Complexity Nature of Science Focus 2: The Characteristics of Scientific Knowledge SC.6.N.2.1 : Distinguish science from other activities involving thought. Sixth Grade Science Curriculum Map Quarter 1 1: The Practice of Science 1: The Practice of Science 6: Earth Structures 6: Earth Structures SC.6.N.1.3 : Explain the differences between an experiment and other types of scientific investigation, and explain the relative benefits of each. SC.6.N.1.1 : 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.E.6.2 : Recognize that there are a variety of landforms on Earth s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. SC.6.E.6.1 : 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. 3: The Role of Theories, Laws, Hypotheses, & Models SC.6.N.3.4 : Identify the role of models in the context of the sixth grade science benchmarks. 1: The Practice of Science SC.6.N.1.1 : 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. High High High Making observations. Making observations. Predicting outcomes, controlling variables, collecting data, and analyzing data. *Describe science as the study of the natural world *Cite examples of science and pseudoscience. *Understand the need for a common system of measurement among scientists. *Practice using measurement techniques *Discuss the various methods used by scientists to answer questions or solve Problems. *Break the misconception that there is only 1 method used by scientists. *Describe science as the study of the natural world *Cite examples of science and pseudoscience. *Understand the need for a common system of measurement among scientists. *Practice using measurement techniques *Discuss the various methods used by scientists to answer questions or solve Problems. *Break the misconception that there is only 1 method used by scientists. Engage in 1 OR MORE labs to: *make a prediction/inference. *use proper measuring techniques. *design a procedure using repeated trials. *control variables. *collect data. *draw a conclusion based on evidence. prediction, inference, repetition, data, evidence, conclusion *Identify that there are different types of landforms found on Earth s surface, including: coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes. *Differentiate among landforms found in Florida from those found outside Florida. Benefits and limitations of models. *Describe and cite examples of ways in which Earth s surface is built up and torn down by physical and chemical weathering, erosion, and deposition *Explain and differentiate the processes of physical weathering, chemical weathering, erosion, and deposition. Benefits and limitations of models. *Create a model to investigate ways to prevent the erosion of Florida s landforms. Identify and understand the purpose of a control group in an experiment. effects of physical weathering on the Earth s Surface. effects of chemical weathering on the Earth s Surface. effects of erosion and deposition on the Earth s surface. lab safety, science lab safety, science notebook, aquifer, coastlines, deltas, agents, chemical notebook, scientist, science, scientist, science, dunes, glaciers, lakes, pseudoscience, non-science, pseudoscience, non-science, weathering, landforms, model, metric system, mass, metric system, mass, volume, mountains, deposition, erosion, volume, length, gram (g), length, gram (g), liter (l), liter (l), meter (m), degrees meter (m), degrees Celsius rivers, sinkhole, surface physical weathering, Celsius weathering Textbook NOS p.2-31 NOS p.2-31 NOS p.2-31 p.2-101 p.2-101 p.2-101 p.2-101 control group
Quarter 2 Big Idea & The Role of Theories, Laws, Hypotheses, and Models The Role of Theories, Laws, Hypotheses, and Models SC.6.E.7.4: Differentiate and show interactions among the SC.6.E.7.9 : Describe how the composition and structure of the atmosphere protects life and insulates the planet. SC.6.E.7.5 : Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. SC.6.N.3.4 : Identify the role of models in the context of the sixth grade science benchmarks. SC.6.E.7.1 : Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. SC.6.E.7.6 : Differentiate between weather SC.6.E.7.2 : Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns SC.6.E.7.3 : 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.6.E.7.8 : Describe ways human beings protect themselves from hazardous weather and sun exposure. SC.6.N.3.2 : 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 : Give several examples of scientific laws. SC.6.N.3.1 : 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. Complexity High 7.5: High, 3.4: High 7.3: High, 7.8: 3.2:, 3.3: Low, 3.1: Pacing Weeks 9-12 Weeks 9-12 Weeks 13-14 Weeks 13-14 Weeks 14-17 Weeks 14-17 Weeks 14-17 Week 18 *Differentiate among the Earth s *Describe the interactions between the *Describe the composition and structure of the Earth s atmosphere. *Describe the functions of the four main layers of Earth s atmosphere: thermosphere, mesosphere, stratosphere, and troposphere. *Explain how Earth s atmosphere protects life and insulates the planet including the ozone layer. *Explain how energy provided by the sun influences global patterns, including: atmospheric movement (wind), temperature differences between air (atmosphere,) land () and water *Differentiate the three mechanisms by which thermal energy is transferred through the Earth s systems: radiation, conduction, convection. *Investigate radiation, conduction, and convection in terms of their influence on *Differentiate between weather *Describe the four atmospheric factors that make up weather, including: thermal energy, air pressure, winds, and moisture. *Explain how the cycling of water between the atmosphere and hydrosphere affects weather patterns *Investigate how the water cycle affects local climate and *Explain how global patterns such as the jet stream and ocean currents influence local weather in measureable terms, such as: air temperature and pressure, wind direction and speed, humidity and precipitation o fronts. *Investigate how natural disasters have affected human life in Florida. *Describe ways human *Describe a scientific law as a description of a specific relationship under given conditions in the natural world or a prediction of an outcome to some phenomenon. *Describe laws as a prediction to an outcome and a theory as an explanation as to why the outcome happens. *Recognize and explain what
*Discuss the impacts to life if Earth s atmosphere is compromised, such as: climate change and ozone depletion. (hydrosphere). *Create a model to investigate how the sun s energy causes changes in temperature of air, land, and water. Earth s systems ( and atmosphere). weather beings protect themselves from hazardous weather and sun exposure. a theory is and how a theory is used in science versus how theory is used differently in everyday life. atmosphere, biosphere, cryosphere, interactions climate change, composition, mesosphere, ozone layer, stratosphere, thermosphere, troposphere energy, scientific model, temperature, thermometer, wind conduction, convection, convection currents, energy transfer, heat, radiation, thermal energy air pressure, climate, moisture, thermal energy, weather condensation, evaporation, precipitation, transpiration, water cycle front, Gulf Stream, humidity, jet stream, ocean currents, temperature, win, wind direction, wind speed scientific laws, societal laws, scientific theory
