Jefferson County Science Scope and Sequence
Course: 6th Grade/ Comp Sci.
Course Code: 2002040
Quarter: 2A
Topic(s) of Study: Types of Forces
Bodies of Knowledge: Nature of Science and Physical Science
Big Idea(s): 1: The Practice of Science; 2: Characteristics of Scientific Knowledge; 3: The Role of Theories,
Laws, Hypotheses, and Models 13: Forces and Changes in Motion
Essential Questions: How do different forces affect the motion of objects? How do contact and noncontact forces affect the designs of different modes of transportation? How do scientists design an
investigation to answer a scientific question and communicate their findings?
NGSSS
OUTLINE OF CONTENT
(CONCEPT/SKILLS)
OBJECTIVES
 Explore how various surfaces affect the
friction of pulling an object during an
inquiry activity. (I)
 Evaluate forces acting on different objects
and surfaces during an inquiry activity. (I)
 Investigate the friction encountered by a
ball rolling across a grassy field and other
surfaces during an inquiry activity. (I)
II. Non-Contact Forces
 Identify different types of friction and how
they play a role in different sports using a
A. Electrical force
graphic organizer. (I)
B. Magnetic force
 Interpret how buoyant forces act on vessels
C. Gravity
and objects on water analyzing a video or
images. (I)
III. Law of Gravity
 Investigate how different spheres fall at
A. Newton’s Law of
different rates due to air resistance during
Universal Gravitation
an inquiry activity. (II, III)
1. Mass
 Describe and show how electric charges
exert forces on each other. (II)
2. Distance
 Compare how lightning and static electricity
are related. (II)
IV. Unbalance Forces
 Describe and illustrate the directional
forces of magnets. (II)
 Distinguish between air resistance and
gravity. (I, II)
 Compare and contrast contact and noncontact forces and give examples for each.
I, II)
 Identify friction in everyday situations. (I)
 Explain the effect of gravity on objects
during an inquiry activity. (II, III)
SC.6.P.13.1: Investigate and
I. Contact Forces
describe types of forces including
A. Friction
contact forces and forces acting
B. Buoyant force
at a distance, such as electrical,
C. Tension
magnetic, and gravitational.
D. Compression
Cognitive Complexity: Moderate
E. Air resistance
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. Cognitive
Complexity: Low
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. Cognitive
Complexity: Moderate
SC.6.N.1.1 Define a problem
from the sixth grade curriculum,
use appropriate reference
materials to support scientific
understanding, plan and carry
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Jefferson County Science Scope and Sequence
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. Cognitive
Complexity: High
SC.6.N.1.2 Explain why scientific
investigations should be
replicable. Cognitive Complexity:
High
SC.6.N.1.3 Explain the difference
between an experiment and
other types of scientific
investigation, and explain the
relative benefits and limitations
of each. Cognitive Complexity:
High
SC.6.N.1.4 Discuss, compare, and
negotiate methods used, results
obtained, and explanations
among groups of students
conducting the same
investigation. Cognitive
Complexity: High
SC.6.N.2.3 Recognize that
scientists who make
contributions to scientific
knowledge come from all kinds
of backgrounds and possess
varied talents, interests, and
goals. Cognitive Complexity: Low
 Identify gravity as the force that causes
objects to fall to Earth. (II, III)
 Design an experiment that demonstrates
the different properties of gravity. (III)
 Describe unbalance forces using a graphic
organizer. (IV)
Objectives below are from Quarter 1A
and should be embedded in this topic of
study.
 Explain the difference between an
experiment and other types of scientific
investigations.
 Use appropriate reference materials to
support scientific investigations of various
types, such as systematic observation or
experiments.
 Develop a hypothesis with one testable
independent variable.
 Distinguish between dependent and
independent variables and controls in a
variety of activities.
 Explain why scientific investigations
should be replicable.
 Conduct, discuss, and compare similar
investigations by working cooperatively in
groups.
 Collect and organize data in charts,
tables, and graphics.
 Give examples of how advances in
technology have affected scientific
theories and laws.
 Compare and contrast the terms that
describe examples of scientific knowledge
such as: theory, law, hypothesis, and
model.
 Distinguish between laws and theories by
understanding that laws describe the
what and theories explain the why.
 Explain why models are used in science to
observe processes that happen too
slowly, too quickly, or are too small or
vast for direct observation.
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Jefferson County Science Scope and Sequence
SC.6.N.3.1 Recognize and explain
that a scientific theory is a wellsupported 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. Cognitive
Complexity: Moderate

Give examples of visual/physical,
mathematical, and conceptual models as
used in science.

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. Cognitive
Complexity: Moderate
SC.6.N.3.4 Identify the role of
models in the context of the
sixth grade science benchmarks.
Cognitive Complexity: Moderate
LA.6.2.2.3 The student will
organize information to show
understanding (e.g.,
representing main ideas within
text through charting, mapping,
paraphrasing, summarizing, or
comparing/contrasting);
LA.6.4.2.2 The student will
record information (e.g.,
observations, notes, lists, charts,
legends) related to a topic,
including visual aids to organize
and record information and
include a list of sources used;
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Jefferson County Science Scope and Sequence
MA.6.A.3.6 Construct and
analyze tables, graphs, and
equations to describe linear
functions and other simple
relations using both common
language and algebraic notation.
High
MA.6.A.3.6 Construct and
analyze tables, graphs and
equations to describe linear
functions and other simple
relations using both common
language and algebraic notation.
Cognitive Complexity: High
LACC.68.WHST.3.9: Draw
evidence from informational
texts to support analysis
reflection, and research.
MACC.6.SP.1.3: 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: Summarize
numerical data sets in relation to
their context, such as by:
a.
Reporting the number of
observations.
b.
Describing the nature of
the attribute under investigation,
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Jefferson County Science Scope and Sequence
including how it was measured
and its units of measurement.
c.
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 were gathered.
d.
Relating the choice of
measures of center and
variability to the shape of the
data distribution and the context
in which the data were gathered.
LACC.68.RST.1.3: Follow
precisely a multistep procedure
when carrying out experiments,
taking measurements, or
performing technical tasks.
LACC.68.RST.2.4: Determine the
meaning of symbols, key terms,
and other domain-specific words
and phrases as they are used in a
specific scientific or technical
context relevant to grades 6–8
texts and topics.
LACC.68.RST.3.7: Integrate
quantitative or technical
information expressed in words
in a text with a version of that
information expressed visually
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Jefferson County Science Scope and Sequence
(e.g., in a flowchart, diagram,
model, graph, or table).
LACC.68.RST.4.10: By the end of
grade 8, read and comprehend
science/technical texts in the
grades 6–8 text complexity band
independently and proficiently.
LACC.68.WHST.1.2: Write
informative/explanatory texts,
including the narration of
historical events, scientific
procedures/ experiments, or
technical processes.
a.
Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts, and
information into broader
categories as appropriate to
achieving purpose; include
formatting (e.g., headings),
graphics (e.g., charts, tables),
and multimedia when useful to
aiding comprehension.
b.
Develop the topic with
relevant, well-chosen facts,
definitions, concrete details,
quotations, or other information
and examples.
c.
Use appropriate and
varied transitions to create
cohesion and clarify the
relationships among ideas and
concepts.
d.
Use precise language and
domain-specific vocabulary to
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Jefferson County Science Scope and Sequence
inform about or explain the
topic.
e.
Establish and maintain a
formal style and objective tone.
f.
Provide a concluding
statement or section that follows
from and supports the
information or explanation
presented.
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