Grade 6 Science– Curriculum Pacing Guide – 2018-2019 Anderson School District Two Page 1 2018-2019 Science 6 Pacing Quarter Unit # Topic # of Days 1 1 Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere 8-10 2 Water Cycle + Clouds 6 3 Weather Tools 9 4 Air Masses & Fronts, Climate 8 5 Severe Weather/ Solar Energy 8 2 6 Forms of Energy 9 7 Law of Conservation of Energy (Circuits) 10 8 Electricity & Magnetic fields (Motors) 10 9 Heat Transfer (Conduction, Convection, Radiation) 15 10 Simple Machines + Efficiency 8 3 11 Classification of Living things & Taxonomy 12 12 Protists 8
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Unit 1 - Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere ( 8-10 days)
Standard 6.E.2: The student will demonstrate an understanding of the interactions within Earth’s systems (flow of energy) that regulate weather and climate. 6.E.2A. Conceptual Understanding: Earth’s atmosphere, an envelope of gases that surround the planet, makes conditions on Earth
suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of Earth’s atmosphere.
6.E.2A.1: Develop and use models to exemplify the properties of the atmosphere (including the gases, temperature and pressure differences, and altitude changes) and the relative scale in relation to the size of Earth. 6.E.2A.2: Critically analyze scientific arguments based on evidence for and against how different phenomena (natural and human induced) may contribute to the composition of Earth’s atmosphere.
6.E.2A.3: Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).
Unit 1 – Earth’s Atmosphere: Layers of the Atmosphere/Composition of Atmosphere (8-10 days)
Unit 2 - Water Cycle & Clouds ( 6 days) Standard 6.E.2: The student will demonstrate an understanding of the interactions within Earth’s systems (flow of energy) that regulate weather and climate.
6.E.2A. Conceptual Understanding: Earth’s atmosphere, an envelope of gases that surround the planet, makes conditions on Earth suitable for living things and influences weather. Water is always moving between the atmosphere (troposphere) and the surface of Earth as a
result of the force of gravity and energy from the Sun. The Sun is the driving energy source for heating Earth and for the circulation of Earth’s atmosphere.
6.E.2A.3: Construct explanations of the processes involved in the cycling of water through Earth’s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land).
6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has
enhanced our ability to measure and predict weather patterns. 6.E.2B.1: Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.
Unit 2 – Water Cycle & Clouds ( 6 days)
Topic, Indicators Science and Engineering
Practices and
Cross Cutting Concepts
Learning Targets & Sample Formative
Assessment Tasks/Questions
Resources (Suggested Activities)
6.E.2A.3: Construct explanations of the processes involved in the cycling of water
through Earth’s systems (including transpiration, evaporation, condensation and
crystallization, precipitation, and downhill flow of water on land).
Water cycle
6.S.1A.6: Construct explanations of phenomena using (1) primary or secondary scientific evidence
and models, (2) conclusions from scientific investigations, (3) predictions based on observations and
measurements, or (4) data communicated in graphs, tables, or diagrams.
Patterns Structure and Function
I can... Select one process of the water cycle. Design a
demonstration to show what happens. Include title, materials, and a summary of
6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns.
6.E.2B.1: Analyze and interpret data from weather conditions (including wind speed and direction, air temperature, humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and conditions.
Unit 3 – Weather Tools ( 9 days)
Topic, Indicators
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets & Sample Formative
Assessment Tasks/Questions
Resources (Suggested Activities)
6.E.2B.1: Analyze and
interpret data from weather conditions (including wind speed and direction, air temperature,
humidity, cloud types, and air pressure), weather maps, satellites, and radar to predict local weather patterns and
observations, measurements, or investigations using a range of methods (such as
tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2)support
hypotheses, explanations, claims, or designs.
Patterns Cause and Effect
● Matching game for tools
and what they record. ● Create data plots and
graphs for collected data for assigned tool.
Design a weather station blueprint which contains all of the instruments to measure
weather factors. Include a title, labels with description and the measurement units for each instrument, and a caption. Your
caption should include the purpose of a weather station.
