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grade 6 unit 1 - SharpSchool

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									                                  Horry County Schools Curriculum 6th Grade Science 2011-2012



                             GRADE 6 UNIT 1 – GRAPHING AND INQUIRY


                                                                            Unit Dates:              August 25-September 7
                                                                            Benchmark
                                                                            Window:

ESSENTIAL QUESTIONS
                                 What are the independent and dependent variable in an experiment?
                                           How is a graph developed from an experiment?

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS


  6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely
         and accurately when conducting a controlled scientific investigation.
  6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
  6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
  6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including
         identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or
         the product).
  6-1.5 Use appropriate safety procedures when conducting investigations.




                                                                                                                                   1
                                              Horry County Schools Curriculum 6th Grade Science 2011-2012

                                              Key Concepts             Advance              Teaching                                   Alignment to
            SEPUP            Title                                                                             Assessment
                                              and Processes              Prep                Periods                                   HCS/SC Core
            Activity
                                                                   Notes to Teachers                                                    Curriculum
                       Teacher’s Choice    Procedures,                                      1-2
                                           Classroom setup,
                                           beginning of year
                                           activities

            1          Lesson 1 Graphing   Independent           Reserve mobile lab or      2          Describe what you               6-1.2
                       Unit                variable, dependent   computer lab, prepare                 have to do to match
                                           variable and slope
                                                                 CBR-2, make copies                    the graph?
   WEEK 1




                                                                 of data, print copies of
                                                                 graphs, obtain lcd
                                                                 projector , gather
                                                                 colored pencils
            2          Lesson 2 Graphing   Inference and         Reserve mobile lab or      1          What are the criteria           6-1.2
                       Unit                observation           computer lab, prepare                 for determining if a
                                                                 CBR-2, make a graph,                  summary statement
                                                                 prepare examples                      is an inference or an
                                                                                                       observation?
            3          Lesson 3 Graphing   Collecting and        Construct a K’Nex          2-3        Determine the independent       6-1.2
                       Unit                recording data        Car, Make copies of                   variable, the dependent
                                                                 data table, Prepare                   variable, and controlled
                                                                 graphs, set up stations               variables in this experiment.
WEEK 2




                                                                 for Apply stations,                   What observations can
                                                                 gather ramps and                      be drawn from the
                                                                 meter sticks.                         data?
                                                                                                       What inferences can be
                                                                                                       drawn from the data?




                                                                                                                                                      2
                                     Horry County Schools Curriculum 6th Grade Science 2011-2012




                            GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS



                                                                                Unit Dates:              September 8- November
                                                                                                         2
                                                                                Benchmark                October 17- November 4
                                                                                Window:



  Plants (STC Module)


                                                       ESSENTIAL QUESTIONS
                           How does repeating a scientific investigation affect the validity of the investigation?
                                          What are some suggested ways to select sample size?
                           Is a conclusion drawn from scientific investigation always valid? Why or why not?

  SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS
   6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely
         and accurately when conducting a controlled scientific investigation.
   6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
   6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
   6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a
         problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).
***6-1.5 Use appropriate safety procedures when conducting investigations.
                                        *** Inquiry standard(s) tested on quarterly benchmark exam.




                                                                                                                                    3
                                                   Horry County Schools Curriculum 6th Grade Science 2011-2012




                                       GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS
Plants (STC Module)
                                                                 ESSENTIAL QUESTIONS
                                     How does repeating a scientific investigation affect the validity of the investigation?
                                                    What are some suggested ways to select sample size?
                                     Is a conclusion drawn from scientific investigation always valid? Why or why not?


CONTENT STANDARDS
6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response
      to stimuli, the ability to reproduce, and process of physical growth and development).
6.2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or
      categories of living things—kingdom, phylum, class, order, family, genus, and species).
6.2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing,
      flowering or cone-bearing, and monocot or dicot).
6.2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction.
6.2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed
      production).
6.2.6 Differentiate between the processes of sexual and asexual reproduction of flowering plants.
6.2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism,
      gravitropism, hydrotropism, and thigmotropism).
6.2.9 Explain how disease-causing fungi can affect plants.

Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standard




                                                                                                                                                                                                   4
                                            Horry County Schools Curriculum 6th Grade Science 2011-2012

                                       Key                        Advance Prep               Teaching                                       Alignment to
         SEPUP                                                                                                    Assessment
                         Title        Concepts                      Notes to                 Periods                                        HCS/SC Core
         Activity
                                      and                           Teachers                                                                 Curriculum

         1          What Do You       Processes
                                    How to conduct        Student notebook, large            1                                              6-1.2
                                                                                                        What makes something a
                    Know            an experiment;        newsprint, overhead                           scientific experiment?              6-1.4
                    About           fair test                                                           Student Activity Book               6-2.1
                    Experiments?                                                                        p.2Question6                        6-2.7

         2          Identifying     Defining an           Activity Sheet 1A, 1B, large       1          How would changing one              6-1.4
                    Variables       independent           newsprint or transparency                     variable affect the life cycle of
WEEK 1




                    and             variable              index cards                                   the plant?
                    Planning a                            Student Activity Book Reading
                    Fair Test                             Selection pp.12-15

         3          Outlining the   Designing an          Activity Sheet 1A,1B, see          1          How do you identify the             6-1.2
                    Experimental    experiment            variable wheel(pg 18 SG),                     independent, dependent and
                    Plan                                  Activity Sheet 2                              controlled variables in a
                                                          Daily Data Record Sheet                       scientific experiment?
                                                                                                        Student Activity Book p. 19,
                                                                                                        question 6&7

         4          Planting the    Following             Activity Sheet 3, see TG pg 42     1          State your independent,             6-1.2
                    Seeds           procedures to         set up lights and watering tanks              dependent, and controlled           6-1.5
                                    ensure a              prior to activity. (Water from                variables.                          6-2.5
                                    controlled            top the two days following                    Student Activity Book p. 24,
                                    experimental design   planting Plant on Mon/Tues)                   questions 2-4&8

         4a         SC              Overview of Life      McDougal Littell Science           1                                              6-2.5
                    Essentials:     cycle: Germination    pp. 104-108
WEEK 2




                    Reproductive    and plant             McDougal Littell
                    Adaptations     development           SC Lab Manual p.135
                    TEXTBOOK                              Teacher’s Choice

         4b         SC              Structures for        Magic School Bus Gets Planted      2                                              6-2.4
                    Essentials:     Survival and
                    Defensive       Defense               McDougal Littell Science p.561
                    Structures of                         and 59-60
                    Plants                                Teacher’s Choice

