Horry County Schools Curriculum 6Th Grade Science 2011-2012

Horry County Schools Curriculum 6th Grade Science 2011-2012

GRADE 6 UNIT 1 – GRAPHING AND INQUIRY

Unit Dates: August 25-September 7 Benchmark Window:

ESSENTIAL QUESTIONS What are the independent and dependent variable in an experiment? How is a graph developed from an experiment?

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. 6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. 6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. 6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). 6-1.5 Use appropriate safety procedures when conducting investigations.

1 Horry County Schools Curriculum 6th Grade Science 2011-2012

Alignment to SEPUP Key A Teac Title Assessment HCS/SC Core Activity Concepts d hing and v Peri Curriculum a Teacher’s Choice Procedures,Process e 1-2od s Classroom setup, beginning of year activities 1 Lesson 1 Graphing Unit Independent Reserve 2 Describe what you 6-1.2 variable, mobile lab or have to do to match dependent variable and computer lab, the graph? slope prepare CBR- WEE 2, make K 1 copies of data, print 2 Lesson 2 Graphing Unit Inference and Reservecopies of 1 What are the criteria 6-1.2 observation mobile lab or for determining if a computer lab, summary statement prepare CBR- is an inference or an 2, make a observation? graph, prepare 3 Lesson 3 Graphing Unit Collecting and Construct a 2-3 Determine the independent 6-1.2 recording data K’Nex Car, variable, the dependent Make copies variable, and controlled of data table, variables in this experiment. WEE Prepare What observations can K 2 graphs, set up be drawn from the stations for data? Apply What inferences can be stations, drawn from the data? gather ramps

GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS

Unit Dates: September 8- November 2 Benchmark October 17- November 4 Window:

Plants (STC Module)

ESSENTIAL QUESTIONS How does repeating a scientific investigation affect the validity of the investigation? What are some suggested ways to select sample size? Is a conclusion drawn from scientific investigation always valid? Why or why not?

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS INQUIRY STANDARDS 6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. 6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. 6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. 6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). ***6-1.5 Use appropriate safety procedures when conducting investigations. *** Inquiry standard(s) tested on quarterly benchmark exam.

GRADE 6 UNIT 2 – EXPERIMENTS WITH PLANTS

Plants (STC Module) ESSENTIAL QUESTIONS How does repeating a scientific investigation affect the validity of the investigation? What are some suggested ways to select sample size? Is a conclusion drawn from scientific investigation always valid? Why or why not?

CONTENT STANDARDS 6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development). 6.2.2 Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things—kingdom, phylum, class, order, family, genus, and species). 6.2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot). 6.2.4 Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction. 6.2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production). 6.2.6 Differentiate between the processes of sexual and asexual reproduction of flowering plants. 6.2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration). 6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism). 6.2.9 Explain how disease-causing fungi can affect plants.

Notes: 1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage. 2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary. 3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standard

Key Advance Prep Teaching Periods Alignment to Assess Title Concepts Notes to Teachers HCS/SC Core ment and Curriculum Processes WWhat Do How to conduct Student notebook, large 1 What 6-1.2 EYou Know an experiment; newsprint, overhead makes 6-1.4 EAbout fair test something 6-2.1 Experiments K a 6-2.7 ? scientific Identifyi Defining an Activity Sheet 1A, 1B, large 1 How would 6-1.4 1ng independent newsprint or transparency changing one Variable variable index cards variable affect s and Student Activity Book Reading the life cycle of Planning Selection pp.12-15 the plant? a Fair Outlining Designing an Activity Sheet 1A,1B, see 1 How do you 6-1.2 the experiment variable wheel(pg 18 SG), identify the Experimental Activity Sheet 2 independent, Plan Daily Data Record Sheet dependent and controlled variables in a scientific W Planting the Following Activity Sheet 3, see TG pg 42 1 State your 6-1.2 E Seeds procedures to set up lights and watering tanks independen 6-1.5 E ensure a prior to activity. (Water from t, 6-2.5 K controlled top the two days following dependent, experimental design planting Plant on Mon/Tues) and

controlled 2 SC Overview of Life McDougal Littell Science 1 6-2.5 Essentials cycle: Germination pp. 104-108 : and plant McDougal Littell Reproduc development SC Lab Manual p.135 tive Teacher’s Choice Adaptati SC Structures for Magic School Bus Gets Planted 2 6-2.4 Essential Survival and s: Defense McDougal Littell Science p.561 Defensiv and 59-60 e Teacher’s Choice Structur

