.pdf

https://drive.google.com/open?id=1PgykY2PadYZyw2nulfrqELRQ_Ew7zNWN0Sb5jBnittk







https://drive.google.com/open?id=0B-ZXSWTcgoiuZkU4WHhUQjF5ZTQ





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Key Concepts



SC3(3..3) Lesson A: Endothermic & Ectothermic Organisms

6.L.4B.5/6-3.3


2

Essential Vocabulary Endothermic, ectothermic

Materials Needed: paper, markers, thermometer, goldfish, beakers, bowls, temperature graph, ice, and warm water


Lizard Soaking Up Those Rays Activity

What are the characteristics of endothermic and ectothermic animals? How does the temperature affect the respiration rate of goldfish?

6.L.4B.5

Animal Classification Teacher’s Choice(Q, T,, SW) 2

Essential Vocabulary 6.L.4A.1 6.L.4A.2 6.L.4B.1

Pearson Interactive Textbook- What is a an Animal? Pgs. 340-348, Introduction to Invertebrates pgs. 350-355, Introduction to Invertebrates pgs.356-359

Classification Activities in Packet

*TEACHER CREATED WEEBLY RESOURCES

How are animals classified and what common characteristics do they share? What are 4 things all living organisms do?

6.L.4A.1 6.L.4A.2 6.L.4B.1






https://drive.google.com/open?id=0B-ZXSWTcgoiucmZXYWt6RkxXMkU










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Key Concepts



SC3(3.4) Lesson A: Environmental Stimuli

6.L.4B.2/6-3.4


(Q, T, PS, SW, GS)

1

Essential Vocabulary 6.L.4B2 Defense (camouflage, smells, stingers, ejection, mimicry, grouping) obtain resources, physical responses

Materials Needed: plastic sheet, crumpled paper, water, paper towels, paper, animal books

Weeks 5 & 6 Animal Packet Stimuli & Behavior

Discovery Ed VideoHorry.discoveryeducation.com Search for “Life: Reptiles and Amphibians” ”

Video questions "Life: Reptiles & Amphibians"

Stimuli Response Chart


How do environmental stimuli cause physical responses in animals?

6.L.4B.2

SC3(3.5) Lesson A: Behavioral Responses

6.L.4B.3/6-3.5


(Q, T, PS, SW, GS)

2

Essential Vocabulary 6.L.4B.3 Behavior, hibernation, migration, grouping, courtship

Materials Needed: animal books and/or Internet access, “5W’s” Graphic Organizer, Concept Map

Pearson Interactive Textbook- What is a Behavior? Pgs. 444-461

Discovery Ed VideosHorry.discoveryeducation.com Search for:

“Hibernation and Homing'

Animal Adaptations: What Are They?

Stimuli Response Chart


In what ways do animals respond behaviorally to environmental stimuli?

6.L.4B.3




https://drive.google.com/open?id=0B9LMIGotq8YXemctc0pfeS1EVE0






https://drive.google.com/open?id=0B-ZXSWTcgoiuY0YtQnVZWjh5UDQ



https://drive.google.com/open?id=0B-ZXSWTcgoiuYzFOdE93eHp3ZTg











# of Days

Key Concepts



SC3(3.7) Lesson A: Inherited and Learned Behaviors

6.L.4B.4/6-3.7


(Q, T, PS, SW, GS)

2

Essential Vocabulary 6.L.4B.4 Imprinting, inherited behaviors, instincts, conditioning, learned behavior

Materials: Streamlined Video (“Animal Instincts”), index cards, cards for card sort, Streamline Video on learned and inherited behaviors “Animal Intelligences”.

Learned Inherited Venn Diagram

(See videos on Weebly)

Animal Defense Project

D Watson: Learned and Inherited Behaviors

How do learned behaviors in animals differ?

6.L.4B.4




https://drive.google.com/open?id=0B9LMIGotq8YXQ1JqV2lPY3pXMDg




http://sc6thgradescience.weebly.com/6l4b2-structural-adaptations-for-defense-movement--obtaining-resources.html

https://drive.google.com/open?id=1lSiaqwbQ_4lZoUhqZShApu_ksUcoIRLgMCYZdG3hPgA

https://drive.google.com/open?id=1lSiaqwbQ_4lZoUhqZShApu_ksUcoIRLgMCYZdG3hPgA

https://www.youtube.com/watch?v=on4_uPlXoQE





# of Days

Key Concepts



Environmental Stimuli & Animal Behavior (Use Weebly Videos) Teacher’s Choice(Q, T,, SW)

3

Essential Vocabulary 6.L.4B.3 6.L.4B.4

Weeks 5 & 6 Animal Packet Stimuli & Behavior

Discovery Ed video questions "Life: Reptiles & Amphibians"


In what ways do animals respond behaviorally to environmental stimuli?

6.L.4B.3 6.L.4B.4

Classification Teacher’s Choice (Q, T, SW) 2

Essential Vocabulary 6.L.4B.1 6.L.4B.5

Pearson Interactive Textbook- Classifying Life- pgs. 316-328

Classification Powerpoint

Classification Practice in the Student Packet *TEACHER CREATED WEEBLY RESOURCES

How are animals classified and what common characteristics do they share? 6.L.4B.1 6.L.4B










https://drive.google.com/open?id=0B-ZXSWTcgoiuM3lmLTNoNGMzY2M




# of Days

Key Concepts



Animal Unit Review(Q, T, PS, SW, GS) 1

Animal Unit Review Activities Possible time to review and assess animal and inquiry indicators covered this week.


All Animal Standards

Animal Assessment Animal Benchmark(Q, T, SW) 2

All Animal Standards

PASS Review (Q, T, PS, SW, GS) 2




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Key Concepts



PASS Review Including last One Step Dimensional Analysis Lesson(Q, T, PS, SW, GS) 5



All

Week 8 PASS Review 4/30/18-5/4/18











# of Days

Key Concepts



PASS Review & Testing(Q, T, PS, SW, GS) 5

Week 9 PASS Testing 5/7/18-5/11/18



# of Days

Key Concepts



End of the Year Projects focusing on reinforcing the SEPs(Q, T, PS, SW, GS)

13

Focus should be on DOK Level 4 Activities

STEM Type ActivitiesAll Content StandardsSEP’s

Weeks 10-13 SEP End of the Year Projects 5/14/18-6/5/18


6th grade science curriculum...

Documents