The School District of Palm Beach County 6th Grade Science Advanced Scope & Sequence st NINE WEEKS

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1 The School District of Palm Beach County 6th Grade Science Advanced Scope & Sequence st NINE WEEKS Benchmarks Teacher Prep [including Lab Safety] - 08/20 & 08/21 Next Generation SSS Benchmarks (2008) [Includes all benchmarks in the current course description] Big Idea Topic, Benchmark Vocabulary, and Pacing Core - Pearson Student Targets Lesson Plans SC.6.N.1.1 as 8AA (H) Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.6.N.1.2 as 7AA (H) Explain why scientific investigations should be replicable. SC.6.N.1.3 as 8AA (H) Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. SC.6.N.1.4 as 7AA (H) Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. 1 - The Practice of Science Practicing Science: experiment investigation observation variable equation line linear function mean median mode outlier relation set table 10 Days for Lessons +2 Days for Diagnostics 08/22-09/05 Chapter 1 ALSO TO BE INFUSED IN LESSONS ALL YEAR LONG!!! 1 & 2) I can identify skills scientists use to Lesson /22 learn about the world. Lesson /23 3a & 4a) I can explain why scientists use a standard measurement system. Lesson /24 3b & 4b) I can identify the SI units of Lesson /27 measure for length, mass, volume, Lesson /28 density, time, and temperature. Lesson /29 5a & 6a) I can describe what math skills Lesson /30 scientists use in collecting data and making measurements. Lesson /31 5b & 6b) I can describe what math tools Lesson /04 scientists use in collecting data and Lesson /05 making measurements. 7a & 8a) I can explain what kind of data line graphs can display. 7b & 8b) I can explain why line graphs are powerful tools in science. 9a & 10a) I can explain what scientific inquiry is and how it involves posing questions and developing hypotheses, and explain how to design and conduct an experiment so that it uses sound scientific principles. 9b & 10b) I can explain the difference between an experiment and other types of scientific investigation, and explain the benefits/limitations of each.

2 MACC.6.EE.3.9 na Use variables to represent Math - Expressions and two quantities in a real-world problem that Equations change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. MACC.6.SP.1.3 na Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. MACC.6.SP.2.5 na Summarize numerical data sets in relation to their context, such as by: MACC.6.SP.2.5a Reporting the number of observations. MACC.6.SP.2.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. MACC.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data was gathered. MACC.6.SP.2.5d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered. Math - Statistics and Probability

3 LACC.68.RST.1.3 na Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Reading in Science #1 - Key Ideas and Details LACC.68.RST.2.4 na Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. Reading in Science #2 - Craft and Structure LACC.68.RST.3.7 na Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Reading in Science #3 - Integration of Knowledge and Ideas LACC.68.RST.4.10 na By the end of grade 8, Reading in Science #4 - read and comprehend science/technical Range of Reading and texts in the grades 6 8 text complexity band independently and proficiently. Level of Text Complexity LACC.68.WHST.1.2 na Write Writing in Science #1 - informative/explanatory texts, including the Text Types and narration of historical events, scientific procedures/ experiments, Purposes or technical processes. LACC.68.WHST.3.9 na Draw evidence from informational texts to support analysis reflection, and research. Writing in Science #3 - Research to Build and Present Knowledge

4 SC.6.N.1.5 na (M) Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. SC.6.N.2.1 na (M) Distinguish science from other activities involving thought. SC.6.N.2.2 AA (M) Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. SC.6.N.2.3 na (L) Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. SC.6.N.3.1 as 7AA (M) Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. SC.6.N.3.2 na (M) Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. SC.6.N.3.3 na (L) Give several examples of scientific laws. 1 - The Practice of Science 2 - The Characteristics of Scientific Knowledge 3 - The Role of Theories, Laws, Hypotheses, and Models Building Scientific Knowledge: law model scientist theory 6 Days for Lessons + 2 Days for Diagnostics + 1 Day for PDD 09/06-09/19 Chapter 2 11a) I can describe the attitudes, or habits of mind, that are necessary for thinking scientifically, ethically, and without bias. 11b) I can explain the difference between scientific and nonscientific thinking, and explain that scientific knowledge is durable because it is open to change as new evidence and interpretations are encountered. 12a) I can explain that scientists come from all kinds of backgrounds and possess varied talents, interests, and goals, and I can identify careers in the three main branches of science and give examples of non-science careers that involve knowledge of science. 12b) I can explain why it is important for scientists in different fields to work together, and give examples of careers that involve two or more branches of science. 13a & 14a) I can explain that a scientific theory is a well-supported and widely accepted explanation of nature; and compare with how it is used in everyday life. 13b & 14b) I can explain that a scientific law is a description of a specific relationship under given conditions in the natural world; contrast with societal laws and give several examples of scientific laws. 15a & 16a) I can explain how models are used in science. 15b & 16b) I can describe different types of systems, identify characteristics that all systems share, examine models of natural systems, and compare the model to the system itself. Lesson /06 Lesson /07 Fall Diagnostic - 09/10 Fall Diagnostic - 09/11 Lesson /12 PDD - 09/13 Lesson /14 Lesson /18 Lesson /19 SC.6.N.3.4 na (M) Identify the role of models in the context of the sixth grade science benchmarks.