Alignment to Title Key Concepts and Advance Prep HCS/SC Core Teaching Periods Assessment Processes Notes to Teachers Curriculum WEEK 3 Thinning and Structures of a See pg 52 TG for materials 1 What 6-1.2 Transplanting plant for survival list. Check water level observable 6-1.4 Begin graphing plant’s height structures do 6-2.1 Observe true leaves and flower you see that 6-2.4 buds develop ensure the 6-2.7 survival of the plant? SC Essentials: Photosynthesis, McDougal Littell Science pp. 2-3 Summarize the 6-2.7 Land Transpiration, 92-95 and 57-59 plant processes Adaptations Respiration Teacher’s Choice necessary for and Plants are survival. Producers TEXTBOOK Lesson 6 Structures of a See pg 59 for materials list. 1 Summarize the 6-2.4 Getting a plant for Activity sheet 4 importance of Handle on reproduction Reading selection SG page 35-36. pollinators to Your Bee the reproduction W Pollination and Functions of See SG pg 33 1-2 Summarize the 6-1.2, 6-1.4 E Interdependenc the structures Check water level and Observe functions of the 6-2.4, 6-3.2 E e for Growth Spurt structures for 6-3.4, 6-2.5 K reproduction Observe flowers open reproduction. 6-2.6 Reading selection p.40-41 Student Activity

Book 4 SC Reproduction McDougal Littell Science pp. 1 pp.37-38, 6-2.4 Essentials: Fertilization and 104-109 6-2.5 Seeds and Seed Production Magic School Bus Goes to Seed Pollen are Teacher’s Choice Reproductive Adaptations SC Sexual and Asexual McDougal Littell Science p. 562 1-2 Compare and 6-2.6 Essentials: Reproduction Teacher’s Choice contrast asexual Reproductio and sexual n of reproduction in Flowering flowering Plants plants. TEXTBOOK

Alignment to Key Concepts Advance Prep Title Teaching Periods HCS/SC Core and Processes Notes to Assessment Teachers Curriculum WPollinatio Pinch off unopened buds and 1 n and check water level. Observe seed Interdepe pods develop Kndence Note: Maintena nce activity from Kit SC Nonvascular- McDougal Littell Science pp. 98- 1 Compare the 6-2.3 ESSENTIALS: Mosses 103 structures of Most Ferns Spores – Ferns Gather moss and fern plants for vascular and and Mosses this activity the day before you non vascular Live in a Moist begin the lesson. plants. Environment Teacher’s Choice TEXTBOOK SC Vascular Tissue McDougal Littell Science pp. 1 Compare the 6-1.5 Essentials: Cone bearing 106-109 structures of 6-2.3 PineTrees Collect cones prior to activity vascular and Reproduce nonvascular Teacher’s Choice with Pollen plants. and Seeds TEXTBOOK

SC Fruit and Flower SC Lab Manuel 1 Summarize 6-2.3 Essentials: “Investigate Flower Parts” p.133 the basic 6-1.1 Many Plants McDougal Littell Science pp. functions of Reproduce 113-117 structures of With Teacher’s Choice a flowering Flowers and plant for Fruit reproductio TEXTBOOK n.

Alignment to Advance Prep Title Key Concepts and HCS/SC Core Teaching Periods Assessment Processes Notes to Teachers Curriculum

WTeacher’s Monocot/Dicot The Science of Life: The World 1 Compare the 6-2.3 Choice of Plants STREAMLINE VIDEOS characteristic h tt p : // ww w . u c m p . B e r k e l e y . e d u b structures of K l o s - sary/gloss8/monocot.html monocots and h tt p : // h o m e p a g e . s m c . e d u / h od s dicots. o n _ I D /basics.htm#root h tt p : // li b r a r y . t h i n k q u es t .o r g /371 5 /index.html

SC Essentials: Tropism McDougal Littell p.563 2 Illustrate and 6-2.8 Tropism SC ESSENTIALS: PLANT explain the TEXTBOOK RESPONSES forms of Teacher’s Choice h tt p : // p l a n t s i n m o t i o n .b i o . i n d ia tropism. n a . e d u /plantmotion/stathere.ht ml

SC Essentials: Fungus McDougal Littell pp. 76-77 1-2 Construct a 6-2.9 Fungi Can Be Teacher’s Choice cause-effect Helpful or model of the Harmful to ways that plants Other are affected by Organisms fungi. TEXTBOOK Alignment to Key Concepts Advance Prep Assess HCS/SC Core Title Teaching periods and Processes Notes to teachers ment Curriculum Plant Kits Remove plants from watering SEE system. TEACHER INSTRUCTION S

