# Pacing Calendar---6th Grade by gegeshandong

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```									Tulsa Public Schools Science Quarterly Pacing
Calendar (Refer to Kit Rotation Schedule)
The content standards for 6th Grade Science are divided into three
content units and must be coordinated with each school’s kit rotation
schedule. Please note: if your school is not on the kit rotation, then the
curriculum below will be followed by quarter. Five process standards are
listed in their entirety at the end of this document. The units and
standards are directly aligned to the Oklahoma PASS and Common
Core for 6th Grade Science and shall be used to guide instruction as a
minimum set of competencies.

1st Quarter
Physical Science Unit – Magnets and Motors & Variables Kits
Physical Properties in Matter – Physical characteristics
of objects can be described using shape, size, and
mass whereas the materials from which objects are
CS1.0 made can be described using color and texture. The
student will engage in investigations that integrate the
process standards and lead to the discovery of the
following objectives.

Matter has physical properties that can be measured (i.e.,
mass, volume, temperature, color, and texture). Changes in
physical properties of objects can be observed, described,
CS1.1
and measured using tools such as simple microscopes,
gram spring scales, metric rulers, metric balances, and
Celsius thermometers.

The mass of an object is not altered due to changes in
CS1.2
shape.

Transfer of Energy – Change from one form of energy to
another (i.e., electrical energy to light energy). The student
CS2.0
will engage in investigations that integrate the process
standards and lead to the discovery of the following

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objectives:

Energy exists in many forms such as heat, light, electricity,
CS2.1 mechanical motion, and sound. Energy can be transferred in
various ways.

Electrical circuits provide a means of transferring electrical
CS2.2 energy when heat, light, and sound are produced (e.g., open
and closed circuits).

Electric currents and magnets can exert a force on each
CS2.3
other.

2nd Quarter
Life Science Unit – Diversity of Life & Paper Technology Kits
Structure and Function in Living Systems – Living
systems at all levels of organization demonstrate the
complementary nature of structure and function. The
CS3.0
student will engage in investigations that integrate the
process standards and lead to the discovery of the
following objectives:

Cells are the building blocks of all organisms (both plants
CS3.1
and animals).

Living systems are organized by levels of complexity (i.e.,
CS3.2
cells, organisms, and ecosystems).

3rd Quarter

Populations and Ecosystems – Populations consist of
individuals of a species that occur together at a given
place and time. All populations living together and the
CS4.0 physical factor with which they interact compose an
ecosystem. The student will engage in investigations
that integrate the process standards and lead to the
discovery of the following objectives:

Organisms within an ecosystem are dependent on one
CS4.1 another and on nonliving components of the environment.
Some source of energy is needed for all organisms to stay
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alive and grow. Energy transfer can be followed in food
chains and webs.

In all environments, organisms with similar needs may
compete with one another for resources, including food,
CS4.2 space, water, air, and shelter. Other relationships may be
beneficial.

4th Quarter
Earth/Space Science Unit – Variables Kit
Structures of the Earth and the Solar System – The
earth is mostly rock, three-fourths of its surface is
covered by a relatively thin layer of water, and the entire
CS5.0 planet is surrounded by a relatively thin blanket of air,
and is able to support life. The student will engage in
investigations that integrate the process standards and
lead to the discover of the following objectives:

Earth has four main systems that interact: the atmosphere,
CS5.1
the hydrosphere, the biosphere, and the geosphere.

Water, which covers the majority of the Earth’s surface,
CS5.2 circulates through the crust, oceans, and atmosphere in
what is known as the water cycle.

The sun provides the light and heat necessary to maintain
CS5.3 life on Earth and is the ultimate source of energy (i.e.,
producers receive their energy from the sun).

Process Skills – Integrated Into All Content Units
Process Standard 1: Observe and measure – Observing
is the first action taken by the learner to acquire new
information about an object, organism, or event.
PS1.0 Opportunities for observation are developed through
the use of a variety of scientific tools. Measurement
allows observations to be quantified. The student will
accomplish these objectives to meet this process

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standard.

Identify qualitative and/or quantitative changes given
PS1.1 conditions (e.g., temperature, mass, volume, time, position,
length) before, during, and after an event.

Use appropriate tools (e.g., metric rulers, graduated
cylinders, thermometers, balances, spring scales,
PS1.2
stopwatches) when measuring objects, organisms, and/or
events.

Use appropriate System International (SI) units (i.e., grams,
meters, liters, degrees Celsius, and seconds); and SI
PS1.3
prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring
objects, organisms, and/or events.

Process Standard 2: Classify - Classifying establishes
order. Objects, organisms and events are classified
PS2.0 based on similarities, differences, and
interrelationships. The student will accomplish these
objectives to meet this process standard.

Using observable properties, place an object, organism,
PS2.1 and/or event into a classification system (e.g., dichotomous
keys).

Identify the properties by which a set of objects, organisms,
PS2.2
or events could be ordered.

Process Standard 3: Experiment - Experimenting is a
method of discovering information. It requires making
PS3.0 observations and measurements to test ideas. The
student will accomplish these objectives to meet this
process standard.

PS3.1

PS3.2 Evaluate the design of a scientific investigation.

Identify variables and/or controls in an experimental setup:
PS3.3
independent (tested/experimental) variable and dependent

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(measured) variable.

PS3.4 Identify a testable hypothesis for an experiment.

PS3.5 Design and conduct experiments.

Recognize potential hazards and practice safety procedures
PS3.6
in all science activities.

Process Standard 4: Interpret and Communicate -
Interpreting is the process of recognizing patterns in
collected data by making inferences, predictions, or
conclusions. Communicating is the process of
describing, recording, and reporting experimental
PS4.0 procedures and results to others. Communication may
be oral, written, or mathematical and includes
organizing ideas, using appropriate vocabulary, graphs,
other visual representations, and mathematical
equations. The student will accomplish these objectives
to meet this process standard.

Report data in an appropriate method when given an
PS4.1
experimental procedure or data.

PS4.2 Interpret data tables, line, bar, trend, and/or circle graphs.

Evaluate data to develop reasonable explanations and/or
PS4.3
predictions.

Accept or reject hypotheses when given results of an
PS4.4
investigation.

PS4.5 Communicate scientific procedures and explanations.

Process Standard 5: Inquiry - Inquiry can be defined as
the skills necessary to carry out the process of
scientific or systemic thinking. In order for inquiry to
PS5.0 occur, the student must have the opportunity to ask a
question, formulate a procedure, and observe
phenomena. The student will accomplish these
objectives to meet this process standard.

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Use systematic observations, make accurate
PS5.1
measurements, and identify and control variables.

Use technology to gather data and analyze results of
PS5.2
investigations.

PS5.3 Review data, summarize data, and form logical conclusions.

Formulate and evaluate explanations proposed by
examining and comparing evidence, pointing out statements
PS5.4
that go beyond evidence, and suggesting alternative
explanations.

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