● Chapter 11. A Sling Psychrometer and Relative
Humidity: A Structured-Inquiry Activity,Meteorology: An Educator’s Resource for Inquiry-Based Learning for Grades 5-9, Page# 47
● Chapter 6. Constructing a Barometer: A Structured Inquiry Activity, Meteorology: An Educator’s Resource for Inquiry-Based Learning for Grades 5-9, Page# 27
6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds, landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns. 6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and
low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes).
explanations for how climate is determined in an area (including
latitude, elevation, shape of the land, distance from water, global winds, and ocean currents).
Climate Latitude Elevations
Shape of land Distance from water Global winds
Ocean Currents
6.S.1A.6: Construct
explanations of phenomena using (1) primary or secondary scientific evidence and models,
(2) conclusions from scientific investigations, (3) predictions based on observations and
measurements, or (4) data communicated in graphs, tables, or diagrams
Patterns Stability and Change
● “Zoo-Mania!” Create a zoo with exhibits
from all climate regions. Select a name for each exhibit. Choose animals and plants suitable for each climate region. You will
also write a description of each exhibit. Include the specific conditions under which each exhibit should be maintained. You must include temperature and
precipitation. Briefly name and describe the climate region and the animals and plants you have selected. Fun facts are
also expected. Finally, include a map showing where the climate regions are located.
6.E.2B. Conceptual Understanding: The complex patterns of changes and movement of water in the atmosphere determined by winds,
landforms, ocean temperatures and currents, and convection are major determinants of local weather patterns and climate. Technology has enhanced our ability to measure and predict weather patterns.
6.E.2B.2: Develop and use models to explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms, hurricanes and tornadoes). 6.E.2B.3: Develop and use models to represent how solar energy and convection impact Earth’s weather patterns and climate conditions
(including global winds, the jet stream, and ocean currents).
Unit 5 – Severe Weather & Solar Energy ( 8 days)
Topic, Indicators
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets & Sample Formative
Assessment Tasks/Questions
● Resources (Suggested Activities)
6.E.2B.2: Develop and use
models to explain how relationships between the movement and interactions of air
masses, high and low pressure systems, and frontal boundaries result in weather conditions and storms (including thunderstorms,
hurricanes and tornadoes). Severe Weather
Hurricanes Tornadoes Thunderstorms
6.S.1A.2: Develop, use, and
refine models to (1)
understand or represent phenomena, processes, and relationships, (2) test devices
or solutions, or (3) communicate ideas to others
Cause and Effect
System Models
“Hurricane or Tornado?” Create an argumentative
essay about which storm would you choose to endure. Include the causes, duration, and
types of damage. Design and create a solar
oven capable of “cooking” a s’mores
● “Hurricane or Tornado?” Create an
argumentative essay about which storm would you choose to endure. Include the causes, duration, and types of damage.
● Create a family-friendly infographic or brochure informing about storm causes and storm safety. Include safety for
hurricanes, tornadoes, and blizzards. Include a description of the storm and the causes. With a provided US Map, key in the prominent areas for each of the
storm types. Provide step-by-step procedures of what needs to be done. If needed, include items that should be
Standard 6.P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the
relationship between energy and forces. 6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy),
electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.
6.P.3A.1: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
Unit – 6 Forms of Energy (9 days)
Topic, Indicators
Science and Engineering Practices
and Cross Cutting Concepts
Learning Targets & Sample Formative
Assessment Tasks/Questions
● Resources (Suggested Activities)
6.P.3A.1: Analyze and interpret data to describe the properties and compare
sources of different forms of energy (including mechanical, electrical,
chemical, radiant, and thermal).
Forms of Energy:
Chemical Electrical Mechanical
Solar Heat
6.S.1A.2: Develop, use, and refine models to (1)
understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3)
communicate ideas to others. System & System Models
I can…
● Analyze various images
to determine the source
of energy and explain how the device transforms one type of energy into another
(including mechanical, electrical, chemical, radiant, and thermal).