SC Essentials: Dichotomous Key McDougal Littell Science 1-2 Explain how to 6-1.3 Dichoto- mous pp. 28-30 use a Keys and Field Teacher’s Choice dichotomous key. Guides Help Classzone.com Identify Organisms TEXTBOOK

SC Characteristics of McDougal Littell, p. xxix, 1 Summarize the 6-2.1 Essentials: all organisms pp 9-14 characteristics Unifying Teacher’s Choice that all Principles of organisms Life Science share. TEXTBOOK

SC Essentials: Kingdoms Classification of Living Things 2 Identify the 6-2.2 Scientists (Streamline) seven levels of Develop McDougall Littell pp. 15-28 the hierarchical Systems for Teacher’s Choice structure of Classifying classification Living Things and examples TEXTBOOK of scientific names. STC A Teac Alignment to Activity HCS/SC Core Title Key Concepts and Processes d hing Assessment Number v peri Curriculum 8 Harvesting and Life cycle of flowering plants. Activity Sheet 5 1 Summarize the life 6-2.4 Threshing the Seeds Organizing and analyzing data in a Clean up and store cycle of a plant. 6-2.5 controlled experiment equipment Student Activity Book pp. 6-1.2 43-44, questions 3, 7, &8.

9 Part 1 Organizing and analyzing data in a Teacher Guide 1 Student Activity Book 6-1.2 Organizing and controlled experiment p.76, question 1 pp. 45-46, questions 1-6 6-1.4 Analyzing the Data Activity Sheet 6

10 Part 2 Organizing and analyzing data in a Teacher 1 Student Activity Book p. 6-1.1 Organizing and controlled experiment Guide p. 49, questions 1-4 6-1.4 Analyzing the Data 82, final activities

11 Communicating Communicating results of controlled Teacher Guide 1 Student Activity Book pp. 6-1.2 Experimental experiment p.85 51-52, question1 6-1.4 Results Materials and procedure 1 W 12 Review and Assess Communicating 4-5 Benchmark Assessment 6-1 Inquiry E results of con- 6-2 Plants E trolled Student conducted K experiment mini conferences 9

GRADE 6 UNIT 3 – ENERGY

Unit Dates: November 3- January 24 Benchmark January 9-27 Window:

UNIT 3 – Energy (STC Module)

SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

INQUIRY STANDARDS ***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. 6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. 6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. *** 6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). 6-1.5 Use appropriate safety procedures when conducting investigations.

*** Inquiry standard(s) tested on quarterly benchmark exam.

GRADE 6 UNIT 3 – ENERGY

UNIT 3 – Energy (STC Module)

SCIENCE CONTENT STANDARDS 6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy. 6-5.2 Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy. 6.5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors. 6-5.4 Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits. 6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction. 6.5.6 Recognize that energy is the ability to do work (force exerted over a distance). 6-5.7 Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work. 6-5.8 Illustrate ways that simple machine exists in common tools and in complex machines.

Notes: 1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage. 2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary. 12 Horry County Schools Curriculum 6th Grade Science 2011-2012

3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards. STC A Alignment to Activity d Teaching HCS/SC Core Title Key Concepts and Processes Assessment Number v periods Curriculum a 1 Circuit of Inquiry Assessment of student prior knowledge of See TG 2 Pre-assessment of student 6-5.1 energy, machines, and motion BINDER pg 5- knowledge. None required 6-5.2 12 (8 models to 6-5.3 build and set 6-5.4 up.) 6-5.6 *Reading 6-5.7 Selection from 6-5.8 Student Guide pg. 9-11 Teacher can add two 2 Making a Battery Describe what makes up a battery. see TG pg 25 1 The goal of this lesson was to build 6-5.1 (transfor- mation of energy/ chemical to Premix a battery. Did you succeed? 6-5.2 electrical) solution prior Support your answer with evidence. to activity. *Reading Selection from Student Guide pg.16-19

3 Rechargeable Energy transformations See TG pg 33 1 From your observations, do you 6-5.1 Batteries Need think the motor or the light needs 6-5.2 dead dry more energy to operate? Support cell your answer with evidence. batteries prior to activity. See TG 265 *Reading Selection from Student Guide

A d v a n c STC Alignment to e Activity Teaching HCS/SC Core Title Key Concepts and Processes Assessment Number periods Curriculum P r e p Notes to teachers WE 4 Storing and Using The amount of energy stored in a see TG pg 2 Discuss with your lab partners any 6-1.2 EK 2 Energy in a Battery rechargeable battery is proportional to the 39 patterns you observe in data that 6-5.1 time the battery is charged. Make sure come from class averages. Why is 6-5.4 dry cell it better to use the class average batteries are instead of results from only one dead prior to pair of students? activity. *Reading Selection from Student Guide pg.30- 35 4a SC Essential Energy Energy Sources and McDougal 1 List three way you use energy. How 6-5.1 exists in different Transformations Littell Pg. 351- does each example involve a forms TEXTBOOK 356 change? Teacher’s Choice

