6th Grade Science Curriculum Document Quarter 1 6.PS3: Energy
6th Grade Science Curriculum Document Quarter 16.PS3: EnergyTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)Standard: 6.PS3.1: Analyze the properties and compare the sources of kinetic, elastic potential, gravitational potential, electricpotential, chemical, and thermal energy.Pearson Lesson (s): 1.1 and 1.2CROSSCUTTING CONCEPT:Energy and Matter Students give generaldescriptions of different forms and mechanismsfor energy storage within a system1 Week of Quarter 1Main Objective:Students will analyze the properties and comparethe sources of kinetic and potential energy bydeveloping and using models.Learning Outcomes:1. I can analyze the properties of kinetic, elasticpotential, gravitational potential, electricpotential, chemical, and thermal energy.2. I can compare the sources of kinetic, elasticpotential, gravitational potential, electricpotential, chemical, and thermal energy.Activities:1. For the bouncy ball phenomenon: Studentsdevelop an argument for how the evidence theycollected supports their explanation for the causesof the ball bouncing lower with each bounce.1. Forms of Energy Sort2. Kinds of Energy3. Energy IntroductionLesson4. Bouncing Ball Lab5. Energy DetectivesSCIENCE AND ENGINEERING PRINCIPLE:Developing and using models Students create modelswhich are responsive and incorporate features thatare not visible in the natural world but haveimplications on the behavior of the modeled systemsand can identify limitations of their models.PHENOMENON:A ball dropped from 1 m will bounce up but notreturn to the original height.Trampoline: Potential energyWhen you jump on a trampoline, different types ofenergy are present.
6.PS3: EnergyTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)1 Week of Quarter 1Standard: 6.PS3.2: Construct a scientific explanation of the transformation between potential and kinetic energy.Pearson Lesson(s): 1.3CROSSCUTTING CONCEPT:Energy and Matter Students track energychanges through transformations in a system.Main Objective:Students will construct scientific explanations anddesign solutions of the transformation betweenpotential and kinetic energy.SCIENCE AND ENGINEERING PRINCIPLE:1. Energy and EnergyLearning Outcomes:Transformation Task Cards Constructing explanations and1. I can construct a scientific explanation of thedesigning solutionstransformation between potential and kinetic2. StationsStudents form explanations using sourceenergy.(including student developed investigations)2. I can define the law of conservation of energy.3. Ball Drop Labwhich show comprehension of parsimony, utilize3. I can explain how energy changes form.quantitative and qualitative models to make4. Skate Park Energypredictions, and can support or cause revisions ofTasks:Transformationsa particular conclusion.1. Create a model of transportation system anddescribe how kinetic and potential energy are5. Pendulum lessonPHENOMENON:converted in transportation system.If I throw a ball up in the air, it slows down as it2. Design an experiment to demonstrate kinetic6. Kinetic and Potentialascends, stops at its maximum height, and thenand potential energy and the factors that affectspeeds up as it descends back towards the ground.them.7. Lesson comparing aRollercoaster video: In the design of a rollercoaster,3. Use a model of a pendulum and the databouncing ball to a rollerthe first hill is the highest.collected to explain how the force of gravitycoasterKinetic and potential energy pendulum: After theaffects a falling objectpendulum is dropped, it never returns to the same4. Make a pendulum and explain how mechanicalheight.energy works during the movements.Energy transfer from Slow Mo Guys: Elastic potential5. Ball Drop Lab (page 62)energy is transferring into kinetic energySled Wars: The higher the sled’s starting position is,the more snowmen it knocks over.
6.PS3: EnergyTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)Standard: 6.PS3.3: Analyze and interpret data to show the relationship between kinetic energy and the mass of an object and its speed.Pearson Lesson(s): 1.3CROSSCUTTING CONCEPT:Scale, Proportion, and Quantity Studentscreate proportional and algebraic relationshipsfrom graphical representations1 Week of Quarter 1Main Objective:I can analyze and interpret data to show therelationship between kinetic energy and the massof an object and its speed.Learning Outcomes:1. I can identify the mass and speed of an object.2. I can calculate an object’s kinetic energy givenits mass and speed.3. I can analyze data to show the relationshipbetween kinetic energy and mass and speed.Tasks:1. Create and interpret graphs describing therelationship of kinetic energy to mass and speed ofan object. Reports should explain the results andintegrate visual displays with in the text.2. Using Mathematical and ComputationalThinking (page 94)1. Lab2. Scholastic NASCAR Lesson3. Making a Splash(Phenomenon-Based)SCIENCE AND ENGINEERING PRINCIPLE:Analyzing and interpreting data. Studentsshould create and analyze graphicalpresentations of data to identify linear and nonlinear relationships, consider statistical featureswithin data and evaluate multiple data sets for asingle phenomenon.PHENOMENON:When an adult does a cannonball into the swimmingpool, their splash is much larger than a kid’scannonball splash.Trampoline: Potential energy: The more youcompress the trampoline, the higher you go.(Note: You will need to sign up for an account athttps://awesome-table.com/ to access links under thePhenomenon section on several pages in thisdocument.)