5 SECONDARY DATA-DRIVEN BENCHMARK: SC.6.E.6.1 as 7AA (M) Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. SC.6.E.6.2 as 7AA (M) Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Teacher Administered Assessment and/or Review - 09/20 Chapters 1,2 Comprehension Check #1-09/21 Chapters 1,2 Benchmark Review - 09/ Earth Structures Changing Earth's Surface: deposition erosion Chapter 3 17a & 18a) I can explain how weathering Lesson /25 Lesson /27 Lesson /28 Lesson /01 Lesson /02 5 Days for Lessons 09/25-10/02 and erosion affect Earth's surface. 17b & 18b) I can explain what causes physical and chemical weathering and describe the factors that determine how fast weathering occurs. 19a & 20a) I can explain what the topography of an area includes. 19b & 20b) I can identify the main types of landforms. 21) I can identify the causes of the different types of mass movement.

6 SC.6.E.6.1 as 7AA (M) Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. (continued from ch 3) SC.6.E.6.2 as 7AA (M) Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. (continued from ch 3) 6 - Earth Structures Erosion & Deposition: Chapter 4 22a, 23a, & 24a) I can explain how Lesson /03 moving water causes erosion. Lesson /04 22b, 23b, & 24b) I can describe some of delta the land features that are formed by Lesson /05 dune water erosion and deposition. Lesson /08 glacier 25a & 26a) I can explain how glaciers form and move. Lesson /09 Lesson /10 25b & 26b) I can explain how glaciers PDD - 10/11 cause erosion and deposition. 8 Days for Lessons 27) I can describe how ocean waves Lesson / Day for PDD cause erosion and deposition. 28) I can explain how wind causes Lesson /15 erosion and deposition. 10/03-10/15 29) I can describe the major landforms of Florida and how they formed. 1st 9 Weeks Benchmark Review - 10/16 1st 9 WEEKS EXAM - 10/17 & 10/18

7 2nd NINE WEEKS Benchmarks Next Generation SSS Benchmarks (2008) [Includes all benchmarks in the current course description] Big Idea Topic, Benchmark Vocabulary, and Pacing Core - Pearson Student Targets Lesson Plans SC.6.E.7.1 as AA (M) Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. SC.6.E.7.2 as AA (H) Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. SC.6.E.7.3 as AA (H) Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. SC.912.P.10.4 na (H) Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. 7 - Earth Systems & Patterns 10 - Energy Weather Factors: atmosphere conduction convection heat humidity hydrosphere precipitation radiation matter 10 Days for Lessons 10/22-11/02 Chapter 5 30a & 31a) I can explain (very briefly) Lesson /22 how the different parts of Earth make up Lesson /23 a system. 30b & 31b) I can describe how Lesson /24 temperature is measured and how heat is Lesson /25 transferred. Lesson /26 32) I can describe how water moves to Lesson /29 and from the atmosphere during the Lesson /30 water cycle. 33 & 34) I can describe how global Lesson /31 patterns affect local weather. Lesson /01 35a & 36a) I can identify some properties Lesson /02 of air and describe how barometers can be used to measure air pressure. 35b & 36b) I can explain how altitude affects air pressure and density. 37) I can explain how scientists describe and explain winds. 38 & 39) I can describe humidity and how it is measured. [Advanced only] Teacher Administered Assessment and/or Review - 11/05