                    TEXTBOOK


                                                                                                                                                           5
                                            Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                    Advance Prep                                                           Alignment to
         SEPUP           Title         Key Concepts and                                        Teaching                                    HCS/SC Core
                                           Processes                  Notes to                  Periods           Assessment
         Activity                                                                                                                           Curriculum
                                                                      Teachers
         5          Thinning and       Structures of a      See pg 52 TG for materials         1          What observable structures      6-1.2
                    Transplanting      plant for survival   list. Check water level                       do you see that ensure the      6-1.4
                                                            Begin graphing plant’s height                 survival of the plant?          6-2.1
                                                            Observe true leaves and flower                Student Activity Book pp. 28-   6-2.4
                                                            buds develop                                  29, question 3,6,7, and “Idea   6-2.7
                                                                                                          to Explore”
WEEK 3




         5a         SC Essentials:     Photosynthesis,      McDougal Littell Science pp.       2-3        Summarize the plant             6-2.7
                    Land Adaptations   Transpiration,       92-95 and 57-59                               processes necessary for
                    and Plants are     Respiration          Teacher’s Choice                              survival.
                    Producers
                    TEXTBOOK
         6          Lesson 6           Structures of a      See pg 59 for materials list.      1          Summarize the importance        6-2.4
                    Getting a Handle   plant for            Activity sheet 4                              of pollinators to the
                    on                 reproduction         Reading selection SG page 35-36.              reproduction and survival of
                    Your Bee                                                                              plants.

         7          Pollination and    Functions of         See SG pg 33                       1-2        Summarize the functions of      6-1.2, 6-1.4
                    Interdependence    the                  Check water level and Observe                 the structures for              6-2.4, 6-3.2
                                       structures           Growth Spurt                                  reproduction. Student           6-3.4, 6-2.5
                                       for                  Observe flowers open                          Activity Book                   6-2.6
                                       reproduction         Reading selection p.40-41                     pp.37-38, questions 1, 2, and
                                                                                                          4
         7a         SC Essentials:     Reproduction         McDougal Littell Science pp.       1                                          6-2.4
                    Seeds and Pollen   Fertilization and    104-109                                                                       6-2.5
WEEK 4




                    are Reproductive   Seed Production      Magic School Bus Goes to Seed
                    Adaptations                             Teacher’s Choice
                    TEXTBOOK

         7b         SC Essentials:     Sexual and Asexual   McDougal Littell Science p. 562    1-2        Compare and contrast            6-2.6
                    Reproduction of    Reproduction         Teacher’s Choice                              asexual and sexual
                    Flowering Plants                                                                      reproduction in flowering
                    TEXTBOOK                                                                              plants.




                                                                                                                                                          6
                                             Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                   Advance Prep                                                       Alignment to
         SEPUP            Title           Key Concepts                                        Teaching                                HCS/SC Core
                                          and Processes              Notes to                  Periods            Assessment
         Activity                                                                                                                      Curriculum
                                                                     Teachers
         7          Pollination                            Pinch off unopened buds and        1
                    and                                    check water level. Observe seed
                    Interdepende                           pods develop
                    nce Note:
                    Maintenance
                    activity from Kit
                    Lesson 7

         7c         SC ESSENTIALS:      Nonvascular-       McDougal Littell Science pp. 98- 1            Compare the structures of    6-2.3
                    Most Ferns and      Mosses             103                                           vascular and non vascular
                    Mosses Live in a    Spores – Ferns     Gather moss and fern plants for               plants.
                    Moist                                  this activity the day before you
                    Environment                            begin the lesson.
                    TEXTBOOK                               Teacher’s Choice
WEEK 5




         7d         SC Essentials:      Vascular Tissue    McDougal Littell Science pp.       1          Compare the structures of    6-1.5
                    PineTrees           Cone bearing       106-109                                       vascular and nonvascular     6-2.3
                    Reproduce with                         Collect cones prior to activity               plants.
                    Pollen and
                                                           Teacher’s Choice
                    Seeds
                    TEXTBOOK



         7e         SC Essentials:      Fruit and Flower   SC Lab Manuel                      1          Summarize the basic          6-2.3
                    Many Plants                            “Investigate Flower Parts” p.133              functions of structures of   6-1.1
                    Reproduce With                         McDougal Littell Science pp.                  a flowering plant for
                    Flowers and                            113-117                                       reproduction.
                    Fruit                                  Teacher’s Choice
                    TEXTBOOK




                                                                                                                                                     7
                                           Horry County Schools Curriculum 6th Grade Science 2011-2012


                                                                                                                                         Alignment to
         SEPUP                         Key Concepts and         Advance Prep                 Teaching
                            Title                                                                                                        HCS/SC Core
         Activity                          Processes           Notes to Teachers              Periods           Assessment
                                                                                                                                          Curriculum
         7f         Teacher’s Choice   Monocot/Dicot      The Science of Life: The World     1          Compare the characteristic      6-2.3
                                                          of Plants STREAMLINE VIDEOS                   structures of monocots and
                                                          http://www.ucmp.Berkeley.edu                  dicots.
                                                          blos- sary/gloss8/monocot.html
                                                          http://homepage.smc.edu/hods
                                                          on_ID/basics.htm#root
                                                          http://library.thinkquest.org/37
                                                          15/index.html
WEEK 6




         7g         SC Essentials:     Tropism            McDougal Littell p.563             2          Illustrate and explain the      6-2.8
                    Tropism                               SC ESSENTIALS: PLANT                          forms of tropism.
                    TEXTBOOK                              RESPONSES
                    Teacher’s Choice                      http://plantsinmotion.bio.india
                                                          na.edu/plantmotion/stathere.ht
                                                          ml


         7h         SC Essentials:     Fungus             McDougal Littell pp. 76-77         1-2        Construct a cause-effect        6-2.9
                    Fungi Can Be                          Teacher’s Choice                              model of the ways that plants
                    Helpful or                                                                          are affected by fungi.
                    Harmful to Other
                    Organisms
                    TEXTBOOK




                                                                                                                                                        8
                                              Horry County Schools Curriculum 6th Grade Science 2011-2012

          STC                                                                                                                             Alignment to
         Activity                         Key Concepts             Advance Prep               Teaching                                    HCS/SC Core
                          Title           and Processes           Notes to teachers            periods                 Assessment
         Number                                                                                                                            Curriculum
         7          Plant Kits                              Remove plants from watering
                    SEE TEACHER                             system.
                    INSTRUCTIONS



