Sixth Grade Science Curriculum by oox83341

VIEWS: 41 PAGES: 8

									                                                            2001 Mississippi Science Framework


                                   SIXTH GRADE

        The Sixth Grade competencies and objectives build upon Kindergarten through
Fifth grade concepts. Students will explore structure and function in living systems,
reproduction and heredity, regulation, behavior, populations and ecosystems, diversity
and adaptations of organisms, properties and changes of properties in matter, motions,
                                                                      s
forces, transfer of energy, structure of the earth system, Earth’ history, and Earth in
the solar system.
        The competencies are printed in bold face type and are required to be taught.
Content strands include Life Science, Physical Science and Earth and Space
Science competencies. Process Strands, which should be incorporated into all content
strands are: Unifying Concepts and Processes, Science as Inquiry, Science and
Technology, Science in Personal and Social Perspectives, and the History and
Nature of Science. Emphasis is on developing the ability to ask questions, to observe,
to experiment, to measure, to use computers and calculators, to problem solve/reason,
to use tools of science, to gather data, and to communicate findings.                The
competencies may relate to one, many or all the science curriculum strands and may
be combined and taught with other competencies throughout the school year.
Competencies are not listed in order of importance, rather the sequence of
competencies relates to the broader K-12 framework. Competencies provide a general
guideline of ongoing instruction, not isolated units, activities or skills.
        The suggested teaching objectives are optional. Objectives indicate concepts
that enable the fulfillment of competencies, describe competencies in further detail, or
show the progression of concepts throughout the grades. School districts may adopt or
modify the objectives and are encouraged to write their own objectives to meet the
needs of students in their school district. Through actively investigating and discussing
scientific ideas using a variety of tools, students will become confident scientific
thinkers.
        The framework introduction, materials and equipment lists, technology and
literature connections, and a glossary and reference section that are also a part of this
document are available on-line at http://www.mde.k12.ms.us/acad/id/science.




                                           1
                                                            2001 Mississippi Science Framework


                                  SIXTH GRADE

CONTENT STRANDS:

       Life Science (L)                 Earth and Space Science (E)
       Physical Science (P)

COMPETENCIES and Suggested Teaching Objectives:

1. Investigate structure and functions in living systems. (L, E)

   a. Identify, compare, and contrast levels of organization including cells,
      tissues, organs, organ systems, and organisms.
   b. Compare and contrast patterns and interactions of ecosystems and biomes.

2. Compare and classify the reproduction and heredity of organisms. (L)

   a. Differentiate between sexual and asexual reproduction.
   b. Determine how traits are used to classify individual inherited patterns.

3. Explore how changing resources will influence the regulation and
   behavior of organisms. (L, E)

  a. Evaluate the significance of resources required by organisms.
  b. Investigate, compare/contrast ways organisms adapt to their environment.

4. Explore how different populations determine the formation of an
   ecosystem. (L, E)

   a. Compare/contrast the roles among producers, consumers, and
      decomposers in a food web.
   b. Manipulate resources and other factors (living and nonliving) that
      promote and limit growth of populations in an ecosystem.

5. Explore the unique characteristics and adaptations of organisms. (L, E)

   a. Evaluate and chart the similarities of organisms.
   b. Propose and relate environmental changes and the adaptive characteristics that
      influence the extinction of a species.




                                           2
                                                            2001 Mississippi Science Framework


6. Model the structure of the Earth system past and present. (E)

   a. Construct and explain the structure of the atmosphere ( gas-air),
      hydrosphere (liquid-water), lithosphere (solid-land), and changes that occur
      within.
                                                                 s
   b. Examine the changes and processes that alter the Earth’ system.
   c. Analyze fossils as indicators of how life and environmental conditions have
      changed.

7. Investigate the Earth in relation to the solar system. (E, P)

                                   s
   a. Demonstrate how the Earth’ motion influences the day, year, phases of
      the moon, and eclipses.
   b. Explore how gravity influences the motion of all celestial bodies.
                                           s                 s
   c. Demonstrate how the tilt of the Earth’ axis and Earth’ revolution around
      the sun create the seasons.

8. Investigate structure, properties, and changes of matter. (E, P)

   a. Analyze properties such as density, boiling point, and solubility of a
      substance.
   b. Record and interpret physical and chemical changes using everyday
      substances.
   c. Differentiate between common elements that combine chemically to
      produce compounds.
   d. Demonstrate the ability to use simple measuring devices using metric and
      English units.

9. Evaluate the effect of force on the motion of an object.. (E, L, P)

    a. Analyze, measure, and graph the motion of an object.
    b. Experiment and measure the effect of force on an object.

10. Examine the transfer of energy in many different forms. (E, L, P)

    a. Observe and manipulate energy as potential or kinetic.
    b. Investigate forms of energy such as heat, sound, light, or electricity.
    c. Recognize the sun as a major source of energy.




                                           3
                                                                             2001 Mississippi Science Framework


Process Strands:
Unifying Concepts     Science               Science And      Science In               History And
And Processes         As Inquiry            Technology       Personal And             Nature Of Science
                                                             Social Perspectives
Systems, order, and   Abilities necessary   Abilities of                              Science as
organization          to do scientific      technological    Personal Health          a human
                      inquiry               design                                    endeavor
                                                             Population,
Evidence, models,     Understandings        Understandings   resources, and           Nature of Science
and explanation       about scientific      about science    environments
                      inquiry               and technology                            History of Science
Change, constancy                                            Natural hazards
and measurement
                                                             Risks and benefits
Evolution and
equilibrium                                                  Science and
                                                             technology in
Form and function                                            society.



