SCIENCE Grade Level Content Expectations

Traverse Bay Area Intermediate School District SCIENCE Grade Level Content Expectations 6th Grade Scope and Sequence PACING GUIDE Unit Grade Level Content Expectations (GLCEs) Vocabulary Suggested Resources Science Processes Science Content (10) 1. S.IP.M.1 Inquiry involves generating questions, conducting L.OL.M.5 Producers, Consumers, and Decomposers- All animals, Assessable: Curricular Units Ecosystems investigations, and developing solutions to problems through including humans, are consumers that meet their energy by eating abiotic components FOSS Unit: “Populations & Ecosystems” reasoning and observation. other organisms or their products. Consumers break down the bacteria S.IP.06.11 Generate scientific questions based on observations, structures of the organisms they eat to make the materials they biotic components STC Units: “Microworlds” and “Ecosystems” investigations, and research. need to grow and function. Decomposers, including bacteria and community S.IP.06.12 Design and conduct scientific investigations. fungi, use dead organisms or their products to meet their energy competition Lab-Aids Science & Life Issues Unit: “Ecology” S.IP.06.13 Use tools and equipment (spring scales, stop needs. consumers watches, meter sticks and tapes, models, hand lens, L.OL.06.51 Classify organisms (producers, consumers, and decomposers Michigan Environmental Education Curriculum Support (MEECS): thermometer, models, sieves, microscopes) appropriate to decomposers) based on their source of energy for growth and ecosystem Ecosystems Unit scientific investigations. development. fungus S.IP.06.14 Use metric measurement devices in an investigation. L.OL.06.52 Distinguish between the ways in which consumers and parasite Web Resources S.IP.06.15 Construct charts and graphs from data and decomposers obtain energy. pollution Owls: Top of the Food Chain observations. L.EC.M.1 Interactions of Organisms- Organisms of one species population S.IP.06.16 Identify patterns in data. form a population. Populations of different organisms interact and predator Earth Systems: Food Webs S.IA.M.1 Inquiry includes an analysis and presentation of form communities. Living communities and nonliving factors that prey findings that lead to future questions, research, and interact with them form ecosystems. producers investigations. L.EC.06.11 List examples of populations, communities, and resource depletion REMC Resources S.IA.06.11 Analyze information from data tables and graphs to ecosystems including the Great Lakes region. species extinction 24429 Bill Nye the Science Guy: Food Web (Video) answer scientific questions. L.EC.M.2 Relationships of Organisms- Two types of organisms may symbiosis 24992 Biomes of the World: Freshwater Ecosystems (Video) S.IA.06.12 Evaluate data, claims, and personal knowledge interact with one another in several ways: They may be in a Instructional: through collaborative science discourse. producer/ consumer, predator/prey, or parasite/host relationship. balance in ecosystems Streaming Video S.IA.06.13 Communicate and defend findings of observations Some organisms may scavenge or decompose another. biodiversity Ecosystems and the Cycles of Nature (18 minutes) and investigations using evidence. Relationships may be competitive or mutually beneficial. Some carrying capacity S.IA.06.14 Draw conclusions from sets of data from multiple species have become so adapted to each other that neither could climate trials of a scientific investigation. survive without the other. climate change Virtual Field Trips S.IA.06.15 Use multiple sources of information to evaluate L.EC.06.21 Describe common patterns of relationships between and commensalism Contact REMC to arrange an event (922-6217) strengths and weaknesses of claims, arguments, or data. among populations (competition, parasitism, symbiosis, coral reef S.RS.M.1 Reflecting knowledge is the application of scientific predator/prey). desert Cycle of Life: Lee Richardson Zoo (free) knowledge to new and different situations. Reflecting L.EC.06.22 Explain how two populations of organisms can be dunes knowledge requires careful analysis of evidence that guides mutually beneficial and how that can lead to interdependency. ecological role (niche) decision-making and the application of science throughout L.EC.06.23 Predict how changes in one population might affect other energy history and within society. populations based upon their relationships in the food web. environmental impact S.RS.06.11 Evaluate the strengths and weaknesses of claims, L.EC.M.3 Biotic and Abiotic Factors- The number of organisms and food chain arguments, and data. populations an ecosystem can support depends on the biotic food web S.RS.06.12 Describe limitations in personal and scientific (living) resources available and abiotic (nonliving) factors, such as forests knowledge. quality of light and water, range of temperatures and soil habitat S.RS.06.13 Identify the need for evidence in making scientific composition. host decisions. L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) interdependent S.RS.06.14 Evaluate scientific explanations based on current components of an ecosystem. invasive species evidence and scientific principles. L.EC.06.32 Identify