         7i         SC Essentials:       Dichotomous Key    McDougal Littell Science          1-2        Explain how to use a            6-1.3
                    Dichoto- mous                           pp. 28-30                                    dichotomous key.
                    Keys and Field                          Teacher’s Choice
                    Guides Help                             Classzone.com
                    Identify Organisms
                    TEXTBOOK
WEEK 7




         7j         SC Essentials:       Characteristics    McDougal Littell, p. xxix,        1          Summarize the                   6-2.1
                    Unifying             of all organisms   pp 9-14                                      characteristics that all
                    Principles of Life                      Teacher’s Choice                             organisms share.
                    Science
                    TEXTBOOK


         7k         SC Essentials:       Kingdoms           Classification of Living Things   2          Identify the seven levels of    6-2.2
                    Scientists Develop                      (Streamline)                                 the hierarchical structure of
                    Systems for                             McDougall Littell pp. 15-28                  classification and examples
                    Classifying Living                      Teacher’s Choice                             of scientific names.
                    Things
                    TEXTBOOK




                                                                                                                                                         9
                                               Horry County Schools Curriculum 6th Grade Science 2011-2012

          STC                                                                                                                              Alignment to
         Activity                        Key Concepts                  Advance Prep               Teaching                                 HCS/SC Core
                          Title          and Processes                Notes to teachers           periods             Assessment
         Number                                                                                                                             Curriculum
         8          Harvesting and      Life cycle of            Activity Sheet 5                 1          Summarize the life           6-2.4
                    Threshing the Seeds flowering plants.        Clean up and store equipment                cycle of a plant.            6-2.5
                                        Organizing and                                                       Student Activity Book pp.    6-1.2
                                        analyzing data in a                                                  43-44, questions 3, 7, &8.
                                        controlled
                                        experiment

         9          Part 1             Organizing and            Teacher Guide p.76, question 1   1          Student Activity Book        6-1.2
                    Organizing and     analyzing data in a       Activity Sheet 6                            pp. 45-46, questions 1-6     6-1.4
WEEK 8




                    Analyzing the Data controlled
                                       experiment

         10         Part 2               Organizing and          Teacher Guide p. 82, final       1          Student Activity Book p.     6-1.1
                    Organizing and       analyzing data in a     activities                                  49, questions 1-4            6-1.4
                    Analyzing the Data   controlled
                                         experiment

         11         Communicating        Communicating           Teacher Guide p.85               1          Student Activity Book pp.    6-1.2
                    Experimental         results of controlled   Materials and procedure 1                   51-52, question1             6-1.4
                    Results              experiment
         12         Review and Assess                            Communicating results of con-    4-5        Benchmark Assessment         6-1 Inquiry
                                                                 trolled experiment                                                       6-2 Plants
WEEK 9




                                                                                                             Student conducted
                                                                                                             mini conferences




                                                                                                                                                          10
                                  Horry County Schools Curriculum 6th Grade Science 2011-2012

                                            GRADE 6 UNIT 3 – ENERGY


                                                                              Unit Dates:             November 3- January 24
                                                                              Benchmark               January 9-27
                                                                              Window:
                                                         ESSENTIAL
                                                           QUESTIONS
                        How does repeating a scientific investigation affect the validity of the investigation?
                                       What are some suggested ways to select sample size?
                        Is a conclusion drawn from scientific investigation always valid? Why or why not?


UNIT 3 – Energy (STC Module)




     SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

     INQUIRY STANDARDS
***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and
          sling psychrometer) safely and accurately when conducting a controlled scientific investigation.
    6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
    6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
*** 6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem,
          designing a solution or a product, implementing the design, and evaluating the solution or the product).
    6-1.5 Use appropriate safety procedures when conducting investigations.



     *** Inquiry standard(s) tested on quarterly benchmark exam.




                                                                                                                                      11
                                                    Horry County Schools Curriculum 6th Grade Science 2011-2012




                                                                 GRADE 6 UNIT 3 – ENERGY

UNIT 3 – Energy (STC Module)



                                                                ESSENTIAL QUESTIONS
                                     How does repeating a scientific investigation affect the validity of the investigation?
                                                    What are some suggested ways to select sample size?
                                     Is a conclusion drawn from scientific investigation always valid? Why or why not?


SCIENCE CONTENT STANDARDS
6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.
6-5.2 Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential
      and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.
6.5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets,
      generators, and simple electrical motors.
6-5.4 Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.
6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
6.5.6 Recognize that energy is the ability to do work (force exerted over a distance).
6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force
      required to do work.
6-5.8 Illustrate ways that simple machine exists in common tools and in complex machines.




Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards.


                                                                                                                                                                                                     12
                                              Horry County Schools Curriculum 6th Grade Science 2011-2012

          STC                                                               Advance                                                                  Alignment to
         Activity                          Key Concepts and                                        Teaching                                          HCS/SC Core
                           Title                                              Prep                                        Assessment
         Number                                Processes                                            periods                                           Curriculum
                                                                          Notes to teachers
         1          Circuit of Inquiry   Assessment of student     See TG BINDER pg 5-12           2          Pre-assessment of student              6-5.1
                                         prior knowledge of        (8 models to build and set up.)            knowledge. None required               6-5.2
                                         energy, machines, and     *Reading Selection from
                                                                                                                                                     6-5.3
                                         motion                    Student Guide pg. 9-11
                                                                   Teacher can add two stations :                                                    6-5.4
                                                                   balance beam and spring scale                                                     6-5.6
                                                                                                                                                     6-5.7
                                                                                                                                                     6-5.8




         2          Making a Battery     Describe what makes up    see TG pg 25                   1           The goal of this lesson was to build   6-5.1
                                         a battery. (transfor-     Premix solution prior to                   a battery. Did you succeed?            6-5.2
                                         mation of energy/         activity.                                  Support your answer with
                                         chemical to electrical)   *Reading Selection from                    evidence.
WEEK 1




                                                                   Student Guide pg.16-19




         3          Rechargeable         Energy transformations    See TG pg 33                   1           From your observations, do you         6-5.1
                    Batteries                                      Need dead dry cell                         think the motor or the light needs     6-5.2
                                                                   batteries prior to activity.               more energy to operate? Support
                                                                   See TG 265                                 your answer with evidence.
                                                                   *Reading Selection from
                                                                   Student Guide pg.24 – 25




                                                                                                                                                                13
                                                Horry County Schools Curriculum 6th Grade Science 2011-2012


          STC                                                                  Advance                                                                 Alignment to
         Activity                           Key Concepts and                     Prep                  Teaching                                        HCS/SC Core
                            Title               Processes                                               periods              Assessment
         Number                                                             Notes to teachers                                                           Curriculum

         4          Storing and Using     The amount of energy         see TG pg 39                    2          Discuss with your lab partners any   6-1.2
                    Energy in a Battery   stored in a rechargeable     Make sure dry cell batteries               patterns you observe in data that    6-5.1
                                          battery is proportional to   are dead prior to activity.                come from class averages. Why is     6-5.4
                                          the time the battery is      *Reading Selection from                    it better to use the class average
                                          charged.                     Student Guide pg.30- 35                    instead of results from only one
                                                                                                                  pair of students?