8 SC.6.E.7.2 as AA (H) Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. (continued from ch 3) SC.6.E.7.3 as AA (H) Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. (continued from ch 3) SC.912.E.7.5 na (H) Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. 7 - Earth Systems & Patterns Weather Patterns: 9 Days for Lessons 11/07-11/19 Chapter 6 40a) I can explain how clouds form. 40b) I can name the three main types of clouds. 41) I can identify the common types of precipitation. 42a, 43a, & 44a) I can identify the major air masses that affect the weather in North America and describe how they move. 42b, 43b, & 44b) I can identify the major air masses that affect the weather in North America and describe how they move. 45 & 46) I can list the main kinds of storms and explain how they form. 47a & 48a) I can explain how weather forecasters use observations, data, and technology to predict the weather. 47b & 48b) I can describe what can be learned from information shown on weather maps. Lesson /07 Lesson /08 Lesson /09 Lesson /12 Lesson /13 Lesson /14 Lesson /15 Lesson /16 Lesson /19 [Advanced only] SC.912.E.7.6 na (M) Relate the formation of severe weather to the various physical factors. [Advanced only] SECONDARY DATA-DRIVEN BENCHMARK: Teacher Administered Assessment and/or Review - 11/20 Chapters 3-6 Comprehension Check #2-11/26 Chapters 3-6 Benchmark Review - 11/27

9 SC.6.E.7.4 AA (H) Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. SC.6.E.7.5 AA (H) Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. SC.6.E.7.6 as AA (M) Differentiate between weather and climate. SC.6.E.7.7 na (H) Investigate how natural disasters have affected human life in Florida. SC.6.E.7.8 na (M) Describe ways human beings protect themselves from hazardous weather and sun exposure. SC.6.E.7.9 as AA (M) Describe how the composition and structure of the atmosphere protects life and insulates the planet. SC.912.E.7.3 na (H) Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. 7 - Earth Systems & Patterns Climate Interactions: biosphere geosphere planet sun 12 Days for Lessons + 2 Days for Diagnostics + 1 Day for PDD 11/28-12/18 Chapter 7 49) I can differentiate and show Lesson /28 interactions among the geosphere, Lesson /29 hydrosphere, cryosphere, atmosphere, and biosphere. Lesson /30 50a, 51a, & 52a) I can state in what form Winter Diagnostic - 12/03 energy travels from the sun to Earth and Winter Diagnostic - 12/04 explain what happens to the sun's energy Lesson /05 in the atmosphere and at Earth's surface. PDD - 12/06 50b, 51b, & 52b) I can explain how the sun's energy influences global patterns of Lesson /07 atmospheric movement (global winds and Lesson /10 major global wind belts) and temperature Lesson /11 differences between air, water, and land. Lesson /12 53a & 54a) I can differentiate between weather and climate and identify factors Lesson /13 used to define climates and climate Lesson /14 regions. Lesson /17 53b & 54b) I can identify natural factors Lesson /18 that can cause changes in climate. 55a & 56a) I can explain how natural disasters have affected human life in Florida. 55b & 56b) I can describe floods and droughts and their effects and describe ways human beings protect themselves from hazardous weather and sun exposure. 57a & 58a) I can describe the composition of the atmosphere. 57b & 58b) I can identify the four main layers of the atmosphere and their characteristics. 59a & 60a) I can explain the importance of the ozone layer and how it has been damaged. 59b & 60b) I can explain how the greenhouse effect helps to insulate the planet by keeping the atmosphere at relatively even temperatures, and how human activities are affecting the temperature of the atmosphere. [Advanced only] 2nd 9 Weeks Benchmark Review - 12/19 2nd 9 WEEKS EXAM - 12/20 & 12/21

10 3rd NINE WEEKS Benchmarks Next Generation SSS Benchmarks (2008) [Includes all benchmarks in the current course description] Big Idea Topic, Benchmark Vocabulary, and Pacing Core - Pearson Student Targets Lesson Plans SC.6.P.11.1 as 7AA (M) Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa Energy Transfer and Transformations SC.6.P.12.1 as AA (H) Measure and graph 12 - Motion of Objects distance versus time for an object moving at a constant speed. Interpret this relationship. Energy & Motion: energy speed 9 Days for Lessons 01/08-01/18 Chapter 8 61a & 62a) I can explain how energy, Lesson /08 work, and power are related. Lesson /09 61b & 62b) I can name and describe the two basic types of energy. Lesson /10 63a & 64a) I can explain how to Lesson /11 determine an object's mechanical energy. Lesson /14 63b & 64b) I can state the law of Lesson /15 conservation of energy. Lesson /16 65) I can determine when an object is in motion. Lesson /17 66a & 67a) I can calculate an object's Lesson /18 speed. 66b & 67b) I can describe what velocity is and demonstrate how to graph speed. 68a & 69a) I can describe and calculate acceleration. 68b & 69b) I can demonstrate how to graph acceleration.

