W-H Science Department Curriculum Map

Grade 6

State Standards

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Objectives

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Resources

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Time Allotment

/ WHRHS Student Expectations / Knowledge
(What must students know? What should they remember years from now?) Include a listing of vocabulary terms that will be assessed) / Skills
(What must students be able to do? What should they be able to do years from now?) / Relevance
(Why do students need this knowledge and these skills right now? How are knowledge and skills used by adults?)

Skills of Inquiry

/ Formulate a testable hypothesis / Various labs and experiments, videos,
Data Day / All year
5 days / 1.Read, write, and communicate effectively.
3. Identify, define, analyze, and solve problems.
5. Acquire, process, apply, and integrate knowledge. / Need to know what a hypothesis is;
Need to understand the scientific method and its vocabulary;
Need some awareness of methods of background scientific research; / How to conduct research, physically or electronically; / Certain hypotheses (such as evolution) are politically and socially controversial – persons need to understand how to best interpret the available data to consider their relevance and correctness.
Design and conduct an experiment specifying variables to be changed, controlled, and measured (2001q20) / Manipulated and responding variables, Operational definition, controlled experiment; / Understand causality; Need to test for ONE variable / Cause and effect, logical thinking skills, consumer awareness, decision making skills
Select appropriate tools and technology (e.g. calculators, computers, thermometers, meter sticks, balances, graduated cylinders, and microscopes) and make quantitative observations / Know the variety of tools available;
Know how to use different types of tools;
Understand issues of sensitivity of instruments. / Understand how to use different tools and instruments;
Be aware of problems of prejudicing or contaminating the data; / Some scientific tools – such as thermometers, or microscopes – are used in daily life;
Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, posters,and demonstrations (Data Day) (2002q5) / Significant digits;
Use correct and consistent units (metric/SIsystem); / Use of metric system, Communications skills
Rounding numbers; / Metric system is used in all other countries. Communication is an essential skill.
Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patters or trends in the data / How to choose the correct type of graph from many options to best present the data;
Know how to create a graph (axes, units, labels, etc.);
Know how to interpret a graph or table; / Interpreting graphs and data; / Graphs and tables are used in everyday news and in all fields of endeavor;
Communicate procedures and results using appropriate science and technology terminology / Awareness of different technology available to interpret/ convey data; / Use of computers, Internet, other communication devices;
Relevant vocabulary in any field; writing skills / Ability to communicate findings and information in easily understood formats;
Offer explanations of procedures, and critique and revise them / Need to know the order of scientific procedures; need to understand and create proper sequence of procedure. / Ability to translate abstract ideas and information into written language; / Many goods have specific sets of instructions for assembly; ability to continually analyze data and revise decisions as needed.

Physical Science

/ Differentiate weight and mass, recognizing that weight is the amount of gravitational pull on an object. (2004q25) / Prentice-Hall Science Explorer

ChemicalBuilding Blocks

1.2 Measuring Matter / 1.2
1 period / See Above / Need to know weight and mass is;
Need to know the link between weight and gravity;
Need to know that mass is constant in the universe; / Need to be able to measure mass with appropriate technology / To understand certain activities linked with space exploration;
To understand the benefits of zero-gravity research.
How high altitude can affect everyday living.
Differentiate between volume and mass. Define density. (2003q37) / Prentice-Hall Science Explorer

ChemicalBuilding Blocks

1.2 Measuring Matter / 1.2
5 periods / Need to understand volume and density; / Need to be able to measure volume, accomplish simple division / Students must understand that certain properties of substances (whether they float or sink) is independent of its size or surface area.
Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g. rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. / Prentice-Hall Science Explorer