         4a         SC Essential Energy   Energy Sources and           McDougal Littell Pg. 351- 356   1          List three way you use energy. How   6-5.1
                    exists in different   Transformations              Teacher’s Choice                           does each example involve a
                    forms TEXTBOOK                                                                                change?
WEEK 2




         4b         SC Essential          Conservation of Energy       McDougal Littell Pg. 358 – 363 1           Suppose you are jumping on a         6-5.2
                    Energy can change                                  Teacher’s Choice                           trampoline. Describe the conver-
                    forms but is never                                                                            sions that occur between kinetic
                    lost TEXTBOOK                                                                                 energy and potential energy.


         4c         SC Essential          Solar Energy and Wind        McDougal Littell Pg. 366 – 370 1           List two advantages and two dis-     6.5-2
                    Technology            Energy                       Teacher’s Choice                           advantages of solar power.
                    improves the way
                    people use energy.
                    TEXTBOOK




                                                                                                                                                                 14
                                                Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                                                                                                              Alignment to
          STC Kit                                   Key Concepts and               Advance Prep                Teaching                                         HCS/SC
          Activities            Title                   Processes                 Notes to teachers             periods                  Assessment               Core
                                                                                                                                                               Curriculum
          5            Introduction to            A force is a push or a pull   see TG pg 50-51                2          From your observations, explain     6-1.1
                       Forces                     on an object. Using a         *Reading Selection from                   why different objects have
                                                  spring scale to measure       Student Guide pg.42-47                    different weights .What do you
                                                  force.                                                                  think determines the weight of an
                                                                                                                          object? Support your answer
                                                                                                                          with data.
WEEK 3




          6            The Force of Friction      Measure the force             see TG pg 63- 65               1          How does the difference in load
                       Inquiry 6.2 Changing       needed to pull a load of      *Reading Selection from                   size effect the force needed to
                       the Load (only)            different weights.            Student Guide pg.54 – 61                  pull the load. Support your
                                                                                                                          answer with evidence.

          7            The Force Exerted by a     Motors exert forces and       see TG pg 79                   2          What is the maximum force           6.5-3,
                       Motor                      forces can be measured.       Apparatus assembly                        exerted by the motor?               6.5-4
                                                                                required
                                                                                *Reading Selection from Stu-
                                                                                dent Guide pg.68 – 71

          8            Work and the Motor         The scientific                see TG 88                      2          How much work did the motor         6-5.6
                                                  definition of                 Sled assembly required                    do on the sled? Show your
                                                  work.                         *Reading Selection from                   work.
                                                                                Student Guide pg.80-81

          8a           SC Essential               Explain how magnetism         McDougall Littell pg 538       2          Explain how an electromagnet        6-5.3
                       Electromagnet              and electricity are           Streamline Video:                         works.
                       TEXTBOOK                   interrelated: elec-           Dr. Dad’s PH3
 WEEK 4




                       Teacher’s Choice           tromagnets, generators,       Three:
                                                  and simple electric           Electromagnetism
                                                  motors.

          8b           Motors (TCA)               Explain how magnetism         McDougall                      1          Explain the components of a         6-5.3
                       TEXTBOOK                   and electricity are           Littell pg 540-                           motor and how they work
                       Teacher’s Choice           interrelated:                 542                                       together to transform electrical
                                                  electromagnets,                                                         energy to mechanical energy.
                                                  generators, and simple
                                                  electric motors.




                                                                                                                                                                         15
                                            Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                                                                                                   Alignment
         STC Kit                           Key Concepts and             Advance Prep               Teaching                                       to HCS/SC
         Activities        Title               Processes               Notes to teachers            periods              Assessment                   Core
                                                                                                                                                  Curriculum
         8c           SC Essential       Explain how               McDougall Littell pg            1          Explain how a generator             6-5.3
                      Generators         magnetism and             544, 550-551                               converts mechanical energy
                      TEXTBOOK           electricity are           Teacher’s Choice                           into electrical energy.
                                         interrelated: elec-
                                         tromagnets,
                                         generators, and
                                         simple electric motors.

         *9           Power of a Motor   Calculate the power of    See TG pg 100                   1          Did the amount of work done
                                         a motor                                                              each time by the motor to lift
                                                                                                              the load depend on the
                                                                                                              number of batteries used?
                                                                                                              Why or why not?
WEEK 5




         10           Assessing What You Demonstrate               See TG pg.109                   2          Performance Assessment,
                      Know               knowledge of energy,                                                 Data Analysis, Multiple
                                         forces, work, and         *Reading Selection from                    Choice Questions, Short
                                         power                     Student Guide pg.95 – 97                   Answer Response
                                                                   *Omit power related questions
                                                                   on assessment if you do not
                                                                   complete Lesson 9.
         11           Inclined Plane     Incline planes are        See TG pg. 135                  2          Why are ramps for people with       6-5.7
                                         simple machines that                                                 physical disabilities long and
                                         decrease the amount of    *Reading Selection from                    gently sloping, rather than short
                                         force needed to do        Student Guide pg.106-107                   and steep?
                                         work.




                                                                                                                                                               16
                                             Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                                                                                             Alignment to
          STC Kit                          Key Concepts and             Advance Prep            Teaching                                     HCS/SC Core
          Activities          Title            Processes               Notes to teachers         periods             Assessment
                                                                                                                                              Curriculum
          12           The Pulley         Pulleys are simple       See TG pg 150                2          What did you observe about        6-5.7
                                          machines that decrease   Assembly needed                         the effort force with the
                                          the amount               *Reading Selection from                 different pulley
                                          of force needed to do    Student Guide pg.116- 119               combinations?
                                          work.
 Week 6




          13           The Lever          Levers are simple        See TG pg. 159               2          Was the amount of work done       6-5.7
                                          machines that            *Reading Selection from                 by the lever when it lifted the
                                          decrease the amount      Student Guide pg.125-129                sled the same each time or
                                          of force needed to do                                            different? Explain your
                                          work.                                                            reasoning.


