Avondale Elementary School District

Sixth Grade Science Curriculum Map

Strand 1: Inquiry Process

“Science as inquiry is basic to science education and a controlling principle in the continuing organization and selection of students’ activities. Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry…” (NSES 1995) Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results

Strand 1 Concept 1: Observations, Questions and Hypotheses

Note: These POs apply to investigations throughout the year and should be continuously reinforced.

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Differentiate among a question, hypothesis, and prediction. /
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Oral presentations
  • Student observations
  • Visual products
/
  • Scott Foresman Activity Book, pp. 19-20
  • Scott Foresman T.G. pages xxvi-xxvi
  • Practice forming hypothesis in the form of “If . . . then.”
/ Scott Foresman
2.Formulate questions based on observations that lead to the development of a hypothesis.) /
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Describe steps of scientific method using various scenarios
  • Create a journal entry that demonstrates student understanding of scientific method
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • NSTA

3.Locate research information, not limited to a single source, for use in the design of a controlled investigation /
  • Scott Foresman Checkpoint Questions, SE p. 253, Chapter Review, SE pp. 262-263
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
Visual products /
  • Scott Foresman Workbook, p. 86,Quick Study, pp. 60-61, Every Student Learns, pp. 39
  • Review research procedures for locating information from various resources
  • Visit library or computer lab to conduct online research
  • Demonstrate process via a Power Point presentation
/ Scott Foresman
  • On-line encyclopedia
  • Internet/Computer
  • Librarian

Strand 1 Concept 2: Scientific Testing (Investigating and Modeling)

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, and organisms) in all science inquiry. /
  • Scott Foresman Think About It, SE p. 409
  • Activity Rubric
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
Visual products /
  • Diversity of Life Act. 2
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman T.G. Page xxxii, pages 42-43, 268, 400-407, Activity DVD
  • Model safe behavior and appropriate procedures during all investigations
  • Practice the correct way to handle a microscope and how to draw and label a diagram of a slide.
/
  • Scott Foresman
  • Science Safety Poster
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit

2. Design investigations to test individual variables using scientific processes. /
  • Scott Foresman, Think About It, SE p. 131
  • Activity Rubric
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman Science, pages 130-131, Activity Book, pp. 71-7, Activity DVD
  • Model use of variables in a demo investigation
/
  • Scott Foresman
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit

3. Conduct a controlled investigation using scientific processes. /
  • Scott Foresman Think About It, SE p. 116, 379
  • Activity Rubric
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Portfolio
  • Data displays
  • Oral presentations
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman Science, page 116, 378-379,Activity Book pp 69-70, 155-156, Activity DVD, Workbook, pp. 44-45, Every Student Learns, p. 22
/
  • Scott Foresman
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit

4.Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). /
  • Scott Foresman Think About It, SE p. 106-107, 212, 259, 364, 371, 420, 476, Chapter Review, SE pp. 382-383
  • Activity Rubric
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Portfolio
  • Data displays
  • Oral presentations
/
  • Diversity of Life Kit, Activities 2, 3 & 4
  • Oceans Kit, Activity 3
  • Pollution Kit, Activity 8
  • Scott Foresman, Activity Book pp. 61-62, 101-102, 113-114, 153-154, 193-194, Activity DVD, Workbook pp. 74-75, 122-123, 140-141, 158-159, Every Student Learns, pp. 33, 53, 60, 68
  • Conduct various experiments using the microscope
  • Weigh an object with a spring
/ Diversity of Life
Oceans Kit
Pollution Kit
Scott Foresman
5.Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. /
  • Scott ForesmanThink About It, SE pp. 283, 324, 377, 388, 433, 467, 476, 500, 580
  • Activity Rubric
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Portfolio
  • Data displays
  • Oral presentations
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott ForesmanActivity Book, pp. 123-124, 141-142, 163-164, 175-176, 185-186, 193-194, 203-204, 235-236,Activity DVD, Workbook, pp. 112-113, 130-131, 158-159, 166-167, 174-175, 182-183, 190-191,Every Student Learns, p. 56, 68, 71, 74, 77, 80
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • Scott Foresman

Strand 1 Concept 3: Analysis and Conclusions

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Analyze data obtained in a scientific investigation to identify trends (see M06-S2C1-03) /
  • Think About It, SE pp. 155
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman Science, Activity Book, pp. 81-82, Activity DVD
  • Create graphic organizers to highlight trends
  • Present data to class orally and visually
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • Scott Foresman

2.Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events). /
  • Scott ForesmanThink About It, SE p. 452
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Oral presentations
/ Scott Foresman
Activity Book p. 183,
Activity DVD, Workbook pp. 150-151,Every Student Learns, p. 65
  • Argue a position in a debate
  • Create flow/process charts to support argument
  • Participate in a role play of a cause and effect chain
/ Scott Foresman
3.Evaluate the observations and data reported by others. /
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Data displays
  • Oral presentations
  • Student Observations
  • Visual products
  • Journal entry
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Rank validity of data obtained from small group presentations
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit

4.Interpret simple tables and graphs produced by others. /
  • Scott ForesmanThink About It, SE p. 399, Chapter Review, SE pp. 412-413
  • Teacher observation
  • Data displays
  • Visual products
/ Scott Foresman Workbook, p. 133, Quick Study, pp. 88-89, Every Student Learns, p. 58
  • Rank validity of interpretations of data obtained from small group presentations
/ Scott Foresman
5.Analyze the results from previous and/or similar investigations to verify the results of the current investigation. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
/
  • Student science journals
/
  • Student science journals

6.Formulate new questions based on the results of a completed investigation. /
  • Teacher observation
  • District protocol for written record of investigation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Brainstorm investigation with partners (What worked? What else can we do?)
  • Participate in class discussion followed by individual journal entry
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit

Strand 1 Concept 4: Communication

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Choose an appropriate graphic representation for collected data
  • line graph
  • double bar graph
  • stem and leaf plot
  • histogram
/
  • Scott Foresman Think About It, SE pp. 52
  • Activity Rubric
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman, Workbook, pp. 22-23, Activity Book, pp. 49-50, Every Student Learns, p. 9, Activity DVD
  • Direct instruction on graphing formats
  • Produce student-generated survey represented in graph form
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • Scott Foresman
  • Graphing

2.Display data collected from a controlled investigation. /
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Create graphic organizer to display data
  • Produce visual presentation to depict collected data
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit

3.Communicate the results of an investigation with appropriate use of qualitative and quantitative information) /
  • Scott Foresman Think About It, SE p. 4, 140, 292, 345
  • Activity Rubric Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman Activity Book, pp. 29-30, 79-80, 131-132, 143-144, Activity DVD, Workbook, pp. 2-3, 102-103, 154-155, Every Student Learns, pp. 11, 24, 45
  • Create graphic organizer to display data
  • Produce visual presentation
  • Create a Power Point presentation
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • Scott Foresman

4.Create a list of instructions that others can follow in carrying out a procedure (without the use of personal pronouns). /
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
/
  • Produce a procedure for how to store and clean lab equipment in written form

5.Communicate the results and conclusion of the investigation. /
  • Scott Foresman, Think About It, SE pp. 193, 324, 377, 595, Chapter Review, SE pp. 382-383
  • Activity Rubric
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentation
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
  • Scott Foresman Activity Book, pp. 91-92, 141-142, 237-238, Activity DVD, Workbook, pp. 112-113, 125, Every St. Learns, pp 49, 55, Quick Study, pp. 84-85
  • Create a Power Pt. pres.
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • Scott Foresman

Strand 2: History and Nature of Science

“Knowledge of the nature of science is central to the understanding of the scientific enterprise” (NAEP 2000) Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.

Strand 2 Concept 1: History of Science as a Human Endeavor

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Describe how diverse people and cultures, past and present, have made important contributions to scientific innovations (e.g., Jacques Cousteau, supports Strand 4; William Beebe, supports Strand 4; Thor Heyerdahl, supports Strand 6). /
  • Scott ForesmanCheckpoint Questions, SE p. 13, 16, 33, 61, 73, 223, 312, 392, 429, 431, 437, 439, 589, Chapter Review, SE pp. 22-23, 46-47, 78-79, 238-239, 312, 318-319, 412-413, 446-447, 598-599
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Visual products
/
  • Famous Scientists Kit Act.1, 5-9
  • Scott Foresman Workbook, pp. 5-7, 9-10, 14, 17, 19-20, 25, 27, 69, 71-72, 77, 80, 81-82, Quick Study, pp. 4-9, 16-17, 20-21, 54-55, 58-59, Every Student Learns, p. 3-4, 6, 11, 13, 35, 37, Assess Book, pp. 1-8, 25-28, 43-46
  • Produce a character sketch of a historical scientific figure
  • Create a time line showing the contributions of scientists
  • Write a research report on a selected scientist from a different culture
/
  • Famous Scientists Kit
  • Scott Foresman
  • Inventors

2.Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g., sonar, SCUBA, underwater robotics, submarines). /
  • Teacher observation
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
/
  • Famous Scientists Kit Act. 1, 5-9
  • Construct display boards showing a major milestone in science
  • Produce a visual presentation
/
  • Famous Scientists Kit