the factors in an ecosystem that influence lakes S.RS.06.15 Demonstrate scientific concepts through various changes in population size. limiting factor illustrations, performances, models, exhibits, and activities. L.EC.M.4 Environmental Impact of Organisms- All organisms mutually beneficial S.RS.06.16 Design solutions to problems using technology. (including humans) cause change in the environment where they native species S.RS.06.17 Describe the effect humans and other organisms live. Some of the changes are harmful to the organism or other organism have on the balance of the natural world. organisms, whereas others are helpful. overpopulation S.RS.06.18 Describe what science and technology can and L.EC.06.41 Describe how human beings are part of the ecosystem of photosynthesis cannot reasonably contribute to society. the Earth and that human activity can purposefully, or accidentally, ponds S.RS.06.19 Describe how science and technology have alter the balance in ecosystems. prairies advanced because of the contributions of many people L.EC.06.42 Predict possible consequences of overpopulation of scavenger throughout history and across cultures. organisms, including humans, (for example: species extinction, source of energy resource depletion, climate change, pollution). tropical rainforest tundra wetlands Traverse Bay Area Intermediate School District SCIENCE Grade Level Content Expectations 6th Grade Scope and Sequence PACING GUIDE Unit Grade Level Content Expectations (GLCEs) Vocabulary Suggested Resources Science Processes Science Content (5) 2. Plate S.IP.M.1 Inquiry involves generating questions, conducting E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth Assessable: Curricular Units Tectonics & investigations, and developing solutions to problems through constantly move, resulting in major geological events, such as convecting mantle FOSS Unit: “Earth History” reasoning and observation. earthquakes, volcanic eruptions, and mountain building. Earth’s crust S.IP.06.11 Generate scientific questions based on observations, E.SE.06.51 Explain plate tectonic movement and how the lithospheric earthquakes Delta Science Reader: “Earth Processes” Magnetic investigations, and research. plates move centimeters each year. geological events Field S.IP.06.12 Design and conduct scientific investigations. E.SE.06.52 Demonstrate how major geological events (earthquakes, lithosphere Lab-Aids Issues & Earth Science Unit: “Plate Tectonics” S.IP.06.13 Use tools and equipment (spring scales, stop volcanic eruptions, mountain building) result from these plate lithospheric plates watches, meter sticks and tapes, models, hand lens, motions. magnetic field Web Resources thermometer, models, sieves, microscopes) appropriate to E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and metallic core Earthquakes scientific investigations. upper mantle), convecting mantle, and dense metallic core. mountain building S.IP.06.14 Use metric measurement devices in an investigation. E.SE.M.6 Magnetic Field of Earth- Earth as a whole has a magnetic navigation Interactives: Dynamic Earth- Plate Tectonics S.IP.06.15 Construct charts and graphs from data and field that is detectable at the surface with a compass. plate tectonics observations. E.SE.06.61 Describe the Earth as a magnet and compare the poles S.IP.06.16 Identify patterns in data. magnetic properties of the Earth to that of a natural or man-made upper mantle REMC Resources S.IA.M.1 Inquiry includes an analysis and presentation of magnet. volcanic eruptions 25949 Discovery Channel School: Earthquakes (video) findings that lead to future questions, research, and E.SE.06.62 Explain how a compass works using the magnetic field of investigations. the Earth, and how a compass is used for navigation on land and Instructional: 50030 Earth in Action (DVD series with Teacher’s Guide) S.IA.06.11 Analyze information from data tables and graphs to sea. compass answer scientific questions. core 50088 Plate Tectonics in Action (DVD with Teacher’s Guide) S.IA.06.12 Evaluate data, claims, and personal knowledge Magnitude through collaborative science discourse. mantle Streaming Video S.IA.06.13 Communicate and defend findings of observations Pangea Continents Adrift: Plate Tectonics (26 minutes) and investigations using evidence. Richtor scale S.IA.06.14 Draw conclusions from sets of data from multiple Seizmograph trials of a scientific investigation. tectonic plates Greatest Discoveries with Bill Nye: Earth Science (47 minutes) S.IA.06.15 Use multiple sources of information to evaluate tremor strengths and weaknesses of claims, arguments, or data. vibrations S.RS.M.1 Reflecting knowledge is the application of scientific volcano knowledge to new and different situations. Reflecting knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.12 Describe limitations in personal and scientific knowledge. S.RS.06.13 Identify the need for evidence in making scientific decisions. S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles. S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.06.16 Design solutions to problems using technology. S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world. S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. Traverse Bay Area Intermediate