          14           Machines           Combining                See TG pg. 188               3-4        Rubrics – TG. pg 193 and 194      6-5.8
                       Assessment: A      understanding of                                                 Self Assessment in TG. Pg         6-1.4
                       Technological      machines, forces and     *Reading Selection from                 197 – 198
                       Design Challenge   work to develop a        Student Guide pg.135-139
                                          plan for solving a
                                          design challenge.


          14a          SC Essential       Simple machines exist    McDougal Littell pg. 436 –   1          Design a complex machine          6-5.8
                       Modern             in common tools and      441                                     and draw it labeling the
Week 7




                       technology uses    in complex machines.     Teacher’s Choice                        simple machines.
                       compound
                       machines.
                       TEXTBOOK




                                                                                                                                                            17
                                              Horry County Schools Curriculum 6th Grade Science 2011-2012


          STC Kit                                                                                                                  Alignment to
                                            Key Concepts and         Advance Prep       Teaching
          Activities                                                                                                               HCS/SC Core
                              Title             Processes          Notes to teachers     periods            Assessment
                                                                                                                                    Curriculum
          *14b         SC Essential         Temperature and     McDougal Littell       1           How can you explain thermal
                       Temperature          Kinetic             Pg. 383 – 388                      expansion as kinetic energy?
                       depends on         Energy                Teacher’s Choice
 WEEK 8




                       particle movement.
                       TEXTBOOK

          14c          SC Essential      Heat and thermal       McDougal Littell       1           Describe the relationship among 6-5.1
                       Energy flows from energy                 Pg. 390 – 394                      kinetic energy, heat,
                       warmer to cooler                                                            temperature, and thermal
                       objects                                  Teacher’s Choice                   energy.
                       TEXTBOOK

          14d          SC Essential         Conduction,         McDougal Littell       2-3         Compare and contrast            6-5.5
                       The transfer of      Convection and      Pg. 396 – 401                      conduction, convection, and
                       energy as heat can   Radiation                                              radiation.
WEEK 9




                                                                Teacher’s Choice
                       be controlled
                       TEXTBOOK
                                            Review and Assess                          4-5                                         Benchmark




                                                                                                                                                  18
                                     Horry County Schools Curriculum 6th Grade Science 2011-2012



                              GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE



                                                                                 Unit Dates:              January 25- March 21
                                                                                 Benchmark                March 12- 30
                                                                                 Window:


    Weather (SEPUP Weather & Atmosphere Module)

                                                         ESSENTIAL QUESTIONS
                        How does the composition and structure of the Earth’s atmospheric layers affect life on Earth?
                       How do you think the shape and type of clouds effects weather conditions and weather patterns?
                                          Explain how solar energy is important to the water cycle.
                               Why are direct observations and measurements useful in predicting weather?

                         SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

    INQUIRY STANDARDS


***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and
      sling psychrometer) safely and accurately when conducting a controlled scientific investigation.
   6-1.2 D i f f e r e n t i a t e between observation and inference during the analysis and interpretation of data.
   6-1.3 C l a s s i f y organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
   6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a
         solution or a product, implementing the design, and evaluating the solution or the product).
   6-1.5 U s e appropriate safety procedures when conducting investigations.
   6-4.1 C o m p a r e the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and
         pressure within the layers).
                                        *** Inquiry standard(s) tested on quarterly benchmark exam.



                                                                                                                                            19
                                                    Horry County Schools Curriculum 6th Grade Science 2011-2012




                                          GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE

      Weather (SEPUP Weather & Atmosphere Module)
                                               ESSENTIAL QUESTIONS
                                  How does the composition and structure of the Earth’s atmospheric layers affect life on Earth?
                                 How do you think the shape and type of clouds effects weather conditions and weather patterns?
                                                    Explain how solar energy is important to the water cycle.
                                         Why are direct observations and measurements useful in predicting weather?
                                   SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS



SCIENCE CONTENT STANDARDS

6-4.2 S u m m a r i z e the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation,
       transpiration, condensation, surface-water flow, and groundwater flow).
6-4.3 C l a s s i f y shapes and types of clouds according to elevation and their associated weather conditions and patterns.
6-4.4 S u m m a r i z e the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms
       (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
6-4.5 U s e appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air
       pressure).
6-4.6 P r e d i c t weather conditions and patterns based on weather data collected from direct observations and measurements, weather
      maps, satellites, and radar.
6-4.7 E x p l a i n how solar energy affects Earth’s atmosphere and surface (land and water).
6-4.8 E x p l a i n how convection affects weather patterns and climate.
6-4.9 E x p l a i n the influence of global winds and the jet stream on weather and climatic conditions.

Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards.



                                                                                                                                                                                                     20
                                                 Horry County Schools Curriculum 6th Grade Science 2011-2012

         SEPUP                                                                                                                                            Alignment
                                                     Key Concepts                  Advance Prep                  Teaching        Assessment
         Activity               Title                                                                                                                    to HCS/SC
                                                     and Processes                Notes to teachers              periods            & Key
         Number                                                                                                                                              Core
                                                                                                                                  Question
                                                                                                                                                         Curriculum
         50         Weather Effects                 Weather, risk            Chart paper (optional),             1          How does weather            6-1.2
                    Students are introduced to                               copy SS (student sheets)                       affect your daily life?
                    four kinds of careers related                            50.1, 50.2                                     SB E-8, AQ4
                    to weather and look at
                    maps of weather risks.

         51         Investigating Local             Daily vs. monthly        TR E-14, reserve computer           1          Proc: OD                    6-1.2
                    Weather Students                data (mean,              room or print copies of data;                  Students graph              6-4.6
WEEK 1




                    record, graph, and              median, mode),           copy SS 51                                     monthly weather data.
                    analyze five days of            precipitation,           If possible, collect news papers               SB E-11 to E-14
                    local weather data.             meteorology,             for a week prior to teaching this
                                                                             lesson www.weather.com

         52*        Local Weather History           Weather, risk,           Copy student sheets                 1          How are weather             6-1.2
                    Students conduct a survey       atmosphere,              *Homework assignment                           disasters different         6-4.6
                    to learn about the history of   career of an at-                                                        from everyday
                    local weather disasters.        mospheric scientist                                                     weather?