Complexity Pacing Energy Transfer and Transformations SC.6.P.11.1 : 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. Forces and Changes in Motion SC.6.P.13.1 : 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 : 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 SC.6.P.13.3 : Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Quarter 3 Motion of Objects SC.6.P.12.1 : Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. The Practice of Science SC.6.N.1.1 : 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.1.4 : Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. SC.6.N.1.2 : Explain why scientific investigations should be replicable. & The Role of Theories, Laws, Hypotheses, and Models SC.6.L.14.2 : Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (singlecelled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. SC.6.N.3.1 : 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. 13.1:, 13.2: Low High High Weeks 19-20 Weeks 19-20 Weeks 21-23 Weeks 21-23 Weeks 21-23 Organization and Development of Living Organisms SC.6.L.14.3 : 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.14.1 : 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. 14.3:, 14.2: Low Organization and Development of Living Organisms SC.6.L.14.4: 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. *Describe and cite examples of the Law of Conservation of Energy. *Differentiate between kinetic and potential energy. *Identify and demonstrate energy transformation from kinetic to potential energy and vice versa. energy transformation, kinetic energy, Law of Conservation of Energy, potential energy, work *Investigate and describe types of forces, including: Forces at a distance: electrical, magnetic, and gravitational; Contact forces: normal, applied, friction. *Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that force depends on how much mass the objects have and how far apart they are. applied force, contact force, electrical force, forces, friction, gravitational force, Law of Gravity, magnetic force, mass, normal force *Investigate and explain how an unbalanced force acting on an object changes its speed or direction of motion (or both). balanced force, motion, negative acceleration, positive acceleration, unbalanced force *Measure and graph distance versus time for an object moving at a *Analyze and interpret graphs and data tables of distance and time for an object moving at a *Compare and interpret data of no more than five objects moving at constant speed, distance, speed *Design an investigation to test the effect a variable (mass, tire size, ramp incline, etc.) has on the speed of an object using a minimum of 10 trials. *Draw conclusions from the analysis about the speed and position of the object as well as the forces acting on it. *Discuss and compare methods used, results obtained, and proposed explanations among groups of students conducting the same investigation. *Explain why scientific investigation should be replicable. test (independent) variable, outcome (dependent) variable, control variable *Describe cell theory as: all organisms are composed of one or more cells; all cells come from pre-existing cells; cells are the basic unit of life. *Explain how cell theory is applied to all living organisms. *Explain why cell theory is a theory. Cell Theory, homeostasis, nutrients, reproduction *Describe homeostasis as a constant internal condition within cells and organisms. *Explore how cells of all organisms undergo similar processes to maintain homeostasis, including: getting energy, removing waste, reproducing. *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. Cell Theory, homeostasis, nutrients, reproduction, atoms, cells, molecules, organ systems, organisms, organization, organs, tissues *Compare and contrast the structure and function of major organelles found in plant and animal cells, including: cell wall, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, vacuoles. animal cells, plant cells, organelles, structures, functions, cell membrane, cell wall, chloroplast, cytoplasm, mitochondria, nucleus, vacuoles
Complexity Pacing Quarter 4 Organization and Development of Living Organisms Organization and Development of Living Organisms Diversity and Evolution of Living Organisms SC.6.L.14.5 : 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. SC.6.L.14.6 : Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. SC.6.L.15.1 : Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. High High Weeks 29-32 Weeks 29-32 Weeks 33-36 *Identify the major systems of the human body, including: Digestive, Respiratory, Circulatory, Reproductive, Excretory, Immune, Nervous, Musculoskeletal (NOT muscular and skeletal separately). *Describe the general functions of the major systems of the human body. *Describe ways that the major systems of the human body interact to maintain homeostasis. *Recognize different types of infectious agents that may affect the human body, such as: virus cold; bacteria - strep throat; Fungi - athlete s foot; Parasite cholera. *Compare and contrast treatments for viruses versus bacterial infections. *Explain how body systems are impacted by hereditary factors and infectious agents, such as: cystic fibrosis affects respiratory and digestive systems; sickle cell anemia affects the circulatory system; influenza affects the respiratory system. *Analyze the classification of organisms in terms of shared characteristics in the Linnaean system. *Explain why organisms are organized into a hierarchy of classification: Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species. *Classify organisms into the three domains: Bacteria, Archaea, Eukarya. *Classify living organisms into kingdoms based on shared characteristics: Protist, Fungus, Plant, Animal. *Classify living organisms into specific domains and kingdoms using: Energy needs: Heterotroph versus autotroph; Organisms structure: unicellular versus multicellular; Cell structure: Cell wall versus cell membrane; Environment: Extreme conditions versus surface conditions. circulatory, digestive, excretory, homeostasis, immune, musculoskeletal, nervous, reproductive, respiratory bacteria, fungi, infectious agent, parasite, virus binomial nomenclature, Linnaean System, classification, common name, scientific name, domain, Archaea, Bacteria, Eukarya, kingdom, phylum, class, order, family, genus, species, heterotroph, autotroph, unicellular, multicellular, prokaryotic, eukaryotic