11 SC.6.P.13.1 AA (M) Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. SC.6.P.13.2 as AA (L) Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are Forces and Changes in Motion Forces: force gravity magnetic mass motion 8 Days for Lessons + 1 Day for PDD Chapter 9 70a, 71a, & 72a) I can identify what a Lesson /22 force is and explain the main types of Lesson /23 forces, contact forces, and forces that act at a distance (such as electrical, PDD - 01/24 magnetic, and gravitational.) Lesson /25 70b, 71b, & 72b) I can identify factors Lesson /28 that affect the gravitational force Lesson /29 between two objects. Lesson /30 73 & 74) I can describe how forces are related to an object's motion. Lesson /31 75, 76, & 77) I can state Newton's first Lesson /01 three laws of motion. SC.6.P.13.3 AA (M) Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. 01/22-02/01 SECONDARY DATA-DRIVEN BENCHMARK: Teacher Administered Assessment and/or Review - 02/04 Chapters 7-9 Comprehension Check #3-02/05 Chapters 7-9 Benchmark Review - 02/06

12 SC.6.L.14.1 AA (L) Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. SC.6.L.14.2 AA (M) Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multicellular), all cells come from pre-existing cells, and cells are the basic unit of life. SC.6.L.14.3 as AA (M) Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. SC.6.L.14.4 AA (M) Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. SC.912.L.14.2 na (M) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport) Organization and Development of Living Organisms Cells & Life Processes: atom cell chloroplast cytoplasm homeostasis membrane mitochondrion molecule nucleus organ organelle organism tissue vacuole asexual reproduction chromosome mitosis 12 Days for Lessons + 1 Day for FCAT Writes 02/07-02/27 Chapter & 79) I can distinguish among the Lesson /07 levels of organization in many-celled Lesson /08 organisms. 80a, 81a, & 82a) I can tell what cells are Lesson /11 and describe how scientists first observed Lesson /12 cells and developed the cell theory. Lesson /13 80b, 81b, & 82b) I can describe how Lesson /14 microscopes produce magnified images. Lesson /15 83 & 84) I can identify cell processes that maintain homeostasis, such as extracting Lesson /20 energy from food, getting rid of waste, Lesson /21 and reproducing. Lesson /22 85, 86, & 87) I can describe the functions Lesson /25 of cell structures and organelles. 88a & 89a) I can summarize the FCAT Writes - 02/26 functions of cell division. Lesson /27 88b & 89b) I can identify the events that take place during the three stages of the cell cycle. [Advanced only] SC.912.L.14.3 na (M) Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. [Advanced only] SC.912.L na (M) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction Heredity and Reproduction [Advanced only]

13 SC.6.L.14.5 AA (H) Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Teacher Administered Assessment and/or Review - 02/ Organization and Development of Living Organisms Introduction to the Human Body: 12 Days for Lessons + 1 Day for PDD 03/01-03/19 Chapter & 86) I can list the levels of Lesson /01 organization in the body. Lesson /04 87a & 88a) I can describe how the skeletal and muscular systems work Lesson /05 together. Lesson /06 87b & 88b) I can describe which body PDD - 03/07 systems work together to obtain and Lesson /08 transport materials and control Lesson /11 communication and regulation. 89 & 90) I can define homeostasis and Lesson /12 explain how systems interact to maintain Lesson /13 homeostasis. Lesson /14 91a & 92a) I can identify the functions of Lesson /15 the skeleton and explain the role that joints play in the body. Lesson /18 91b & 92b) I can describe the Lesson /19 characteristics of bones and how to keep bones strong and healthy. 93a & 94a) I can identify the types of muscles found in the body. 93b & 94b) I can explain how skeletal muscles work in pairs. 95 & 96) I can describe the functions and structures of the skin. 3rd 9 Weeks Benchmark Review - 03/20 3rd 9 WEEKS EXAM - 03/21 & 03/22