ChemicalBuilding Blocks

1.2 Measuring Matter / 1.2
5 periods / Need to know which tools are necessary to measure relevant properties. / Use of significant digits, ideas of instrumental sensitivity. / Tools to measure weight and volume are used often in adult life, including in cooking, auto maintenance, diet, home repair, and several vocations.
Recognize that there are 110 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (2003q11) / 3.1 Organizing the Elements / 10 periods / Understand what an element, atomic number, atomic mass, and groups all are. / Need to be able to read and interpret a table; / Understand that some elements are dangerous if combined and others produce new products. New elements are made in labs.
Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and molecule (the smallest unit of a compound that maintains the characteristics of that compound). (2004q9) (2004q28) (2002q7) (2003q6) / 3.1 Organizing the Elements / 5 periods / Understand the ideas of atoms, elements, compounds, chemical bonds, and molecules.
Awareness of the particle model. / Need to understand models of atoms and molecules. Need to know how to read Periodic Table. / Understand some common chemical reactions (baking soda, certain hazardous combinations of cleaning products).
Give basic examples of elements and compounds. (2004q15) / 1.1 Describing Matter
3.2 Metals
3.3 Nonmetals
Acids, Bases / 1.1
2 periods
3.2
1 period
3.3
1 period
3 periods / Know common elements and compounds. / Know how to read a periodic table. / Understand ideas of purity in metals such as gold, iron/ rust, etc.
Differentiate between mixtures and pure substances. (2004q19) (2004q30) (2002q7) / 1.1
Describing Matter / 1.1
5 periods / Understand ideas of mixtures and pure substances;
Understand the differences between mixtures and solutions; / Visually interpret layered or multi-colored/-textured substances. / Certain mixtures need to be agitated to fulfill their function (salad dressings, for instance) – understand why that is.
Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample. / 1.1
Describing Matter / 1.1
2 periods / Understand the idea of a boiling and melting points, characteristic property;
Understand that melting and freezing points are the same. / Reading a thermometer. / Use of melting or boiling substances is common in cooking;
Understand efficient use of heating or cooling systems in rare cases.
Differentiate between physical changes and chemical changes. (2004q4) (2001q4) / 1.1 Describing Matter
2.4 Physical and Chemical Changes / 1.1, 2.4
5 periods / Know the three states of matter;
Understand the definitions of physical change and chemical change.
Understand/ interpret the idea of new substances versus changes in state of matter.
Understand the Law of Conservation of Energy, and Matter
Understand that all chemical changes absorb or release energy. / Recognize when a change is taking place;
Recognize when new substances are being formed (that are not all solids or even visible – smoke, etc.) / Understand some common chemical reactions (baking soda, certain hazardous combinations of cleaning products).

Earth and Space Science

/ Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons (2002q8) / Worksheets, video / 3 days, 9/21,
12/21, and 3/21 / See Above / Understand the ideas of revolution around the sun;
Understand the ideas of equinoxes and solstices.
Understand that the Earth is tilted;
Understand that the sun is the source of light and heat energy on the earth. / Interpret diagrams showing the relative position of the Earth and the Sun throughout the year. / Seasonal variations have large impacts on way of life;
Differing amounts of sunlight throughout the year is key to agriculture;
Understand that the seasons in the two hemispheres are mirror-image.

Life Science

/ Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom. (2004q33) (2002q9) / Prentice-Hall Science Explorer
From Bacteria to Plants,
1.1 What is Life? / 1.1
4 periods / See Above / Understand the terms: organism, kingdom, evolution Be aware of the classification hierarchy of organisms;
Understand the current divisions of kingdoms, and all other levels;
Understand how genetics and other techniques are used to differentiate groups and classify newly discovered organisms; / Understand idea of hierarchy and classification;
Identify commonalities and ignore irrelevant examples / Understand announcements of new biological discoveries;
Further understand the idea of evolution and the common characteristics of humans and animals to which we are closely related;
Understand potentials and pitfalls of cross-species organ donation and replacement.
1.2 The Origin of Life / See Above / Understand the terms: organism, kingdom, evolution
1.3 Classifying Organisms / 1.3
3 periods / See Above / archaebacteria, eubacteria,monera, cyannobacteria, Bionomial Nomenclature, genus, species, Aerobic, anerobic
1.4 The Six Kingdoms;
2.1 Viruses / 1.4
3 periods; 2.1
1 period / See Above / host, parasite
2.2 Bacteria; 2.3 Viruses, Bacteria, and Your Health (2004q31) / 2.2
7 periods; 2.3
3 periods / See Above / plasmids, cocci, bacilli, spirilla, flagellum, binary fission, sexual and asexual reproduction, budding, endospore
(2002q15) / See Above / producers, consumers, decomposers, heterotroph, autotrophy
3.1 Protists (2001q6) (2003q27)
(2004q38) (2003q20) / 3.1
5 periods
4&5
10 periods / See Above / protozoans, cilia, pseudopod, eutrophrofication, lichens,
4&5 Plants (2004q14) (2002q9) (2003q13) / 4&5
10 periods / See Above / photosynthesis, respiration, monocot, dicot, vascular, nonvascular, spores, gymnosperms, angiosperms, Stamen, Anther, filament, pistil, style stigma ovary, sepal, etc.
Prentice-Hall Science Explorer