● Experiments with Different Forms of Energy - Students will conduct various
experiments to analyze and interpret data to describe and compare different forms of (mechanical,
electrical, chemical, radiant, and thermal) energy. Some resources are: R.E.A.C.T. Renewable Energy Activities-
http://www.nrel.gov/docs/gen/fy01/30927.pdf
● Radiant(Solar) Energy Activities- http://www1.eere.energy.gov/education/pdfs/solar_exploringsolarenergystudent.pdf
6.P.3A.2: Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential
(gravitational and elastic) and vice versa. Gravitational Potential vs Kinetic
6.S.1A.2: Develop, use, and
refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices
or solutions, or (3) communicate ideas to others.
System & System Models
Develop a model to demonstrate how a slingshot could be manipulated to support the law of
conservation of energy through the transfer from potential to kinetic energy.
● Skate Park Design (See
appendices) Students will investigate the conservation of energy as it transforms from gravitational potential
to kinetic energy using different marbles and ramps. Students will then develop a hill for a skate park that will give the most kinetic energy within a
Unit 7 - Law of Conservation of Energy (Circuits) ( 10 days)
Standard 6.P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.
6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.
6.P.3A.3: Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits.
Unit 7 – Law of Conservation of Energy (Circuits) (10 days)
Topic, Indicators
Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets
& Sample Formative Assessment Tasks/Questions
Resources (Suggested Activities)
6.P.3A.3: Construct explanations for how energy is conserved as
it is transferred and transformed in electrical circuits.
Electrical circuits
6.S.1A.6: Construct
explanations of phenomena using (1) primary or secondary scientific evidence
and models, (2) conclusions from scientific investigations, (3) predictions based on observations and
measurements, or (4) data communicated in graphs, tables, or diagrams.
Cause and Effect Stability and Change
I can..
Analyze and describe the energy transformations present in an electric
doorbell. Design a device that
would minimize the heat loss in a cup of hot chocolate or other heated object. Another variation
would be to design a device to keep a cold object from gaining heat.
Students will collect data by recording temperature rates over a period of
● Learning Circuits Flashmain- Students
will practice using electric circuits. Then students will describe the transformations of energy occurring
within the circuits and write explanations for these transformations as well as the resulting energy transformed into heat released to the
environment. This resource can be found here: http://www.learningcircuits.co.uk/flas
hmain.htm
● Appliance deconstruction- Use real world examples and/or cross-section
images to analyze and describe the energy transformations present within the electric circuits and mechanical
actions of household appliances (toasters, vacuum, blender).
Unit 8 - Electricity & Magnetic fields (Motors) ( 8 days)
Standard 6.P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.
6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.
6.P.3A.4: Develop and use models to exemplify how magnetic fields produced by electrical energy flow in a circuit is interrelated in electromagnets, generators, and simple electrical motors.
Unit 8 – Electricity & Magnetic fields (Motors) (8 days)
Unit 9 - Heat Transfer (Conduction, Convection, Radiation) (15 days)
Standard 6.P.3: The student will demonstrate an understanding of the properties of energy, the transfer and conservation of energy, and the relationship between energy and forces.
6.P.3A. Conceptual Understanding: Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of conservation of energy, energy cannot be created nor destroyed, but it can be transferred from one place to another and transformed between systems.
6.P.3A.5: Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction. 6.P.3A.6: Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation.
Unit – Heat Transfer (Conduction, Convection, Radiation) (15 days)
6.P.3B. Conceptual Understanding: Energy transfer occurs when two objects interact, thereby exerting force on each other. It is the property of
an object or a system that enables it to do work (force moving an object over a distance). Machines are governed by this application of energy, work, and conservation of energy.
6.P.3B.1: Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.
6.P.3B.2: Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) and the amount of energy transferred to the surrounding environment as it moves an object.
Unit 10 – Simple Machines + Efficiency (8 days)
Topic, Indicators Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets & Sample Formative Assessment
Tasks/Questions
Resources (Suggested Activities)
6.P.3B.1: Plan and conduct controlled scientific investigations to provide evidence for how the
design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of
force required to do work. Simple Machines: Levers
Pulleys Inclined Planes
6.S.1A.3: Plan and conduct controlled scientific investigations to answer
questions, test hypotheses, and develop explanations: (1) formulate
scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and
use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and
represent data in an appropriate form. Use appropriate safety
procedures.