3.Analyze the impact of a major scientific development occurring within the past decade. /
  • Scott Foresman Checkpoint Questions, SE p. 593,Chapter Review, SE pp. 598-599
  • Teacher observation
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Create a newspaper article headlining a major scientific development and its impact
  • Research living conditions before and after a major scientific development
  • Write a persuasive essay defending or refuting a major scientific development
  • Use The Arizona Republic and other science sources to introduce new developments
/ Scott Foresman
The Arizona Republic
4.Describe the use of technology in science-related careers. /
  • Scott Foresman Checkpoint Questions, SE p. 537, Chapter Review, SE pp. 548-549
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Famous Scientists Kit Act. 1, 5-9
  • Conduct science interviews asking three adults how they use technology in their careers
  • Invite science-related professionals into the classroom to speak
  • Research technical skills needed for various science fields
  • Plan a school-wide career day
/
  • Famous Scientists Kit
  • Scott Foresman

Strand 2 Concept 2: Nature of Scientific Knowledge

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Recognize that science is an ongoing process that changes in response to new information and discoveries. /
  • Scott Foresman Checkpoint Questions, SE p. 9, 227, 563, 569, Chapter Review, Se pp. 22-23, 238-239, 574-575
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Famous Scientists Kit Act. 1, 5-9
  • Scott Foresman Workbook, pp. 4, 78, 117, 119-120, 184-185, Quick Study, pp. 2-3, 56-57, 116-119, Every Student Learns, pp. 2, 36, 78-79, Assessment Book, pp. 59-62
  • Make a timeline showing the progression of milestones (e.g. ocean exploration, genetic manipulation of plants)
/
  • Famous Scientists Kit
  • Scott Foresman

2.Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories. /
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Portfolio
  • Data displays
/
  • Famous Scientists Kit Act. 1, 5-9
  • Participate in an invention convention
/
  • Famous Scientists Kit

3.Apply the following scientific processes to other problem solving or decision making situations:
  • Observing, questioning, communicating, comparing, measuring, classifying, predicting, organizing data, generating hypotheses, identifying variables
/
  • Scott Foresman Checkpoint Questions, SE p. 407, 433, 435, Chapter Review, SE, pp 412-413, 446-447
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
/
  • Diversity of Life Act.
  • Oceans Kit Act.
  • Pollution Kit Act.
/
  • Diversity of Life
  • Oceans Kit
  • Pollution Kit
  • Scott Foresman

Strand 3: Science in Personal and Social Perspectives

Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. The strand affords students the unique opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers and planners.

Strand 3 Concept 1: Changes in Environments

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Evaluate the effects of the following natural hazards:
  • sandstorm
  • hurricane
  • tornado
  • ultraviolet light
  • ozone
  • lightning-caused fire
/
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Geo-Kit-Weather- Activities
  • Research and orally present a report on adverse weather events
  • Organize a bulletin board tracking current worldwide weather/atmosphere concerns
/
  • Geo-Kit-Weather-
  • U.S.A. Today: the Weather Book

  1. Describe how people respond to issues regarding the following natural disasters:
  2. drought
  3. flooding
  4. tornadoes
/
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Geo-Kit-Weather- Activities
  • Create a brochure to highlight disaster preparedness for Arizona
  • Explore roles of the Red Cross, FEMA, NWS, and other emergency agencies
/
  • Geo-Kit-Weather-

Strand 3 Concept 2: Science and Technology in Society

Performance Objectives / Classroom Assessment / Instructional Strategies / Kits and Resources
1.Propose viable methods of responding to an identified need or problem. /
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Portfolio
  • Data displays
  • Oral presentations
/
  • Pollution Kit Act. 5-8,12
  • Students create blueprints for their own invention to make improvements
/ Pollution Kit
2.Compare solutions to best address an identified need or problem. /
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Portfolio
  • Data displays
  • Oral presentations
/
  • Pollution Kit Act. 5-8,12
  • Arrange a roundtable discussion and debate the best solution for a problem
/ Pollution Kit
3.Design and construct a solution to an identified need or problem using simple classroom materials. /
  • Teacher observation
  • Teacher created rubric
  • Journal entry
  • Data displays
  • Oral presentations
  • Student observations
/
  • Pollution Kit Act. 5-8,12
  • Locate or create a problem in the classroom (e.g. missing pencil sharpener tray) and have students brainstorm solutions
/ Pollution Kit

4. Describe a technological discovery that influences science. /
  • Teacher observation
  • Chapter assessment/quiz
  • Teacher created rubric
  • Journal entry
  • Peer evaluation
  • Portfolio
  • Data displays
  • Oral presentations
  • Student observations
  • Visual products
/
  • Scott Foresman pp. 590-593, 582-589
  • Brainstorm technological discoveries that influence science including computers, microscopes, and lasers
  • Write a report on a selected technology that has advanced science (i.e. weather satellites)
/ Scott Foresman

Strand 4: Life Science

“The fundamental goal of life sciences is to attempt to understand and explain the nature of life” (NAEP 2000). Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life and how organisms change over time in terms of biological adaptation and genetics. This includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.