14 4th NINE WEEKS Benchmarks Next Generation SSS Benchmarks (2008) [Includes all benchmarks in the current course description] Big Idea Topic, Benchmark Vocabulary, and Pacing Core - Pearson Student Targets Lesson Plans SC.6.L.14.5 AA (H) Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (continued from ch 11) 14 - Organization and Development of Living Organisms Managing Materials in the Body: 9 Days for Lessons 04/02-04/12 Chapter a & 103a) I can explain why the body Lesson /02 needs food and what nutrients it uses. Lesson /03 102b & 103b) I can describe the structures and functions of the digestive Lesson /04 system. Lesson /05 104a, 105a, & 106a) I can describe the Lesson /08 structures and functions of the Lesson /09 cardiovascular system. Lesson /10 104b, 105b, & 106b) I can describe the characteristics of blood. Lesson /11 107a & 108a) I can identify the functions Lesson /12 and structures of the respiratory system. 107b & 108b) I can explain what happens during breathing and gas exchange. 109a & 110a) I can identify the structures and functions of the excretory system. 109b & 110b) I can explain how excretion contributes to homeostasis.

15 SC.6.L.14.5 AA (H) Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (continued from ch 11,12) 14 - Organization and Development of Living Organisms Controlling Body Processes: 7 Days for Lessons + 5 Days for FCAT Tests 04/15-04/30 Chapter a, 112a, & 113a) I can identify the functions of the nervous system and describe its parts and how each part functions. 111b, 112b, 113b) I can describe how your senses work. 114a) I can describe how the glands of the endocrine system control body processes. 114b) I can explain how negative feedback controls hormone levels. 115a & 116a) I can describe the structures and functions of the male and female reproductive systems. 115b & 116b) I can sequence the events that occur during the menstrual cycle. 117a) I can list the stages of human development that occur before birth. 117b) I can explain how the developing embryo is protected and nourished and describe what happens during childbirth. FCAT Test - 04/15 FCAT Test - 04/16 FCAT Test - 04/17 FCAT Test - 04/18 FCAT Test - 04/19 Lesson /22 Lesson /23 Lesson /24 Lesson /25 Lesson /26 Lesson /29 Lesson /30

16 SC.6.L.14.5 AA (H) Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (continued from ch 11,12,13) SC.6.L.14.6 as AA (M) Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. HE.6.C.1.3 na Identify environmental factors that affect personal health. HE.6.C.1.8 na Explain how body systems are impacted by hereditary factors and infectious agents. HE.6.C.1.4 na Recognize how heredity can affect personal health Organization and Development of Living Organisms Health Fighting Disease: bacteria fungus parasite virus 7 Days for Lessons 05/01-05/09 Chapter a & 119a) I can describe the Lesson /01 relationship between pathogens and Lesson /02 infectious disease. 118b & 119b) I can identify pathogens Lesson /03 that cause infectious diseases in humans Lesson /06 and how they spread. Lesson /07 120a & 121a) I can explain how the Lesson /08 body's first line of defense guards against Lesson /09 pathogens. 120b & 121b) I can describe how the inflammatory response and the immune response function. 122a) I can distinguish between kinds of immunity and tell how immunity is acquired. 122b) I can describe how infectious diseases affect body systems. 123a) I can describe how noninfectious diseases affect body systems. 123b) I can define cancer and explain how it can affect personal health. 124a) I can identify how HIV affects the body. 124b) I can describe how HIV infection spreads and how it is treated. [Supporting benchmark - not in course description] Teacher Administered Assessment and/or Review - 05/10 Chapters Comprehension Check #4-05/13 Chapters Benchmark Review - 05/14

17 SC.6.L.15.1 AA (H) Analyze and describe how 15 - Diversity and and why organisms are classified according Evolution of Living to shared characteristics with emphasis on the Linnaean system combined with the Organisms concept of Domains. Diversity of Life: 6 Days for Lessons 05/15-05/22 Chapter a) I can list the characteristics all living things share. 125b) I can explain where living things come from and identify what all living things need to survive. 126a & 127a) I can explain why biologists classify organisms and how they assign scientific names. 126b & 127b) I can describe the organization of the levels of classification and explain how taxonomic keys are useful. 128 & 129) I can explain how organisms are classified into domains and kingdoms. 130) I can explain the relationship between evolution and classification. Lesson /15 Lesson /16 Lesson /17 Lesson /20 Lesson /21 Lesson /22 Human Growth & Development Curriculum - 05/23 thru 05/30 4th 9 Weeks Benchmark Review - 05/31 4th 9 WEEKS EXAM - 06/03 & 06/04 Teacher Wrap Up - 06/05 & 06/06