A problem is posed that requires a simple machine,
students should choose the correct simple machine for the problem and design it to
maximize efficiency. Improve upon the design of a machine by reducing the
input force needed to complete work. Support the improved design with data analysis
● Gizmos - levers, pulleys, wheel
● Activities with simple machines- This resource can be found here
6.P.3B.2: Design and test solutions that improve the efficiency of a
machine by reducing the input energy (effort) and the amount of energy transferred to the surrounding environment as it
moves an object. Machine Efficiency
Input energy (effort) Reducing energy lost Levers Pulleys
Inclined Planes
S.1B.1: Construct devices or design solutions using
scientific knowledge to solve specific problems or needs: (1) ask questions to
identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3)
generate and communicate ideas for possible devices or solutions, (4) build and test devices or solutions, (5)
determine if the devices or solutions solved the problem and refine the design if
needed, and (6) communicate the results.
Cause and Effect
Scale, Proportion, & Quantity
● Improve the efficiency of a machine-
Modify the design of a machine (ex: change the angle of an inclined plane, use screw with different threads,
change the fulcrum placement on a lever, use various configurations of pulleys, diameter of wheel in wheel and axle, use three different wedge sizes
cut out of cardboard to separate a substance (clay, play dough)) to perform work using less input force, i.e to demonstrate how to increase the
efficiency of a machine. ● Design and build a Rube Goldberg
machine to perform a simple task using a required number of simple machines. Rube Goldberg machines were inspired by a cartoonist who created elaborate
machines to perform simple tasks (ie hammering a nail; his legacy continues in an annual contest and promotes the
combining of multiple simple machines to accomplish a single task.) https://www.rubegoldberg.com/
Unit 11 - Classification of Living things & Taxonomy (12 days)
Standard 6.L.4: The student will demonstrate an understanding of how scientists classify organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive.
6.L.4A Conceptual Understanding: Life is the quality that differentiates living things (organisms) from nonliving objects or those that were once living. All organisms are made up of cells, need food and water, a way to dispose of waste, and an environment in which they can live. Because of the diversity of life on Earth, scientists have developed a way to organize groups of organisms according to their
characteristic traits, making it easier to identify and study them. 6.L.4A.1: Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to
stimuli, (3) reproduce, and (4) grow and develop.
6.L.4A.2: Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists,
plants, fungi, and animals).
Unit 11 – Classification of Living things & Taxonomy ( 12 days)
Topic, Indicators
Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets
& Formative Assessment Tasks/Questions
Resources (Suggested Activities)
6.L.4A.1: Obtain and communicate information to support claims
that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3)
reproduce, and (4) grow and develop.
Living Organisms
Use Energy Respond to stimuli Reproduce Grow & Develop
6.S.1A.8: Obtain and evaluate scientific information to (1) answer questions, (2) explain
or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations,
claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and
expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or
secondary scientific literature,
Characteristics of Living Things Match: For ELL or struggling learners… select
pictures representing the characteristics that all living things share. Write the
characteristic (terms) on cards. Have the students match the word card with the picture for
understanding. Another option would be to use picture cards of living and nonliving things and have
student sort them, then
● Characteristics of Living Things: This could be used as an introductory video. Prior to showing it, have students name
what characteristics all living things share as an anchor chart or on the whiteboard. Students can use the video
to obtain information to support their claims. After the video, students will communicate their findings. This resource can be found at
Standard 6.L.5: The student will demonstrate an understanding of the structures, processes, and responses that allow protists, fungi, and plants to survive and reproduce.
6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in how they obtain energy and move. The Fungi Kingdom consists of organisms that do not make their own food (heterotrophs) but obtain their nutrition through external absorption. Fungi can be grouped by their growth habit or fruiting structure and respond to changes in the
environmental stimuli similar to plants. 6.L.5A.1: Analyze and interpret data from observations to compare how the structures of protists (including euglena, paramecium, and amoeba)
and fungi allow them to obtain energy and explore their environment.