         53         Weather and Climate             Weather, climate,        Get overhead projector,             1-2        AQ4, SB E-22,               6-1.2
                    Students use climate maps       climatologist,           or multimedia                                  Predict weather             6-4.6
                    to identify local climate and   literacy, mathematics    projector                                      conditions and
                    compare it to similar areas.                            copy student sheets 53.1                        patterns from data

         54         The Earth’s Surface             Hydrologist, mean,       Overhead projector &                1          Where is most of the        6-1.2
                    Students use a world map        median, mode,            calculators (optional),                        water on earth’s            6-4.6
WEEK 2




                    to estimate amounts of                                   copy student sheets                            surface? Issue:             6-4.2
                    earth’s surface covered by                                                                              groundwater
                    water and land.
         55         Heating Earth Surfaces          Climate, sun’s           Prepare sand and water in           2          Proc: DI                    6-1.2
                    Students measure how the        energy                   large basins, gather watches,                  Quick Check: Q3, SB E-      6-4.7
                    sun’s energy heats land                                  light sources, overhead                        29. Explain how the         6-5.5*
                    and water and how each                                   projector, graph paper,                        sun’s energy heats
                    cools, important deter-                                                                                 different surfaces of the
                    miners of climate.                                                                                      earth.




                                                                                                                                                                      21
                                               Horry County Schools Curriculum 6th Grade Science 2011-2012

         SEPUP                                                                                                                                  Alignment
                               Title                  Key Concepts               Advance Prep             Teaching       Assessment            to HCS/SC
         Activity
                                                      and Processes             Notes to teachers          periods     & Key Question              Core
         Number
                                                                                                                                               Curriculum
         56         Ocean Temperatures              Climate, ocean          Overhead projector,               1-2    Pr: GI                   6-1.2
                    Students investigate the        temperatures,           calculators,                             Explain why hurricanes   6-4.7
                    range of mean ocean             latitude                copy student sheets                      form over ocean areas
                    surface temperatures                                                                             with water temps above
                    around the globe, then                                                                           26.5oC
                    map and discuss
                    patterns.
Week 3




         57         Oceans and Climate              Climate, ocean          Copy student sheets,              1-2    How do oceans            6-4.7
                    Students learn more             currents,               role-play props (optional)               affect climate? SB       6-4.8
                    about how oceans affect         climatologist,                                                   E-42 AQ 3
                    climate. A role play            hydrologist
                    discusses the
                    identification
                    of the Gulf Stream and
                    how data is gathered.

         58         The Causes of Climate           Climate, sun’s          Get heat lamp (optional)          1      What three factors       6-4.7
                    Students read about more        energy, oceans,                                                  affect climate? SB E-    6-4.8
                    factors affecting climate,      landforms, literacy                                              48, AQ 4                 6-4.9
                    including the sun’s                                                                                                       6-1.2
                    energy.
         59*        Water as a Solvent              Climate, salinity,      Need safety goggles,              1-2    How well do              6-1.2
                    Students compare the            solvent                 overhead projector, prepare              different liquids        6-4.2
                    solubility of solids in three                           containers of tap and                    dissolve the same
                                                                            distilled water                          solid?
Week 4




                    different solvents, and
                    learn about water as the
                    universal solvent and that
                    most water on earth
                    contains salts.
         60         Water Changes State             States of water         safety goggles, gather hot    1          Quick check: Q2          6-4.2
                    Students learn how water        (solid, liquid, gas),   plate, plastic bottle and                Discuss the              6-4.3
                    changes from one phase to       water vapor, clouds,    board, beaker, matches,                  relationships
                    another. Teachers model         condensation,           incense, tongs, ice, black               between the
                    changes in the state of         evaporation, water      paper, chart paper                       changing states of
                    water and the water cycle.      cycle, literacy                                                  water and the water
                                                                                                                     cycle.
                                                                                                                                                            22
                                                 Horry County Schools Curriculum 6th Grade Science 2011-2012

         SEPUP                                                                                                                                         Alignment
                               Title                  Key Concepts                Advance Prep               Teaching       Assessment                to HCS/SC
         Activity
                                                      and Processes              Notes to teachers            periods     & Key Question                  Core
         Number
                                                                                                                                                      Curriculum
         61         Investigating                   Groundwater,             Get overhead projector, two        1-2     How does water               6-4.2
                    Groundwater Students            hydrologist              buckets, paper towels                      interact with earth
                    investigate the ability of                                                                          materials?
                    water to filter through
                    gravel and sand, to
                    introduce groundwater.

         61a        SC Essential                    Clouds; elevation,       McDougal Littell Science           1-2     How does a cloud             6-4.3
                    Lab: Investigate                type, shape, and         257-261                                    form?
                    Condensation                    associated weather       Collect several clear plastic
                    TEXTBOOK                                                 bottles.

         61b        SC Essential                    Use appropriate          McDougal Littell Science           1       How does a precipitate       6-4.5
                    Lab: Investigate                instruments and          265                                        form? How is it
                    precipitation                   tools to collect         May need to monitor weather                measured?
                    TEXTBOOK                        weather data (rain       to collect data.
Week 5




                                                    gauge)
         61c        Water Cycle                     Summarize the            Streamline Video: The Magic        1       Draw and label the           6-4.2
                                                    interrelationship        School Bus Wet All Over                    different processes of the
                    Teacher Choice                  among the dynamic                                                   water cycle.
                                                    processes of the water
                                                    cycle.




                                                                                                                                                                   23
                                               Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                                                        Teaching                                    Alignment
         SEPUP
                              Title                  Key Concepts             Advance Prep               periods         Assessment                to HCS/SC
         Activity
                                                     and Processes           Notes to teachers                         & Key Question                  Core
         Number                                                                                                                                    Curriculum

         62         Traveling on the Water         Models, states of     Gather pictures of water          1-2      Q4: SI                        6-1.2
                    Cycle Students use a board     water (solid,         cycle optional), 1-L                                                     6-4.2
                    game and literacy strategies                                                                    How does water
                                                   liquid, gas), water   container optional), 50 mL                                               6-1.4
                    to investigate the                                                                              circulate through
                                                   vapor, clouds,        graduate tube, overhead
                    conversion of water from                                                                        earth’s crust, oceans
                                                   condensation,         projector, copy student
                    one form to another.                                                                            and atmosphere?
                                                   evaporation, water    sheets
                                                   cycle, literacy
Week 6




         63         Investigating Air           Air, substance,          Safety goggles needed, test       1-2      Q4: Understanding             6-4.1
                    Students explore the nature literacy                 BTB solution before use, get               Concept
                    of air by making                                     overhead projector,                        Question E-1 46
                    observations of air                                  copy student sheets                        Is air a substance or is it
                    pressure and by using a
                                                                                                                    just empty space?
                    chemical indicator.
                                                                                                                     Support your answer with
                                                                                                                     evidence from the
                                                                                                                     investigation.
         63a        Barometer/ Sling               Use appropriate       Teacher Choice Activity           1        Record accurate           6-4.5
                    Psychrometer                   instruments and                                                 measurements using the
                                                   tools to collect                                                barometer and the sling
                                                   weather data                                                    psychrometer.