4b SC Essential Conservation of Energy McDougal 1 Suppose you are jumping on a 6-5.2 Energy can change Littell Pg. 358 trampoline. Describe the conver- forms but is never – 363 sions that occur between kinetic lost TEXTBOOK Teacher’s energy and potential energy. Choice

4c SC Essential Solar Energy and Wind McDougal 1 List two advantages and two dis- 6.5-2 Technology Energy Littell Pg. 366 advantages of solar power. improves the way – 370 people use energy. Teacher’s TEXTBOOK Choice

Alignment to STC Kit Key Concepts and Advance Prep Assessmen HCS/SC Core Activities Title Teaching periods Processes Notes to teachers t Curriculum

5 Introduction to A force is a push or a pull see TG pg 50-51 2 From your 6-1.1 WEE Forces on an object. Using a *Reading Selection from observations, K 3 spring scale to measure Student Guide pg.42-47 explain why different force. objects have different weights .What do you think determines the 6 The Force of Friction Measure the force needed see TG pg 63- 65 1 How does the Inquiry 6.2 Changing the to pull a load of different *Reading Selection from difference in load Load (only) weights. Student Guide pg.54 – 61 size effect the force needed to pull the load. Support your 7 The Force Exerted by a Motors exert forces and see TG pg 79 2 What is the 6.5-3, Motor forces can be measured. Apparatus assembly maximum force 6.5-4 required exerted by the *Reading Selection from Stu- motor? dent Guide pg.68 – 71

8 Work and the Motor The scientific see TG 88 2 How much work 6-5.6 WEE definition of Sled assembly required did the motor do K 4 work. *Reading Selection from on the sled? Show Student Guide pg.80-81 your work.

8a SC Essential Explain how magnetism McDougall Littell pg 538 2 Explain how an 6-5.3 Electromagnet and electricity are Streamline Video: Dr. electromagnet TEXTBOOK interrelated: elec- Dad’s PH3 Three: works. Teacher’s Choice tromagnets, generators, Electromagnetism and simple electric motors.

8b Motors (TCA) Explain how magnetism McDougall Littell pg 1 Explain the 6-5.3 TEXTBOOK and electricity are 540-542 components of a Teacher’s Choice interrelated: motor and how electromagnets, they work together generators, and simple to transform electric motors. electrical energy to mechanical energy. Alignment Key Concepts and Advance Prep to HCS/SC Teaching periods Title Processes Notes to teachers Assessment Core Curriculum 6-5.3 WEEK 5 SC Essential Explain how McDougall Littell pg 1 Explain how a Generators magnetism and 544, 550-551 generator TEXTBOOK electricity are Teacher’s Choice converts interrelated: elec- mechanical tromagnets, energy into generators, and electrical simple electric motors. energy.

Power of a Motor Calculate the power of See TG pg 100 1 Did the amount a motor of work done each time by the motor to lift the load depend on the number of batteries used? Assessing What Demonstrate See TG pg.109 2 Performance You knowledge of energy, Assessment, Know forces, work, and *Reading Selection from Data Analysis, power Student Guide pg.95 – 97 Multiple Choice *Omit power related questions on Questions, assessment if you do not Short Answer complete Lesson 9. Response

Inclined Plane Incline planes are See TG pg. 135 2 Why are ramps for 6-5.7 simple machines that people with decrease the amount of *Reading Selection from physical disabilities force needed to do Student Guide pg.106-107 long and gently work. sloping, rather than short and steep?

Alignment to Advance Prep Key Concepts and HCS/SC Core Title Teaching periods Assessment Processes Notes to teachers Curriculum

W The Pulley Pulleys are simple See TG pg 150 2 What did you 6-5.7 e machines that decrease Assembly needed observe about the the amount *Reading Selection from effort force with e of force needed to do Student Guide pg.116- 119 the different k work. pulley 6 combinations?