School District SCIENCE Grade Level Content Expectations 6th Grade Scope and Sequence PACING GUIDE Unit Grade Level Content Expectations (GLCEs) Vocabulary Suggested Resources Science Processes Science Content (8) 3. Soils, S.IP.M.1 Inquiry involves generating questions, conducting E.SE.M.1 Soil- Soils consist of weathered rocks and decomposed Assessable: Curricular Units Rocks & investigations, and developing solutions to problems through organic materials from dead plants, animals, and bacteria. Soils are abrasion Lab-Aids Issues & Earth Science Units: “Studying Soil reasoning and observation. often found in layers with each having a different chemical Scientifically,” “Rocks and Minerals,” and “Erosion and Deposition” Fossils clay S.IP.06.11 Generate scientific questions based on observations, composition and texture. earth processes investigations, and research. E.SE.06.11 Explain how physical and chemical weathering lead to environmental Web Resources S.IP.06.12 Design and conduct scientific investigations. erosion and the formation of soils and sediments. conditions Soil Erosion S.IP.06.13 Use tools and equipment (spring scales, stop E.SE.06.12 Explain how waves, wind, water, and glacier movement, erosion watches, meter sticks and tapes, models, hand lens, shape and reshape the land surface of the Earth by eroding rock in fossils Science of Digging Up Dinosaurs thermometer, models, sieves, microscopes) appropriate to some areas and depositing sediments in other areas. geological history scientific investigations. E.SE.06.13 Describe how soil is a mixture, made up of weather glacier movement REMC Resources S.IP.06.14 Use metric measurement devices in an investigation. eroded rock and decomposed organic material. glaciers 24430 Bill Nye the Science Guy: Earth’s Crust, Rocks & Soil S.IP.06.15 Construct charts and graphs from data and E.SE.06.14 Compare different soil samples based on particle size gravel (video) observations. and texture. igneous S.IP.06.16 Identify patterns in data. E.SE.M.4 Rock Formation- Rocks and rock formations bear metamorphic 22951 Bill Nye the Science Guy: Dinosaurs – Those Big S.IA.M.1 Inquiry includes an analysis and presentation of evidence of the minerals, materials, temperature/ pressure minerals Boneheads (video) findings that lead to future questions, research, and conditions, and forces that created them. organic material investigations. E.SE.06.41 Compare and contrast the formation of rock types particle size 40585 Igneous & Metamorphic Rocks (video) S.IA.06.11 Analyze information from data tables and graphs to (igneous, metamorphic, and sedimentary) and demonstrate the relative dating answer scientific questions. similarities and differences using the rock cycle model. rock cycle 40315 Sedimentary Rocks (video) S.IA.06.12 Evaluate data, claims, and personal knowledge E.ST.M.3 Fossils- Fossils provide important evidence of how life rock layers through collaborative science discourse. and environmental conditions have changed in a given location. rocks Streaming Video S.IA.06.13 Communicate and defend findings of observations E.ST.06.31 Explain how rocks and fossils are used to understand the sand Earth Science: Fossils (20 minutes) and investigations using evidence. age and geological history of the earth (timelines and relative dating, sedimentary S.IA.06.14 Draw conclusions from sets of data from multiple rock layers). sediments All About Rocks & Minerals (23 minutes) trials of a scientific investigation. E.ST.M.4 Geologic Time- Earth processes seen today (erosion, silt S.IA.06.15 Use multiple sources of information to evaluate mountain building, and glacier movement) make possible the soils strengths and weaknesses of claims, arguments, or data. measurement of geologic time through methods such as observing thermal contraction S.RS.M.1 Reflecting knowledge is the application of scientific rock sequences and using fossils to correlate the sequences at thermal expansion knowledge to new and different situations. Reflecting various locations. timelines knowledge requires careful analysis of evidence that guides E.ST.06.41 Explain how Earth processes (erosion, mountain building, weathering decision-making and the application of science throughout and glacier movement) are used for the measurement of geologic history and within society. time through observing rock layers. Instructional: S.RS.06.11 Evaluate the strengths and weaknesses of claims, E.ST.06.42 Describe how fossils provide important evidence of how chemical composition arguments, and data. life and environmental conditions have changed. chemical weathering S.RS.06.12 Describe limitations in personal and scientific decomposition formation knowledge. geology S.RS.06.13 Identify the need for evidence in making scientific gradual decisions. lava S.RS.06.14 Evaluate scientific explanations based on current magma evidence and scientific principles. mixture S.RS.06.15 Demonstrate scientific concepts through various particle texture illustrations, performances, models, exhibits, and activities. physical weathering S.RS.06.16 Design solutions to problems using technology. rock formation S.RS.06.17 Describe the effect humans and other organisms water movement have on the balance of the natural world. weathering S.RS.06.18 Describe what science and technology can and wind cannot reasonably contribute to society. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures. Traverse Bay Area Intermediate School District SCIENCE Grade Level Content Expectations 6th Grade Scope and Sequence PACING GUIDE Unit Grade Level Content Expectations (GLCEs) Vocabulary Suggested Resources Science Processes Science Content (6) 4. Matter and S.IP.M.1 Inquiry involves generating questions, conducting P.EN.M.1 Kinetic and Potential Energy- Objects and substances in Assessable: Curricular Units Energy investigations, and developing solutions to problems through motion have kinetic energy. Objects and substances may have atoms STC Unit: “Models & Designs” reasoning and observation. potential energy due to their relative positions in a system. closed system S.IP.06.11 Generate scientific questions based on observations, Gravitational, elastic, and chemical energy are all forms of potential conduction Lab-Aids Issues & Physical Science Unit: “Energy investigations, and research. energy. convection S.IP.06.12 Design and conduct scientific investigations. P.EN.06.11 Identify kinetic or potential energy in everyday situations energy transfer Web Resources S.IP.06.13 Use tools and equipment (spring scales, stop (for example: stretched rubber band, objects in motion, ball on a hill, heat transfer Energy in a Roller Coaster Ride watches, meter sticks and tapes, models, hand lens, food energy). kinetic energy (free but sign in required) thermometer, models, sieves, microscopes) appropriate to P.EN.06.12 Demonstrate the transformation between potential and mass scientific investigations. kinetic energy in simple mechanical systems (for example: roller molecules Transforming Energy S.IP.06.14 Use metric measurement devices in an investigation. coasters, pendulums). potential energy S.IP.06.15 Construct charts and graphs from data and P.EN.M.4 Energy Transfer- Energy is transferred from a source to a radiation The Physics of Heat Processing observations. receiver by radiation, conduction, and convection. When energy is states of matter S.IP.06.16 Identify patterns in data. transferred from a source to a receiver, the quantity of energy transformation REMC Resources S.IA.M.1 Inquiry includes an analysis and presentation of before the transfer is equal to the quantity of energy after the 24432 Bill Nye the Science Guy: Heat & Energy (video) findings that lead to future questions, research, and transfer. Instructional: investigations. P.EN.06.41 Explain how different forms of energy can be transferred boiling point 25104 Energy in Action: Potential & Kinetic Energy (video) S.IA.06.11 Analyze information from data tables and graphs to from one place to another by radiation, conduction, or convection. calorie answer scientific questions. P.EN.06.42 Illustrate how energy can be transferred while no energy chemical energy Streaming Video S.IA.06.12 Evaluate data, claims, and personal knowledge is lost or gained in the transfer. condensation Physical Science: States of Matter (20 minutes) through collaborative science discourse. P.CM.M.1 Changes in State- Matter changing from state to state can conservation of energy S.IA.06.13 Communicate and defend findings of observations be explained by using models which show that matter is composed conservation of mass and investigations using evidence. of tiny particles in motion. When changes of state occur, the atoms deposition S.IA.06.14 Draw conclusions from sets of data from multiple and/or molecules are not changed in structure. When the changes elastic potential energy trials of a scientific investigation. in state occur, mass is conserved because matter is not created or energy S.IA.06.15 Use multiple sources of information to evaluate destroyed. energy receiver strengths and weaknesses of claims, arguments, or data. P.CM.06.11 Describe and illustrate changes in state, in terms of the energy source S.RS.M.1 Reflecting knowledge is the application of scientific arrangement and relative motion of the atoms or molecules. evaporation knowledge to new and different situations. Reflecting P.CM.06.12 Explain how mass is conserved as it changes from state food energy knowledge requires careful analysis of evidence that guides to state in a closed system. freezing decision-making and the application of science throughout gas history and within society. gravitational potential S.RS.06.11 Evaluate the strengths and weaknesses of claims, energy arguments, and data. Joule S.RS.06.12 Describe limitations in personal and scientific liquid knowledge. matter S.RS.06.13 Identify the need for evidence in making scientific mechanical systems decisions. melting S.RS.06.14 Evaluate scientific explanations based on current molecular arrangement evidence and scientific principles. motion S.RS.06.15 Demonstrate scientific concepts through various solid illustrations, performances, models, exhibits, and activities. particle S.RS.06.16 Design solutions to problems using technology. pendulum phase change S.RS.06.17 Describe the effect humans and other organisms plasma have on the balance of the natural world. sublimation S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society. S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.