         64         Earth’s Atmosphere             Layers of             Internet access,                  1-2      How does the                  6-4.1
Week 7




                    Students use a computer        atmosphere,           overhead projector,                        earth’s atmosphere            6-1.2
                    simulation to sample air       atmospheric           gather calculators, copy                   change at different
                    composition,                   composition,          student sheets                             elevations from the
                    temperature, and               air pressure, water                                              earth’s surface?
                    pressure at different          vapor,
                    altitudes above earth’s        mathematics
                    surface and compare the
                    properties of the
                    different layers.




                                                                                                                                                                24
                                              Horry County Schools Curriculum 6th Grade Science 2011-2012

                                                                                                                                          Alignment
         SEPUP
                              Title                 Key Concepts            Advance Prep            Teaching       Assessment            to HCS/SC
         Activity
                                                    and Processes          Notes to teachers         periods     & Key Question              Core
         Number                                                                                                                          Curriculum
         65         History of Earth’s            Atmospheric          Get overhead projector          1       Has the earth’s          6-4.1
                    Atmosphere Students use       composition,                                                 atmosphere always        6-1.2
                    a card sort to look at the    geologic time                                                been the same as it is
                    relative composition of                                                                    today?
                    gases at different times in
                    earth’s history, and the
                    role of living organisms in
                    shaping the air.



         66         Atmosphere and                Atmosphere, wind,    Use students sheets from        1       UC: AQ 2                 6-4.1
Week 8




                    Climate Students read         atmospheric layers   Lesson 64                               What role does
                    about the relationship        and composition,                                             atmosphere play in
                    between earth’s               literacy                                                     weather and climate?
                    atmosphere and its
                    weather and climate.
         67         Measuring Wind Speed          Wind, anemometer,    Gather two large fans,          2       Procedure: DI E-180-     6-1.1
                    and                           wind vane            chart paper, stop watches,              What do all wind         6-1.2
                    Direction                                          scissors, staplers, glue,               instruments have in      6-1.4
                    Students are introduced to                         markers, tape, overhead                 common?                  6-4.1
                    the Beaufort Wind Scale.                           projector                                                        6-4.5
                    They design an instrument                                                                                           6-4.6
                    to measure wind speed                                                                                               6-4.8
                    and direction.                                                                                                      6-4.9




                                                                                                                                                      25
                                                 Horry County Schools Curriculum 6th Grade Science 2011-2012

          SEPUP                                                                                                                                    Alignment
                                Title                 Key Concepts               Advance Prep              Teaching       Assessment              to HCS/SC
          Activity
                                                      and Processes             Notes to teachers           periods     & Key Question                Core
          Number
                                                                                                                                                  Curriculum
          68         Worldwide Wind                 Prevailing wind        Get overhead projector,            1-2     What is the pattern of     6-1.2
                     Students use a computer                               arrange for internet                       prevailing winds on        6-4.9
                     simulation to identify                                access, copy student                       different parts of the
                     wind direction and speed,                             sheets                                     earth?
                     mapping wind patterns.

          68a        SC Essential                   Summarize the         McDougal Littell Science            2-3     How does an air            6-4.4
                     The Effect of moving air       relationship of the   277, 279, 244 (barometer)                   mass form?
                     masses, pressure               movement of air       Teacher’s Choice of activities              What happens
                     systems, and frontal           masses; high and low                                              when air masses
                     boundaries on weather.         pressure systems, and                                             collide?
                     TEXTBOOK                       frontal boundaries to
 Week 9




                                                    storms and other
                                                    weather conditions.


          69         Forecasting Weather            Weather maps,         Gather local weather maps,          2-3     Procedure: CS              6-4.4
                     Students work in groups        weather fronts,       copy student sheets                                                    6-4.5
                     to interpret a weather         high and low                                                      What information is        6-4.6
                     map and construct a            pressure systems                                                  found on a weather
                     weather report, finally                                                                          map? How can a
                     presenting the report to                                                                         weather map be used to
                     the class. Stu- dents use                                                                        forecast weather?
                     this information to
                     forecast the next day’s
                     weather.
          70         People and Weather             Weather,               Overhead projector,                2-3     ET: Q3                     6-1.2
                     Students analyze reports       atmosphere,            calculators, copy student                                             6-4.5
                     from a hydrologist,            weather careers        sheets                                     Discuss the relationship
                     climatologist, and                                                                               between human
                     meteorologist about the                                                                          population growth and
Week 10




                     imaginary town of                                                                                changes in the local
                     Sunbeam City. They                                                                               weather.
                     consider the role people
                     play in affecting a region’s
                     weather.

                                                    Review and Assess                                         4-5                                Benchmark

                                                                                                                                                               26
                                   Horry County Schools Curriculum 6th Grade Science 2011-2012



                                           GRADE 6 UNIT 5 – ANIMALS

  Science S3 Sixth Grade Modules
                                                                               Unit Dates:              March 22- May 7
                                                                               Benchmark                April 30- May 18
                                                                               Window:


                                                        ESSENTIAL QUESTIONS
                              What effect do environmental stimuli have on physical responses in animals?
                   Identify the structures and their primary functions for food obtainment, movement, and defense.
                                         Compare the structures of vertebrates and invertebrates.

                        SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

    INQUIRY STANDARDS

   6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling
          psychrometer) safely and accurately when conducting a controlled scientific investigation.
***6-1.2 D i f f e r e n t i a t e between observation and inference during the analysis and interpretation of data.
***6-1.3 C l a s s i f y organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
   6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem,
         designing a solution or a product, implementing the design, and evaluating the solution or the product).6-1.5 U s e appropriate
         safety procedures when conducting investigations.


 *** Inquiry standard(s) tested on quarterly benchmark exam.




                                                                                                                                           27
                                           Horry County Schools Curriculum 6th Grade Science 2011-2012




                                                      GRADE 6 UNIT 5 – ANIMALS

     Science S3 Sixth Grade Modules

                                                         ESSENTIAL QUESTIONS
                               What effect do environmental stimuli have on physical responses in animals?
                    Identify the structures and their primary functions for food obtainment, movement, and defense.
                                          Compare the structures of vertebrates and invertebrates.