The Lever Levers are simple See TG pg. 159 2 Was the amount of 6-5.7 machines that decrease *Reading Selection from work done by the the amount Student Guide pg.125-129 lever when it lifted of force needed to do the sled the same work. each time or different? Explain your reasoning. Machines Combining See TG pg. 188 3-4 Rubrics – TG. pg 193 6-5.8 Assessment: A understanding of and 194 6-1.4 Technological machines, forces and *Reading Selection from Self Design work to develop a Student Guide pg.135-139 Assessment Challenge plan for solving a in TG. Pg design challenge. 197 – 198

W SC Essential Simple machines exist McDougal Littell pg. 436 – 1 Design a 6-5.8 e Modern in common tools and 441 complex machine technology in complex machines. Teacher’s Choice and draw it e uses labeling the k compound simple machines. machines. 7 TEXTBOOK

Alignment to Key Concepts and Advance Prep Teaching periods HCS/SC Core Title Processes Notes to teachers Assessment Curriculum

WEEK 8 SC Essential Temperature and McDougal Littell 1 How can you Temperature Kinetic Pg. 383 – 388 explain thermal expansion as kinetic depends on Energy Teacher’s Choice particle energy? movement. TEXTBOOK

SC Essential Heat and thermal McDougal Littell 1 Describe the 6-5.1 Energy flows energy Pg. 390 – 394 relationship among from warmer to kinetic energy, heat, cooler objects Teacher’s Choice temperature, and TEXTBOOK thermal energy.

SC Essential Conduction, McDougal Littell 2-3 Compare and 6-5.5 The transfer of Convection and Pg. 396 – 401 contrast conduction, Radiation convection, and energy as heat Teacher’s Choice can be radiation. WEEK 9 controlled Review and Assess 4-5 Benchmark

GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE

Unit Dates: January 25- March 21 Benchmark March 12- 30 Window:

Weather (SEPUP Weather & Atmosphere Module)

ESSENTIAL QUESTIONS How does the composition and structure of the Earth’s atmospheric layers affect life on Earth? How do you think the shape and type of clouds effects weather conditions and weather patterns? Explain how solar energy is important to the water cycle. Why are direct observations and measurements useful in predicting weather?

INQUIRY STANDARDS

***6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. 6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. 6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. 6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). 6-1.5 Use appropriate safety procedures when conducting investigations. 6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers). *** Inquiry standard(s) tested on quarterly benchmark exam.

GRADE 6 UNIT 4 – WEATHER & ATMOSPHERE

Weather (SEPUP Weather & Atmosphere Module) ESSENTIAL QUESTIONS How does the composition and structure of the Earth’s atmospheric layers affect life on Earth? How do you think the shape and type of clouds effects weather conditions and weather patterns? Explain how solar energy is important to the water cycle. Why are direct observations and measurements useful in predicting weather? SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS

SCIENCE CONTENT STANDARDS

6-4.2 Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). 6-4.3 Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns. 6-4.4 Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions. 6-4.5 Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure). 6-4.6 Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar. 6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water). 6-4.8 Explain how convection affects weather patterns and climate. 6-4.9 Explain the influence of global winds and the jet stream on weather and climatic conditions.

Notes: 1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage. 2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary. 3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards. SEPUP Alignment to Key Concepts and Adva Teaching Assessment Activity Title HCS/SC Core Processes nce periods & Key Number Curriculum Prep Question Notes to 21 Horry County Schools Curriculum 6th Grade Science 2011-2012

50 Weather Effects Weather, risk Chart paper 1 How does weather 6-1.2 Students are introduced to (optional), affect your daily four kinds of careers related copy SS life? to weather and look at (student SB E-8, AQ4 maps of weather risks. sheets) 50.1, 50.2 51 Investigating Local Daily vs. monthly data (mean, TR E-14, reserve 1 Proc: OD 6-1.2 Weather Students median, mode), precipitation, computer room or Students graph 6-4.6 record, graph, and meteorology, print copies of monthly weather analyze five days of data; copy SS 51 data. SB E-11 to E- local weather data. If possible, collect 14 news papers for a week prior to 52* Local Weather History Weather, risk, atmosphere, Copy student sheets 1 How are weather 6-1.2 Students conduct a survey career of an at- *Homework disasters different 6-4.6 to learn about the history of mospheric scientist assignment from everyday local weather disasters. weather?