*Reprinted with permission from the National Science Education Standards, 1996




                                                        4
                                                                  2001 Mississippi Science Framework


Grade Level: Sixth

Comp.   Obj.                   Suggested                               Suggested
                           Teaching Strategies                        Assessment

  1       a     • Make a model of the plant and animal        • Student Product
                  cell.

                • Make a Venn diagram to compare and          • Student Product
                  contrast the plant and animal cell parts.

  1       b     • Give students a 10x10-meter area on         • Student Observations
                  the campus. Students will observe their
                  area and record the living and non-living
                  components within the area and how
                  they interact.

  2       a     • Research an organism (sponge, hydra,        • Student Explanations
                  yeast, or paramecium) to determine
                  how it reproduces. Have students write
                  a paragraph explaining why it is a type
                  of asexual reproduction.

  2       b     • Have students graph the dominant and        • Graphs
                  recessive traits of the class.
  3      a, b   • Investigate snail adaptations such as       • Teacher Observations
                  movement, protection, and conservation
                  of moisture.
  4       a     • Create a Venn diagram to compare and        • Student Work
                  contrast producers, consumers, and
                  decomposers.
  4       b
                • Plant radish seeds in six separate cups.    • Student Work
                  Label the cups with the following labels:
                  cold, warm, light, dark, water, and no
                  water. Place cups in designated area.
                  Students will observe for 14 days and
                  record.
  5       a
                • Construct a double-bubble thinking map      • Student Work
                  to compare and contrast two different
                  organisms.
  5       b
                • Research an endangered species in the       • Student Work
                  U.S. On one side of a poster board,
                  draw the organism in its habitat. On the
                  other side, list reasons why the
                  organism is becoming extinct and
                  suggest ways to help save it.

                • Hold a debate on possible reasons for
                  the extinction of a species.




                                                5
                                                                      2001 Mississippi Science Framework

Comp.   Obj.                     Suggested                                 Suggested
                             Teaching Strategies                          Assessment

  6       a       • Use a round styrofoam ball and cut out        • Student Work
                    a wedge. Take colored construction
                    paper and glue the paper pieces onto
                    the wedge depicting the three basic
                    layers of the earth.

  6      b, c     • Construct or develop a time-line to           • Student Work
                    show the make-up of the Earth from the
                    past to the present including the
                    changes that have occurred over time.

  7       a       • Teams of students design their own            • Product Analysis
                    space probes and explain which
                    components serve which function.

  7     a, b, c   • Take a field trip to a planetarium to see     • Teacher Observation
                    a program that shows the planets.

  7      b, c     • Students play “Solar System Jeopardy,”        • Teacher Observation
                    competing against each other to identify
                    planets when given their characteristics.
  8       a       • Using an aquarium filled with water,          • Student Work
                    demonstrate the fact that some canned
                    sodas sink while others float. After the
                    demonstration have students measure
                    the density of each soda.

                  • Using water that is cold, hot, and at         • Student Work
                    room temperature, students test and
                    chart the solubility of salt. Change the
                    variables (i.e. amount of salt, stirring or
                    crushing the salt crystals) and retest.
  8       b
                  • Burn a match and explain the concept          • Teacher Observation
                    of a chemical change. Melt an ice cube
                    and explain the concept of physical
                    change.
  8       c
                  • Pack a beaker with steel wool and turn        • Student Observations
                    upside down in a dish of water. After
                    several days, remove steel wool.
                    Students should explain that the
                    compound iron oxide was produced.
  8      a, d
                  • Find the density of odd shaped objects        • Teacher Observation
                    using water displacement and mass.

                  • Predict and measure the length of
                    different classroom objects using parts
                    of the body such as feet, arms, legs,
                    etc.




                                                   6
                                                                  2001 Mississippi Science Framework

Comp.   Obj.                  Suggested                                Suggested
                          Teaching Strategies                         Assessment

  9     a, b   • Using matchbox cars, have students           • Student Observations
                 attach various weights (nuts, coins,         • Graphs
                 washers) and record, measure, and
                 graph the movement of the toy.

 10      a     • Have students create a potential/kinetic     • Student Product
                 energy toy. Drill a hole through the         • Graph
                 bottle cap and bottom of a plastic bottle.
                 Attach a paper clip to the end of a
                 rubber band. Push the unattached end
                 through the mouth of the bottle. Attach
                 washers to the rubber band with string.
                 Pass the unattached end through the
                 cap and secure. Place cap on bottle.
                 (May need to take up slack).

               • Snake eggs: Take 15cm of wire coat
                 hanger and bend into v-shape on each
                 end. Thread a rubber band through a
                 washer on each end and attach to the
                 loops. Wind up 20 times and place in an
                 envelope. Do not seal, just place flap
                 inside, ask a friend to open the
                 envelope. It will make a rattling sound.
                 Potential energy is energy stored for
                 later use.

 10      b     • Using a prism, lenses, and flashlights       • Teacher Observations
                 have students investigate the behavior
                 of light.

               • Using a battery, two pieces of wire, and     • Teacher Observations
                 a bulb, have students investigate            • Student Product
                 electrical currents.
 10      c     • Use two styrofoam cups, one that has         • Teacher Observations
                 been painted black. Fill the cups with       • Student Work
                 sand and insert a thermometer half way
                 into each cup. Place in the sun. Wait
                 several hours and check temperature of
                 each.




                                               7
    2001 Mississippi Science Framework




8

								
To top