                                  SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

SCIENCE CONTENT STANDARDS
6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the
      response to stimuli, the ability to reproduce, and process of physical growth and development).
6.3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms,
      mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals)
6.3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain
      resources.
6.3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature
      with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.
6.3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating,
      panting, and food gathering).
6.3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli.
6.3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival.
6.3.7 Compare learned to inherited behavior in animals.


Notes:
1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage.
2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary.
3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited
standards.



                                                                                                                                                                                          28
                                               Horry County Schools Curriculum 6th Grade Science 2011-2012

           Science                                         Advance Prep. Notes to Teachers                 Teaching                                        Alignment
           Module                             *Additional Digital Resources are located on the Workspace    Period                                         to Inquiry
         (Indicator)         Title                                                                                                  Focus Questions
                                                               (Animal Unit Animal Module Folder)          (Days)                                         Standards

         6-3.1         Lesson A:              Materials Needed: Make a set of cards with the animal           1-2   How can you develop a                  6-1.3
                       Classification of      pictures for each group.                                              classification system for animals?
                       Vertebrates &       1. See workspace for additional animal pictures.
                                           2. During “Explain” section make sure to address the “It is              What are the common
                       Invertebrates                                                                                characteristics of all vertebrates
                                              essential for students to…” on the support document as it is
                                              not covered in the lesson.                                            and invertebrates?
         6-3.1         Lesson B:              Materials Needed: books and pictures of vertebrate animals,        3   What are the characteristics of the   6-1.3
Week 1




                       Ectothermic or         vertebrate picture cards for each group, color coded chart,            five groups of vertebrates?
                       Endothermic            colored pencils, index cards, chart paper, white boards, and
                       Vertebrate            expo markers.
                       Animals             1.       This lesson is intended to introduce the terms
                       (Classifying           “endothermic” and “ectothermic” for purposes of identifying
                       Vertebrates)
                                              characteristics to classify vertebrates into groups. This lesson
                                              is not intended to focus on the concepts of endothermic
                                              and ectothermic. (addressed in a later lesson)

         6-3.1         Lesson C:              Materials Needed: magnifying glasses, earthworms,                  2   What are the characteristics of the   6-1.3
                       Invertebrates          crayfish, cricket, sea urchin, snail, pictures of invertebrates,       five groups of invertebrates?         6-1.5
                                              copy of “I have…, Who has…” game cards, chart paper,
                                              pictures of invertebrates, and index cards.
                                           1.       See workspace for “Animal Classification”
                                              PowerPoint activity & worksheet.
Week 2




         6-3.1         Assessment            Possible time to review and assess animal and inquiry               1
                                             indicators covered this week..




                                                                                                                                                                        29
                                        Horry County Schools Curriculum 6th Grade Science 2011-2012

         6-3 .2    Lesson A:            Materials Needed: Animal pictures, Animal books and/or     3   In what ways do animals defend      6-1.2
                   Moving,              Internet access                                                themselves, move, and obtain
                   Defending,&     1.   Need to create a blank chart on page 8 in Module 6-3.2.        resources?
                   Obtaining            (One is available on the workspace under the name
                   Resources            “Module 6-3.2 Chart) for students. The “Animal” and
                                        “Structure/Characteristic” columns were switched because
                                        it made more sense. Give some practice samples for the
                                        students on the chart.
                                   2.   For “Explain” Section #11&12 visit the “Work Space” for
                                        “Animal Structures for Defense, Movement, and Obtaining
                                        Resources”
         6-3.2     Lesson B:            Materials Needed: animal books and pictures, “Bird Beak    1   What structures do birds use for    6-1.2
                   Birds’ Beaks         Activity”, Blue Tweezers, Clothes Pins, Spoons, Cups of        obtaining resources?
                   Activity             small objects-beads, coins, sequins, marbles, different
                                        seeds, etc.




           6-3.3   Lesson A:            Materials Needed: paper, markers, thermometer, goldfish,   3   What are the characteristics of     6-1.4
                   Endothermic &        beakers, bowls, temperature graph, ice, and warm water         endothermic and ectothermic         6-1.2
                   Ectothermic                                                                         animals?
Week 3




                   Organisms                                                                           How does the temperature affect
                                                                                                       the respiration rate of goldfish?



           6-3.2   Assessment        Possible time to review and assess animal and inquiry         1
                                     indicators covered this week.
           6-3.3




                                                                                                                                                   30
                                               Horry County Schools Curriculum 6th Grade Science 2011-2012

           Science                                                                                           Teaching                                     Alignment
           Module                                       Advance Prep. Notes to Teachers                       Period                                      to Inquiry
         (Indicator)         Title                                                                                                    Focus Questions
                                                                                                              (Days)                                      Standards

            6-3.4      Lesson A:              Materials Needed: plastic sheet, crumpled paper, water,            2      How do environmental stimuli      6-1.2
                       Environmental          paper towels, paper, animal books and/or Internet access                  cause physical responses in
                       Stimuli            1. Include “cause and effect” section in the flipbook                         animals?
Week 4




            6-3.5      Lesson A:               Materials Needed: animal books and/or Internet access,          4 (3 if  In what ways do animals respond       6-1.2
                       Behavioral              “5W’s” Graphic Organizer, Concept Map                          omit part behaviorally to environmental
                       Responses          1.   Explain Section: #6-10 can be omitted if there are time       of Explain stimuli?
                                               constraints.                                                   section)
                                          2.   Explore: See workspace for hibernation, migration, and
                                               courtship video clips.

           6-3.6       Lesson A:              Materials Needed: Major Concepts Synthesis Chart                   1      How do internal stimuli help         6-1.2
                       Internal Stimuli   *Alternate Chart that simplifies concepts is located on the                   animals survive?
                                          workspace.




            6-3.7      Lesson A:          Materials: Streamlined Video, index cards, cards for card sort         2      How do learned behaviors in           6-1.2
                       Inherited and                                                                                    animals differ?
                       Learned            1.   Explore section: Pre-made behavior cards for this activity
                       Behaviors               can be found on the workspace.
Week 5




                                          2.   Streamline Video title is not correct. The correct title of
                                               the video is “Animal Instincts”.
                                          3.   Additional Resources: Streamline Video on learned and
                                               inherited behaviors “Animal Intelligences”.

         6-3.1-3.7     Cumulative Unit      Possible time to review and assess animal and inquiry                2
                       Assessment           indicators covered this week.

								
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