53 Weather and Climate Weather, climate, climatologist, Get overhead 1-2 AQ4, SB E-22, 6-1.2 Students use climate maps literacy, mathematics projector, or Predict weather 6-4.6 to identify local climate and multimedia conditions and compare it to similar areas. projector patterns from copy student data 54 The Earth’s Surface Hydrologist, mean, median, Overhead 1 Where is most of the 6-1.2 Students use a world map mode, projector & water on earth’s 6-4.6 to estimate amounts of calculators surface? Issue: 6-4.2 earth’s surface covered by (optional), groundwater water and land. copy student 55 Heating Earth Surfaces Climate, sun’s energy Pshrepaeetsre sand and 2 Proc: DI 6-1.2 Students measure how the water in large Quick Check: Q3, SB 6-4.7 sun’s energy heats land and basins, gather E-29. Explain how the 6-5.5* water and how each cools, watches, light sun’s energy heats important deter- miners of sources, overhead different surfaces of climate. projector, graph the earth. paper, SEPUP Title Adva Alignment to Activity Key Concepts and nce Teaching Assessment HCS/SC Core Number Processes Prep periods & Key Question Curriculum Notes to

56 Climate, ocean Overhead 1-2 Pr: GI 6-1.2 Ocean Temperatures temperatures, latitude projector, Explain why hurricanes 6-4.7 Students investigate the calculators, form over ocean areas range of mean ocean copy student with water temps surface temperatures above 26.5oC around the globe, then sheets map and discuss patterns.

57 Oceans and Climate Climate, ocean currents, Copy student sheets, 1-2 How do oceans 6-4.7 climatologist, hydrologist role-play props affect climate? 6-4.8 W Students learn more about how oceans affect (optional) SB E-42 AQ 3 e climate. A role play e discusses the k identification of the Gulf Stream and 3 how data is gathered. 58 Climate, sun’s energy, oceans, Get heat lamp 1 What three factors 6-4.7 The Causes of Climate landforms, literacy (optional) affect climate? SB 6-4.8 Students read about more E-48, AQ 4 6-4.9 factors affecting climate, 6-1.2 including the sun’s energy.

59* Water as a Solvent Climate, salinity, solvent Need safety 1-2 How well do 6-1.2 Students compare the goggles, overhead different liquids 6-4.2 solubility of solids in three projector, prepare dissolve the same different solvents, and containers of tap solid? learn about water as the and distilled universal solvent and that water most water on earth contains salts. 60 Water Changes State States of water (solid, liquid, safety goggles, 1 Quick check: Q2 6-4.2 Students learn how water gas), water vapor, clouds, gather hot Discuss the 6-4.3 changes from one phase to condensation, evaporation, plate, plastic relationships another. Teachers model water cycle, literacy bottle and between the changes in the state of board, beaker, changing states of water and the water cycle. matches, water and the water incense, tongs, cycle. SEPUP Title Adva Alignment to Activity Key Concepts and nce Teaching Assessment HCS/SC Core Number Processes Prep periods & Key Question Curriculum Notes to

W 61 Investigating Groundwater, hydrologist Get overhead 1-2 How does water 6-4.2 ee Groundwater Students projector, two interact with earth k investigate the ability of buckets, paper materials? water to filter through towels 5 gravel and sand, to introduce groundwater.

61a SC Essential Clouds; elevation, type, shape, McDougal Littell 1-2 How does a cloud 6-4.3 Lab: Investigate and associated weather Science form? Condensation 257-261 TEXTBOOK Collect several clear plastic 61b SC Essential Use appropriate instruments McDougal Littell 1 How does a precipitate 6-4.5 Lab: Investigate and tools to collect weather Science form? How is it precipitation data (rain gauge) 265 measured? TEXTBOOK May need to monitor weather to 61c Water Cycle Summarize the interrelationship Streamline Video: 1 Draw and label the 6-4.2 among the dynamic processes of The Magic School different processes of Teacher Choice Bus Wet All Over the water cycle. the water cycle.

Adva Teaching SEPUP Alignment to Title nce periods Key Concepts and Assessment HCS/SC Core Activity Prep Processes & Key Question Curriculum Number Notes to teachers

W 62 Traveling on the Water Models, states of water Gather pictures of 1-2 Q4: SI 6-1.2 Cycle Students use a board water cycle ee (solid, liquid, gas), water How does water 6-4.2 game and literacy strategies optional), 1-L k vapor, clouds, condensation, circulate through 6-1.4 to investigate the container 6 evaporation, water cycle, earth’s crust, oceans conversion of water from optional), 50 mL literacy and atmosphere? one form to another. graduate tube, overhead projector, copy 63 Investigating Air Air, substance, literacy Safety goggles 1-2 Q4: Understanding 6-4.1 Students explore the nature needed, test BTB Concept of air by making solution before use, Question E-1 46 observations of air get overhead Is air a substance or is it pressure and by using a projector, just empty space? chemical indicator. copy student sheets Support your answer with evidence from the investigation. W 63a Barometer/ Sling Use appropriate instruments Teacher Choice 1 Record accurate 6-4.5 measurements using the ee Psychrometer and tools to collect weather Activity data barometer and the sling k psychrometer. 7

64 Earth’s Atmosphere Layers of atmosphere, Internet 1-2 How does the 6-4.1 Students use a computer atmospheric composition, access, earth’s 6-1.2 simulation to sample air air pressure, water vapor, overhead atmosphere composition, mathematics projector, change at temperature, and gather different pressure at different calculators, elevations from altitudes above earth’s copy student the earth’s surface and compare the sheets surface? properties of the different layers.