6.PS3: EnergyTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)1 Weeks of Quarter 1Standard: 6.PS3.4: Conduct an investigation to demonstrate the way that heat (thermal energy) moves among objects through radiation, conduction, orconvection.Pearson Lesson(s): 2.1, 2.2, 2.3CROSSCUTTING CONCEPT:Cause and EffectStudents begin to connect their explanations forMain Objective:cause and effect relationships to specific scientificStudents will demonstration the way that heattheory.moves among objecting through radiation,conduction, and convection by planning andSCIENCE AND ENGINEERING PRINCIPLE:carrying out investigations.Planning and carrying out controlled1. Study Jams: HeatinvestigationsLearning Outcomes:1. I can conduct an investigation to demonstrate2. ArticleStudents begin to investigate independently,the way that thermal energy moves amongselect appropriate independent variables toobjects through radiation, conduction, or3. Image Sortexplore a dependent variable and recognize theconvection.value of failure and revision in the experimental2. I can explain how thermal energy moves.4. Task Cardsprocess.3. I can distinguish among radiation, conduction,and convection.5. Convection, Conduction,PHENOMENON:Radiation Oh My!Snow shadow: conduction and radiation: After anActivity:overnight snow shower, most of the snow has melted1. Draw a storyboard in which several methods offrom the parking lot in the picture. The remainingthermal transfer are shown. Include captions thatsnow seems to match the shape of a shadow cast byidentify the methods of transfer and explain howan adjacent building.the methods are related.Convection: The windmill is moving because of the2. Heat Transfer Lab (page 50)rising and falling air.
6.ETS1: Engineering DesignTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)Standard: 6.ETS1.2: Design and test different solutions that impact energy transfer.Pearson Lesson(s): 1.31. Rube Goldberg Game2 Weeks of Quarter 1Main Objective:Students will design and test different solutionsthat impact energy transfer by planning andcarrying out controlled investigations.Learning Outcomes:1. I can design and test different solutions thatimpact energy transfer.2. I can research how energy transfer is impactedby different solutions.3. I can design a solution that impacts energytransfer.4. I can test different solutions that impactenergy transfer.Activities:1. Rube Goldberg (Drawing, animation, or lab)2. Construct an experiment to see how differentmaterials impact how energy transfers.2. Dynamic Systems3. Lab Activity4. Working with WindEnergy5. Developing PossibleSolutions Video6. Powering the FutureVideoCROSSCUTTING CONCEPT:Energy and MatterStudents track energy changes throughtransformations in a system.SCIENCE AND ENGINEERING PRINCIPLE: Planningand carrying out controlled investigationsStudents can design tests which determine theeffectiveness of a device under varying conditions.PHENOMENON:Wind turbines: Electricity can be generated from windas an alternative energy source.Mickey mouse solar panels: Solar panels help providepower to Walt Disney World.
6.LS2: Ecosystems: Interactions, Energy, and DynamicsTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)Standard: 6.LS2.1: Evaluate and communicate the impact of environmental variables on population size.Pearson Lesson(s): 7.4 and 7.6CROSSCUTTING CONCEPT:Stability and ChangeStudents explain that systems in motion ordynamic equilibrium can be stable.Main Objective:Students will evaluate and communicate theimpact of environmental variables on populationsize while analyzing and interpreting data.1. Food Fight Game1 Week of Quarter 22. ArticleLearning Outcome:1. I can define carrying capacity and limitingfactors.2. I can identify environmental variables thatimpact population size.3. I can explain how environmental variablesaffect population size.Tasks:1. Article and Questions2.Kaibab Lab3. Create two models, one should have a highcarrying capacity and the other show a lowcarrying capacity. Explain why the carryingcapacity is high or low.3. Limiting Factors4. Interactive: CarryingCapacity5. Kaibab Lab6. Oh Deer! Activity7. Population GrowthPatterns8. Population Growth LimitsSCIENCE AND ENGINEERING PRINCIPLE:Analyzing and interpreting data. Studentsshould create and analyze graphicalpresentations of data to identify linear and nonlinear relationships, consider statistical featureswithin data and evaluate multiple data sets for asingle phenomenon.PHENOMENON:Certain types of plants survive in harsh conditions dueto their adaptations.Drought tolerant plants
