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Sixth Grade Physical Science

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					SIXTH GRADE SCIENCE CURRICULUM
The primary focus of science in the Archdiocese of Kansas City in Kansas is to develop the ability in each student to conduct scientific inquiry while acknowledging that God is present in all we think, do, and say. He is the creator of all things.

STANDARD 1: SCIENCE AS INQUIRY
As a result of activities in grades 5-8, all students will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry with Catholic infusion. The student will: ▲ Identify questions that can be answered through scientific investigations. ▲ Design and conduct scientific investigations safely using appropriate tools, mathematics, technology, and techniques to gather, analyze, and interpret data. ▲ Identify the relationship between evidence and logical conclusions. ▲ Communicate scientific procedures, results and explanations. ▲ Evaluate the work of others to determine evidence which scientifically supports or contradicts the results, identifying faulty reasoning or conclusions that go beyond evidence and/or are not supported by data.

STANDARD 2: PHYSICAL SCIENCE
As a result of activities in grades 5-8, all students will apply process skills to develop an understanding of physical science including: properties, changes of properties of matter, motion and forces, and transfer of energy. Sixth Grade Physical Science Properties of Matter The student will: 1. Recognize that God is the creator of all matter. 2. ▲Identify and communicate properties of matter (including but not limited to: phases of matter, boiling point, solubility, and density). 3. ▲Understand the relationship of atoms to elements and elements to compounds. 4. ▲Measure and graph the effects of temperature on matter. 5. Classify matter and describe elements and compounds. (knowledge) a. Define an element and identify it on the periodic table. b. Define and identify a compound.
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c. Define and identify a molecule. d. Differentiate between chemical and physical changes. e. Explain observable chemical reactions. f. Describe the compositions of matter. g. Compare and contrast element, atom, molecule, and compound. h. Compare and contrast the parts of an atom. i. Describe common uses of acids and bases. 6. Apply understandings of physical and chemical change. (application) a. Design and conduct experiments that show chemical change and physical change. Key content vocabulary: atoms, matter, elements, compounds, acids, bases, mixtures, protons, neutrons, electrons, nucleus, periodic table, atomic number, molecules Focus on research skills: analyze, measure, hypothesize, communicate, record data

States of Matter The student will: 1. Recognize that God transforms us through prayer. 2. Observe, measure, record, and graph properties of matter. (inquiry) a. Estimate the size/mass of matter in metric increments. b. Measure and calculate density. 3. Investigate and describe physical properties and changes in matter. (knowledge) a. Investigate and describe states of matter. b. Investigate how temperature affects the mass and volume of an object. c. Differentiate between mass and weight. d. Compare and contrast mass and volume. 4. Apply understanding of physical properties and physical changes in matter in common objects. (application) a. ▲Devise an investigative strategy to chart the changes in measurement between the states of matter. Key content vocabulary: metric measurement, grams, newtons, liters, milliliters, density, mass, volume, temperature, Celsius, solid, liquid, gas, mass-amount of key matter, weight response of mass to the pull of energy, boiling point, solubility
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STANDARD 3: LIFE SCIENCE
As a result of activities in grades 5-8, all students will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. Sixth Grade Life Science Cells The student will: 1. Respect life at all stages. 2. ▲Understand that organisms are composed of one or more cells and compare organisms composed of single cells with organisms that are multi-cellular. 3. ▲Relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions and conclude that breakdowns in structure or function my be caused by disease, damage, heredity, or aging. 4. ▲Differentiate between asexual and sexual reproduction of organisms. 5. ▲Understand how hereditary information of each cell is passed from one generation to the next. Key content vocabulary: parts of a microscope, chloroplasts, cell wall, cell membrane, nucleus, chromosomes, cytoplasm, organelles, mitosis, meiosis, cell reproduction, dominant genes, recessive genes

Diversity of Single-Celled Organisms The student will: 1. Understand what the church believes on cell research. 2. Investigate characteristics shared by all living things. (inquiry) a. Recognize bacteria, virus, and protist as a diverse group of organisms. b. Explore the cell as the fundamental unit of life. 3. Identify and describe traits by which single-celled organisms are classified. (knowledge) a. Categorize organisms as bacteria, virus, or protist. 3. Apply understanding of the diversity of single-celled organisms. (application) a. ▲Compare and contrast protist, bacteria, and viruses as they apply to medicinal purposes.
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Key content vocabulary: cell, matter, molecule, organism, species, producer, decomposer, parasite, bacteria, protist, virus, microorganisms, organization, growth, reproduction, response, host cells, algae, plankton, protozoa, archae

Human Body Systems The student will: 1. View the body as a temple and dwelling place of the Holy Spirit. 2. Understand that the male and female reproductive system is a part of God’s plan for creation. 3. Explore the human body systems. (inquiry) a. Observe through media resources how different body systems function. 2. Understand how individual body systems function and interrelate. (knowledge) a. Compare and contrast basic body systems. b. Describe how the body systems work together for overall body functioning. 3. Apply understandings of human body systems. (application) a. Describe how two or more systems interact while performing an activity (i.e. running) b. ▲Identify individual nutrition, exercise, and rest needs based on science as it applies to the interaction of human body systems. Key content vocabulary: skeletal system, muscular system, digestive system, respiratory system, circulatory system, nervous system, Immune and endocrine, interrelate, foundation, hygiene, diet, nutrition, exercise

STANDARD 4: EARTH AND SPACE SCIENCE
As a result of activities in grades 5-8, all students will apply process skills to explore and develop an understanding of the structure of the earth system, earth’s history, and earth in the solar system. Sixth Grade Earth Science Plate Tectonics The student will: 1. Appreciate the beauty of God’s earth. 2. Explore the process of plate tectonics. (inquiry)
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a. Demonstrate the difference between the hypothesis and theory of plate tectonics as implied by Alfred Wegener’s theory of Continental Drift. 3. Understand the movement of plates that make up the Earth’s crust. (knowledge) a. Model and describe the Earth’s layers. b. Explain and model the movement of the Earth’s crustal plates. c. Compare and contrast the Mercalli and Richter scales and how they detect the movement of Earth’s plates. d. Identify and describe the three different types of waves that occur in the movement of plates. Compare and contrast their rate of travel. e. Describe how the size and shape of volcanoes are determined. 4. Apply understanding of plate tectonics. (application) a. Describe the different type of boundaries between plates and apply plate boundary evidence to explain continental drift. 5. ▲Understand that Earth processes observed today (including movement of lithospheric plates, constructive and destructive forces, and changes in atmospheric conditions) are similar to those that occurred in the past; Earth history is also influenced by occasional catastrophes, such as the impact of a comet or asteroid. Key content vocabulary: crust, mantle, core, lithosphere, asthenosphere, plate tectonics, boundaries, divergent, transform fault, mid-ocean ridge, rift, sea floor spreading, earthquake, focus, epicenter, P wave, S wave, surface waves, Richter scale, Volcano, hypothesis versus theory, Mercalli Scale, shield, cinder cone, composite

STANDARD 5: SCIENCE AND TECHNOLOGY
As a result of activities in grades 5-8, all students will demonstrate abilities of technological design and understandings about science and technology.

STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES
As a result of activities in grades 5-8, all students will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.
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STANDARD 7: HISTORY AND NATURE OF SCIENCE
As a result of activities in grades 5-8, all students will examine and develop an understanding of science as a historical human endeavor.

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