SEPUP Adva Title Alignment to Activity Key Concepts and nce Teaching Assessment HCS/SC Core Number Processes Prep periods & Key Question Curriculum Notes to

65 History of Earth’s Atmospheric composition, Get overhead 1 Has the earth’s 6-4.1 Atmosphere Students use geologic time projector atmosphere always 6-1.2 a card sort to look at the been the same as it is relative composition of today? gases at different times in earth’s history, and the role of living organisms in shaping the air.

66 Atmosphere and Atmosphere, wind, atmospheric Use students 1 UC: AQ 2 6-4.1 Climate Students read layers and composition, literacy sheets from What role does about the relationship Lesson 64 atmosphere play in between earth’s weather and climate? atmosphere and its weather and climate. 67 Measuring Wind Speed Wind, anemometer, wind vane Gather two large 2 Procedure: DI E-180- 6-1.1 and fans, chart What do all wind 6-1.2 Direction paper, stop instruments have in 6-1.4 Students are introduced to watches, common? 6-4.1 the Beaufort Wind Scale. scissors, 6-4.5 They design an instrument staplers, glue, 6-4.6 to measure wind speed markers, tape, 6-4.8 and direction. overhead 6-4.9 projector SEPUP Title Adva Alignment to Activity Key Concepts and nce Teaching Assessment HCS/SC Core Number Processes Prep periods & Key Question Curriculum Notes to 68 Worldwide Wind Prevailing wind Get overhead 1-2 What is the pattern of 6-1.2 Students use a computer projector, prevailing winds on 6-4.9 simulation to identify wind arrange for different parts of the direction and speed, internet access, earth? mapping wind patterns. copy student sheets

68a SC Essential Summarize the relationship of McDougal Littell 2-3 How does an air 6-4.4 The Effect of moving air the movement of air masses; Science mass form? masses, pressure high and low pressure systems, 277, 279, 244 What happens systems, and frontal and frontal boundaries to storms (barometer) when air masses boundaries on weather. and other weather conditions. Teacher’s Choice collide? TEXTBOOK of activities

69 Forecasting Weather Weather maps, weather Gather local weather 2-3 Procedure: CS 6-4.4 Students work in groups fronts, high and low pressure maps, copy student 6-4.5 to interpret a weather map systems sheets What information is 6-4.6 and construct a weather found on a weather report, finally presenting map? How can a the report to the class. weather map be used Stu- dents use this to forecast weather? information to forecast the next day’s weather.

70 People and Weather Weather, atmosphere, weather Overhead 2-3 ET: Q3 6-1.2 Students analyze reports careers projector, 6-4.5 from a hydrologist, calculators, copy Discuss the climatologist, and student sheets relationship between W meteorologist about the human population imaginary town of growth and changes in e Sunbeam City. They the local weather. e consider the role people k play in affecting a region’s weather. 1 0 Review and Assess 4-5 Benchmark

GRADE 6 UNIT 5 – ANIMALS

Science S3 Sixth Grade Modules Unit Dates: March 22- May 7 Benchmark April 30- May 18 Window:

ESSENTIAL QUESTIONS What effect do environmental stimuli have on physical responses in animals? Identify the structures and their primary functions for food obtainment, movement, and defense. Compare the structures of vertebrates and invertebrates.

INQUIRY STANDARDS

6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. ***6-1.2 Differentiate between observation and inference during the analysis and interpretation of data. ***6-1.3 Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. 6-1.4 Use technological design process to plan and produce a solution to a problem or product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).6-1.5 Use appropriate safety procedures when conducting investigations.

*** Inquiry standard(s) tested on quarterly benchmark exam.

GRADE 6 UNIT 5 – ANIMALS

Science S3 Sixth Grade Modules

ESSENTIAL QUESTIONS What effect do environmental stimuli have on physical responses in animals? Identify the structures and their primary functions for food obtainment, movement, and defense. Compare the structures of vertebrates and invertebrates.

SCIENCE CONTENT STANDARDS 6.2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development). 6.3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals) 6.3.2 Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources. 6.3.3 Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation. 6.3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering). 6.3.5 Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli. 6.3.6 Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival. 6.3.7 Compare learned to inherited behavior in animals.