6.LS2: Ecosystems: Interactions, Energy, and Dynamics1/2 Week of Quarter 2TimeCrosscutting Concepts (CCC)Learning Outcomes/ActivitiesOnline ResourcesFrameScience and Engineering Practices (SEP)Standard 6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem.Pearson Lesson(s): 3.2 and 3.3CROSSCUTTING CONCEPT:Main Objective:Cause and EffectStudents will determine the impact ofStudents infer and identify cause and effectcompetitive, symbiotic, and predatoryrelationships from patterns.interactions in an ecosystem by engaging inargument from evidence.SCIENCE AND ENGINEERING PRINCIPLE:Engaging in argument from evidenceLearning Outcomes:Students critique and consider the degree to1. I can determine the impact of competitive,1. Exploring Symbiosiswhich competing arguments are supportedsymbiotic, and predatory interactions in anby evidence.ecosystem.2. Exploring Relationships2. I can explain how organisms compete forin an EcosystemPHENOMENONresources.A Group of Orca Whales3. I can identify and explain the three types3. WebQuest/Brochure-A group of whales work with one another, andof symbiosis.their environment, in order to capture food.4. I can describe predatory interactions in an4. Symbiotic Strategies-By using the biotic and abiotic factors withinecosystem.their environment, Interactions between5. Symbiotic Relationshiporganism change in order to obtain energy andTasks:Diagram Lessonsurvive.1.Symbiosis Want AdPredation impact on Lizard Niche2. Stations: Lesson Plan ExampleA new predator can cause devastating effects on3. Engaging in Argument from Evidence (pagethe food web.126)4. Write a story about an organism thatcompetes with another organism for food or aresource in their ecosystem.
6.LS2: Ecosystems: Interactions, Energy, and DynamicsTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)1 Week of Quarter 2Standard: 6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem.Pearson Lesson(s): 4.1CROSSCUTTING CONCEPT:Energy and MatterStudents track energy changes throughMain Objective:transformations in a system.Students will draw conclusions about the transferof energy through a food web and energy pyramidSCIENCE AND ENGINEERING PRINCIPLE:in an ecosystem by developing and using models.Developing and using models Students create1. 10% rule labmodels which are responsive and incorporateLearning Outcomes:features that are not visible in the natural world,1. I can draw conclusions about the transfer of2. Ecosystems Symbaloo and but have implications on the behavior of theenergy through a food web and energyDigital Handoutmodeled systems and can identify limitations ofpyramid in an ecosystem.their models.2. I can distinguish among producers, consumers,3. Britannica Launch Packsscavengers, and decomposers.PHENOMONON: Oceanic Feeding Frenzy: Oceanic3. I can identify the key components of a food4. WebQuestfeeding frenzy, in which predators interact to obtainweb and energy pyramid.food (energy), is a food web in action.4. I can explain how energy is transferred in a5. Biodome Engineeringfood web or energy pyramid.Design5. I can explain the 10% energy rule.Tasks:1. Make a food web diagram for a local ecosystemthat can be used to describe the cycling of matterand flow of energy among living and nonlivingparts of an ecosystem.2. Stations3. Symbaloo4.WebQuest6. Got Energy? Spinning aFood Web7. Energy Pyramid Lab
6.LS2: Ecosystems: Interactions, Energy, and DynamicsTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)1 Week of Quarter 2Standard: 6.LS2.4: Using evidence from climate data, draw conclusions about the patterns of abiotic and biotic factors in different biomes, specifically thetundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems.Pearson Lesson(s): 4.2CROSSCUTTING CONCEPT:PatternMain Objective:Students recognize, classify, and record patternsStudents will use evidence from climate data toin data, graphs, and charts.draw conclusions about the abiotic and bioticfactors in Earth’s major biomes, while engaging in1. Biotic/Abiotic SortSCIENCE AND ENGINEERING PRINCIPLE:argument from evidence.Engaging in argument from evidence Students2. Britannica Launch Packsform explanations using source (including studentLearning Outcomes:developed investigations) which show1. I can distinguish between biotic and abiotic3. Biome Project Ideascomprehension of parsimony, utilize quantitativefactors in biomes.and qualitative models to make predictions, and2. I can identify the key biotic and abiotic factors4. Study Jams: Biomescan support or cause revisions of a particularin Earth’s major biomes and ecosystems.conclusion.3. I can analyze climate date to draw conclusions5. Biome Mural Projectabout Earth’s major biomes and ecosystems.PHENOMENON6. ArticleDeciduous Forest: chipmunk adaptationTasks:Chipmunks stuff their cheeks with large amounts of1.Investigate a specific biome and determine how climate7. Mission Biomefood.has affected patterns associated with biotic and abioticHibernation: Bears in certain climates go intofactors.8. Mission: To Plant or Not2. Students research specific organisms in a biome.hibernation.to PlantStudents will then create an adaptation chart for specificplants or animals found in that biome and explain how theadaptation helps it survive in that biome.3. Biome sort- students analyze cards with the biomecharacteristics, biotic, and abiotic factors and interpret theinformation to determine which biome the data belongs in.