Unit 12 – Protists ( 8 days)
Topic, Indicators
Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets & Sample Formative
Assessment Tasks/Questions
Resources (Suggested Activities)
6.L.5A.1: Analyze and interpret data from observations to compare how the structures of
protists (including euglena, paramecium, and amoeba) and fungi allow them to obtain
energy and explore their environment.
Euglena
Paramecium Amoeba (Fungi) ?
S.1A.4: Analyze and interpret data from informational texts, observations, measurements,
or investigations using a range of methods (such as tabulation, graphing, or
statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations,
claims, or designs. Patterns
Structure and Function
Students will create 3-D
models of euglena, paramecium, and amoeba using craft-type objects based upon their
observations of real or virtual protists. The focus will be to analyze the basic structures
that allow each organism to obtain energy and explore their environments and to construct explanations of
how protists move and obtain energy. Each model should also include a
description card which contains the following information: scientific name,
● Protists Intro: This video introduces
students to the world of protists. Students use the video to analyze and compare the different types of protists. A follow-up could be for the students
to put questions on sticky notes about protists to be placed on an anchor chart. Teams could follow up by
answering the questions that were posted. This video can be found at https://www.youtube.com/watch?v=0-6dzU4gOJo
● What is a Protist?: This is an
introductory lesson with links about
protists and fungi. Students analyze and interpret informational text to describe the basic characteristics and
6.L.5A. Conceptual Understanding: The Protist Kingdom is one of the most diverse groups and includes organisms that have characteristics similar to but are not classified as plants, animals, or fungi. These microorganisms live in moist environments and vary in how they obtain energy and move. The Fungi Kingdom consists of organisms that do not make their own food
(heterotrophs) but obtain their nutrition through external absorption. Fungi can be grouped by their growth habit or fruiting structure and respond to changes in the environmental stimuli similar to plants. 6.L.5A.2: Analyze and interpret data to describe how fungi respond to external stimuli (including temperature, light, touch, water,
6.L.5B. Conceptual Understanding: The Plant Kingdom consists of organisms that primarily make their own food (autotrophs) and are commonly classified based on internal structures that function in the transport of food and water. Plants have structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.
6.L.5B.1: Construct explanations of how the internal structures of vascular and nonvascular plants transport food and water.
6.L.5B.2: Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the
needs of plants.
6.L.5B.3: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and
reproduction
6.L.5B.4: Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light,
minerals, or space) affect the growth and development of a flowering plant.
6.L.5B.5: Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity).
Unit 14 – Plant Structure & Function (20 days)
Topic, Indicators Science and Engineering
Practices and
Cross Cutting Concepts
Learning Targets & Formative Assessment
Tasks/Questions
Resources (Suggested Activities)
6.L.5B.1: Construct explanations of how the internal
structures of vascular and nonvascular plants transport food and water.
Vascular Plants Nonvascular Plants
S.1A.6: Construct explanations of phenomena using (1)
primary or secondary scientific evidence and models, (2) conclusions from
scientific investigations, (3) predictions based on observations and measurements, or (4) data
communicated in graphs, tables, or diagrams.
Patterns Structure and Function
○ Students will create written
explanations providing evidence
and explanations that both
vascular and nonvascular plants
transport the water and nutrients
necessary for survival. Student
writing must include specific
academic vocabulary (xylem,
phloem, vascular, nonvascular)
and should be written using the
Claim, Evidence, Reasoning
format. Students can utilize
● Colored Carnations and Celery: Students will observe the transport
of colored water up through the xylem of a stalk of celery or carnation to construct explanations on how vascular plants transport
water and nutrients ● Xylem and Phloem: Students will
use this informational text on xylem and phloem to construct explanations about each structure’s function within vascular plants.
Unit 15 - Animals: Vertebrate vs Invertebrates (10 days)
Standard 6.L.4: The student will demonstrate an understanding of how scientists classify
organisms and how the structures, processes, behaviors, and adaptations of animals allow them to survive.
6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.
6.L.4B.1: Analyze and interpret data related to the diversity of animals to support claims that all animals (vertebrates and invertebrates) share common characteristics.