Notes: 1) Those activities marked with an asterisk (*) can be omitted due to time constraints without unduly affecting content coverage. 2) Teaching times are based on a 45-50 minute class period. Times are estimates and actual times may vary. 3) The McDougal Littell textbook activities and labs, as well as the magic school bus and steaming video selections may be replaced by teacher choice activities that address the cited standards.

Alignment Science Module Advance P r e p. Notes to T e a ch e r s Teaching to Inquiry (Indicator) *Additional Digital Resources are located on the Period Focus Questions Workspace (Animal Unit Animal (Days) Standards Module Folder) W 6-3.1 Materials Needed: Make a set of cards with the 1-2 How can you develop a 6-1.3 ee animal pictures for each group. classification system for animals? See workspace for additional animal pictures. k 1. What are the common 1 2. During “Explain” section make sure to characteristics of all vertebrates address the “It is essential for students to…” on and invertebrates? the support document as it is not covered in the lesson.

6-3.1 Materials Needed: books and pictures of 3 What are the characteristics of the 6-1.3 vertebrate animals, vertebrate picture cards for five groups of vertebrates? each group, color coded chart, colored pencils, index cards, chart paper, white boards, and expo markers. 1. This lesson is intended to introduce the terms “endothermic” and “ectothermic” for purposes of identifying characteristics to classify vertebrates into groups. This lesson is not intended to focus on the concepts of endothermic and ectothermic. W 6-3.1 Materials Needed: magnifying glasses, 2 What are the characteristics of the 6-1.3 ee earthworms, crayfish, cricket, sea urchin, snail, five groups of invertebrates? 6-1.5 k pictures of invertebrates, copy of “I have…, Who 2 has…” game cards, chart paper, pictures of invertebrates, and index cards. 1. See workspace for “Animal Classification” PowerPoint activity & worksheet. 6-3.1 Possible time to review and assess animal and 1 inquiry indicators covered this week..

6-3 .2 Materials Needed: Animal pictures, Animal 3 In what ways do animals defend 6-1.2 books and/or Internet access themselves, move, and obtain resources? 1. Need to create a blank chart on page 8 in Module 6-3.2. (One is available on the workspace under the name “Module 6-3.2 Chart) for students. The “Animal” and “Structure/Characteristic” columns were switched because it made more sense. Give 31 Horry County Schools Curriculum 6th Grade Science 2011-2012

some practice samples for the students on the chart. 2. For “Explain” Section #11&12 visit the “Work Space” for “Animal Structures for Defense, Movement, and Obtaining Resources”

W 6-3.2 Materials Needed: animal books and pictures, 1 What structures do birds use for 6-1.2 ee “Bird Beak Activity”, Blue Tweezers, Clothes obtaining resources? k Pins, Spoons, Cups of small objects-beads, coins, 3 sequins, marbles, different seeds, etc.

6-3.3 Materials Needed: paper, markers, thermometer, 3 What are the characteristics of 6-1.4 goldfish, beakers, bowls, temperature graph, ice, endothermic and ectothermic 6-1.2 and warm water animals? How does the temperature affect the respiration rate of goldfish?

6-3.2 Possible time to review and assess animal and 1 inquiry indicators covered this week. 6-3.3

Alignment Science Module Teaching to Inquiry (Indicator) Advance Prep. Notes to Teachers Period Focus Questions (Days) Standards W 6-3.4 Materials Needed: plastic sheet, crumpled 2 How do environmental stimuli cause 6-1.2 ee paper, water, paper towels, paper, animal physical responses in animals? k books and/or Internet access 4 1. Include “cause and effect” section in the flipbook

6-3.5 Materials Needed: animal books and/or 4 (3 if In what ways do animals respond 6-1.2 Internet access, “5W’s” Graphic Organizer, omit part behaviorally to environmental Concept Map of Explain stimuli? section) 1. Explain Section: #6-10 can be omitted if there are time constraints. 2. Explore: See workspace for hibernation, migration, and courtship video W 6-3.6 Materials Needed: Major Concepts Synthesis 1 How do internal stimuli help 6-1.2 ee Chart animals survive? k *Alternate Chart that simplifies concepts is 5 located on the workspace.

6-3.7 Materials: Streamlined Video, index cards, cards for 2 How do learned behaviors in 6-1.2 card sort animals differ? 1. Explore section: Pre-made behavior cards for this activity can be found on the workspace. 2. Streamline Video title is not correct. The correct title of the video is “Animal Instincts”. 3. Additional Resources: Streamline Video on learned and inherited behaviors “Animal Intelligences”.

6-3.1-3.7 Possible time to review and assess animal and 2 inquiry indicators covered this week.