6.LS2: Ecosystems: Interactions, Energy, and DynamicsTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)Standard: 6.LS2.5: Analyze existing evidence about the effect of a specific invasive species on native populations in Tennessee and design a solution tomitigate its impact.Pearson Lesson(s): 3.3CROSSCUTTING CONCEPT:Main Objective:Cause and EffectStudents will analyze existing evidence about theStudents use cause and effect relationships toeffect of a specific invasive species on nativemake predictions.populations in Tennessee and design a solution to1 Week of Quarter 2mitigate its impact by obtaining, evaluating, andcommunicating information.Learning Outcomes:1. I can identify common invasive species inTennessee.2. I can explain how common invasive speciesimpact native populations in Tennessee.3. I can create a solution to reduce the impact ofa specific invasive species in Tennessee.Tasks:1.Construct a poster to inform the public about Tennesseeinvasive species of plant or animal and suggest possibleways in which the impact of the organisms on theecosystem can be reduced.2. Have students debate and make an argument usingevidence on whether or not Tennessee should introducethe Kudzu bug to control the Kudzu plant population3. Create a wanted poster identifying an invasive and noninvasive species that poses a threat to Tennessee. Explainthe problems it poses.4. Asking Questions (page 146)(Note: use graph on page 152 for questions on page 164,this may be updated to reflect the correct graph)1. Invasive Species Info2. Article3. Lesson Idea for the Week4. National Geographic:Invasive Species5. TN Exotic Species andResponses6. Classroom Takeover7. Invasive SpeciesWebquestSCIENCE AND ENGINEERING PRINCIPLE:Obtaining, evaluating, and communicatinginformation (Observe) Students can evaluate text,media, and visual displays of information with theintent of clarifying claims and reconcilingexplanations. Students can communicatescientific information in writing utilizingembedded tables, charts, figures, graphsPHENONOMON:Kudzu was introduced to the south in the 1930’s 1950’s to prevent soil erosion, causing it to growuncontrollably and killing out natural species. Kudzubugs were the answer to stopping the uncontrollablegrowth of the Kudzu Vines.
6.LS2: Ecosystems: Interactions, Energy, and DynamicsTimeFrameLearning Outcomes/ActivitiesOnline ResourcesCrosscutting Concepts (CCC)Science and Engineering Practices (SEP)1 Week of Quarter 3Standard: 6.LS2.6: Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances,human interactions, and natural catastrophes.Pearson Lesson(s): 5.1Main Objective:Students will research the ways in which anecosystem has changed over time in response toCROSSCUTTING CONCEPT:changes in physical conditions, populationSystems and System Modelsbalances, human interactions, and naturalStudents develop models to investigate scalescatastrophes by developing and using models.that are beyond normal experiences.Learning Outcomes:SCIENCE AND ENGINEERING PRINCIPLE:1. I can identify how ecosystems change overDeveloping and using models Students create1. Changes in Ecosystemstime.models which are responsive and incorporate2. I can explain how natural catastrophes canfeatures that are not visible in the natural world,2. Population Balancechange ecosystems.but have implications on the behavior of the3. I can describe how humans and othermodeled systems and can identify limitations of3. Ecosystems Unit Revieworganisms can change ecosystems over time.their models.4. FoldableTasks:1. Create a group presentation explaining the impact onPHENONOMONbiod
objects through radiation, conduction, or convection. 2. I can explain how thermal energy moves. 3. I can distinguish among radiation, conduction, and convection. Activity: 1. Draw a storyboard in which several methods of thermal transfer are shown. Include captions that identify the methods of transfer and explain how the methods are related. 2.
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
1. To analyse the content related to values included in 6th grade science textbook. 2. To study the scope of developing desirable values in students of 6th grade through science curriculum. METHODOLOGY Qualitative research method and 6th grade science book of NCERT were taken as sample for the study. FINDINGS Cover Page
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
6th Grade Resource Science Curriculum . Course Description: Students will engage within three strands of content within 6th grade science: Life Science, Earth Science, and Physical Science. Units encompass ecology, human impact on the earth, force and motion, thermal energy, and electromagnetic forces. Students will
6th Grade SPED Resource Science Curriculum . Course Description: Students will engage within three strands of content within 6th grade science: Life Science, Earth Science, and Physical Science. Units encompass ecology, human impact on the earth, force and motion,
Middle School 6th Grade Science Curriculum . Course Description: Students will engage within three strands of content within 6th grade science: Life Science, Earth Science, and Physical Science. Units encompass ecology, human impact on the earth, force and motion,
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