Animals

1.1 What is an Animal? (2004q8) / 1.1
2 periods / See Above / Characteristics animals share
1.2 Symmetry / 1.2
1 period / See Above / Bilateral and Radial
1.3 Sponges and Cnidarians / 1.3
3 periods / See Above / Need to know evoluntion of invertebrates and characteristics
1.4 Worms / 1.4
3 periods / See Above / Round, flat, segmented
2.1 Mollusks / 2.1
3 periods / See Above / Bivalves, gastropods, and cephlopods characteristics and examples
Know 5 kinds, characteristics and examples
2.2 Arthropods / 2.2
3 periods / See Above / Characteristics and examples
2.3 Insects / 2.3
4 periods / See Above / Characteristics and examples
2.5 Echinoderms / 2.5
2 periods / See Above / Characteristics and examples
3, 4 Vertebrates / 3,4
10 periods / See Above / 5 groups, characteristics and examples
Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g. bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. / Models, activities, worksheets, microscopes / 3 periods / See Above / Understand the term cell, unicellular.
Recognize the functions that a cell must carry out;
Identify certain one-celled organisms. / Recognize the difference between one- and multi-celled organisms;
Interpret pictures of them. / Recognize dangers and benefits of certain cellular organisms (such as E. Coli). Understand how anti-biotics can work and differ from medicines that fight symptoms;
Compare and contrast plant and animal cells, including organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles) (2004q16) (2001q5) (2001q16) (2003q38) / Models, activities, worksheets, Labs / 10 periods / See Above / Define certain parts of the cell;
Understand their functions; / Recognize the basic structures within a cell; / Understand how to care for animals and plants, and their different needs.
Recognize that within cells, many of the basic functions of organisms (e.g. extracting energy from food and getting rid of waste are carried out. The way in which cells function is similar in all living organisms.) / Models, activities, worksheets, Labs / Included in Previous Standard / See Above / Be aware of parallels between cells and organisms;
Understand that cells carry out these functions are part of the greater task of nurturing the organism;
Understand basic functions of an organism. / Be able to follow and understand analogies. / This may be useful in dealing with medical issues, whether people or pets.
Describe the hiercharchical organization of multicellular organisms from cells to tissues to organs to systems to organisms. (2001q11) (2003q10) / Allison, Linda. Blood and Guts: A Working Guide to Your Own Insides
Milliken The Human Body / 1 period / See Above / Understand the organization (to a limited extent) of multi-celled organisms. / Understand organization and job division. / Rank the seriousness of medical issues and problems.
Understand current events ie stem cell research and steriods
Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways these systems interact with one another (2001q3) / Skin / 2 periods / See Above / Recognize the major body parts;
Know location of body parts. / Identify each part from a diagram of the human body. Explain the function. / A basic understanding of the body is necessary for personal health.
Appreciate and care for your own body.
Bones and Muscles / 2 periods
Heart / 2 periods / See Above
Lungs / 2 periods / See Above
Digestion / 2 periods / See Above
Kidney / 2 periods / See Above
Brain / 2 periods / See Above

Revised 6.2004Page 1