Unit 15 – Animals: Vertebrate vs Invertebrates (10 days)
6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral
adaptations that increase the chances of reproduction and survival in changing environments. 6.L.4B.3: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to
environmental stimuli allow them to survive and reproduce.
Unit 16 – Adaptations & Behaviors ( 8 days)
Topic, Indicators
Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets & Sample Formative
Assessment Tasks/Questions
Resources (Suggested Activities)
6.L.4B.3: Construct explanations of how animal responses
(including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce.
Hibernation Migration
Defense Courtship
6.L.4B.3: Construct explanations of how animal responses
(including hibernation, migration, grouping, and courtship) to environmental
stimuli allow them to survive and reproduce.
Stability and Change
Structural Adaptations: Students will analyze a given
animal to identify and explain, using the claim, evidence and reasoning format how its structural
adaptations allow it to survive, move and obtain resources (Ex: cat claws for
defense). Why do Animals Migrate?: Students will construct
explanations about migration as a survival strategy based evidence from this article:
6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification
of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.
6.L.4B.4: Obtain and communicate information to compare and classify innate and learned behaviors in animals.
Unit 17 – Innate vs Learned Behaviors (5 days)
Topic, Indicators Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets & Sample Formative Assessment
Tasks/Questions
Resources (Suggested Activities)
6.L.4B.4: Obtain and communicate information to compare and classify innate and learned
behaviors in animals. Learned Behaviors
● Imprinting
● Conditioning Inherited Behaviors
S.1A.8: Obtain and evaluate scientific information to
6.L.4B. Conceptual Understanding: The Animal Kingdom includes a diversity of organisms that have many characteristics in common. Classification
of animals is based on structures that function in growth, reproduction, and survival. Animals have both structural and behavioral adaptations that increase the chances of reproduction and survival in changing environments.
6.L.4B.5: Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature.
Unit 18 – Endotherm, Ectotherm (6 days)
Topic, Indicators Science and Engineering
Practices and Cross Cutting Concepts
Learning Targets & Sample Formative Assessment
Tasks/Questions
Resources (Suggested Activities)
6.L.4B.5: Analyze and interpret
data to compare how endothermic and ectothermic animals respond to changes in environmental
temperature.
S.1A.4: Analyze and interpret data from informational texts,
observations, measurements, or investigations using a range of methods (such as
tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support
hypotheses, explanations, claims, or designs.
Cause and Effect Stability and Change
Analyze Graphical Data: When presented with
graphical data, showing the activity level of two animals, draw conclusions (using the data as
supporting evidence) to classify each organism as endothermic or
ectothermic. Alternative: Using provided information about the fossil evidence that
implies the behaviors of dinosaurs; classify dinosaurs as endothermic
or ectothermic. Use the claim, evidence, reasoning format for scientific writing.
● Cool Cosmos Infrared Zoo Lesson Plans C:
This website uses infrared imaging to
demonstrate endothermic and ectothermic animal activity. Students can analyze the images to determine how the internal
temperature of different animals changes as external temperature changes. http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/lessons/
● Mammals, Endotherms and Warm Blood:
Using real data, students can draw
conclusions about the classification of animals as endothermic or ectothermic based upon changes in their internal temperatures. An example graph can be
found here (Mammals, Endotherms and Warm Blood): http://www.newtonsapple.org.uk/mamma
ls-endotherms-and-warm-blood/ ● BBC: behaviors: This site provides
http://www.bbc.co.uk/nature/adaptations ● Analyze Graphical Data: When presented
with graphical data, showing the activity
level of two animals, draw conclusions (using the data as supporting evidence) to classify each organism as endothermic or ectothermic. Alternative: Using provided
information about the ● Analyze Graphical Data: When presented
with graphical data, showing the activity
level of two animals, draw conclusions (using the data as supporting evidence) to classify each organism as endothermic or
ectothermic. Alternative: Using provided information about the fossil evidence that implies the behaviors of dinosaurs; classify dinosaurs as endothermic or
ectothermic. Use the claim, evidence, reasoning format for scientific writing.