ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: LIFE SCIENCE
GRADE LEVEL: GRADE 6
CREATION DATE: August, 2001
Life Science – Grade 6
Page 1 of 7
November, 2001
Essential Question, Concept or Theme: A. Learning the Processes of Science
PA Standards: A. 3.1.7 A,B,C,D; 3.2.7 A,B,C,D; 3.7.7 A,B
Benchmark/Skills
A.
1. Generate questions, formulate a hypothesis,
determine and communicate appropriate conclusions
using the scientific method for the purpose of solving
posed problems.
a. Define and explain the steps of the scientific
method.
b. Make accurate observations, predictions and
inferences.
c. Construct formatted laboratory reports.
d. Write a paragraph explaining the outcome of the
investigation and support it with data and
observations.
Assessment
A.
Students will develop lab reports,
which will be assessed using the middle
school lab report rubric.
Parts and use of the microscope quiz.
Approx. Time Allotment: Continuous
Aligned Materials/
Resources/Technology
A.
Laptop/Internet
Science book
Library books
Teacher generated worksheets
and activities
Computer software (hyperstudio,
freelance graphics, etc.)
Instructional Strategies
A.
Have the students work in cooperative
groups with a given problem or created
problem to come up with possible
solutions by using the scientific method.
Model the creation of a chart in which to
record data and observations. Give
students various tools of measurement and
have them determine which tools are
appropriate to make accurate observations
and descriptions.
2. Use measurements to describe, record, and
interpret data in an organized fashion.
a. Determine appropriate measurement tools.
b. Correctly use measurement tools (ruler, triple beam
balance, flask or beaker).
c. Construct an appropriately sized table or chart to
enter data.
d. Use comparisons to communicate scale.
e. Use patterns and characteristics to classify and
interpret data.
3. To observe and describe the relationships between
living organisms and the environment.
a. Compare and contrast characteristics of the five
kingdoms
b. Construct models of how parts work together to
perform a specific function.
4. Identify appropriate scientific instruments and the
safe procedures for using them.
a. Label the parts of the microscope
b. Describe the way to properly focus an object
c. Explain the way to properly store a microscope.
Life Science – Grade 6
Page 2 of 7
November, 2001
Essential Question, Concept or Theme: A. Learning the Processes of Science
PA Standards: A. 3.1.7 A,B,C,D; 3.2.7 A,B,C,D; 3.7.7 A,B
Adaptations/Inclusion
Enrichment Strategies
Techniques
Approx. Time Allotment: Continuous
Remediation Strategies
Multicultural/Interdisciplinary
Connection
A.
Including specific adaptations
found in an IEP.
Breaking tasks down into more
manageable steps
Checklist for multi-step tasks
Hands-on activities
Peer tutors
Preferential setting
Visualize the auditory
Study guide
Manipulatives
Wait time
Life Science – Grade 6
Research projects possibly utilizing web
searching.
Expansion activities and investigations.
Mentorships
Additional Teacher Assistance
Mentorship Assistance
Project Extensions
Social Studies : History of diseases,
health/environmental conditions during
wartime and biomes in different area of
the world
Language Arts: Poetry
Page 3 of 7
November, 2001
Essential Question, Concept or Theme: B. Five Kingdoms of Living Things
PA Standards: B. 3.3.7 A,B,C,D; 3.8.7 A; 4.3.7 A,B,C; 4.6.7 A,B,C; 4.7.7 A,B,C; 4.8.7 D
Benchmark/skills
B.
1. Explain the concept that all living things are classified into
five kingdoms.
a. Describe the characteristics and life functions of bacteria,
protists, fungi, plants and animals.
b. List examples of organisms within each kingdom.
c. Classify a variety of living organisms.
d. Determine the importance of particular characteristics.
e. Model basic parts and functions of particular organisms.
f. Compare and contrast the five kingdoms.
Assessment
Selected laboratory investigations
and summative evaluations.
Research projects in the form of a
poster, written report and/or
freelance graphics presentations.
Construction of a cell model.
2. Explain the cell as the basic unit of structure of all living
things.
a. Use a microscope to identify characteristics of plant and
animal cells.
b. Describe the parts and functions of a cell.
c. Compare and contrast plant and animal cells by making
observations.
Approx. Time Allotment: Continuous
Aligned Materials/
Resources/Technology
Laptop/Internet
Science book
Library books
Teacher generated worksheets and
activities
Computer software (hyperstudio,
freelance graphics, etc.)
Instructional Strategies
.
Combined with some direct
instruction, have students observe
living things in their natural and/or
unnatural habitats and identify their
characteristics. Use the microscope
to observe cells and describe their
characteristics. Model a venn
diagram, have students use venn
diagrams to compare and contrast
characteristics. Use books and
computer programs to have
students read and discuss how
changes in the environment effect
the survival of living things. Have
the students develop solutions to
already existing problems.
3. Explain how reproductive methods can be used to help
classify living organisms.
a. Identify forms of reproduction
b. Distinguish the reproductive methods of various
organisms.
c. Compare and contrast the forms of reproduction
4. Describe how changes in the environment can effect the
survival of organisms and entire species.
a. Identify bacterial and viral diseases and their impact on
particular organisms.
b. Identify natural or human impacts that effect the survival
of an organism or species.
c. Determine the effect reproduction has on the existence of
an organism
d. Define threatened, endangered and extinct species.
e. Observe and communicate the interactions between
various organisms, humans and the environment.
Life Science – Grade 6
Page 4 of 7
November, 2001
Essential Question, Concept or Theme: B. Five Kingdoms of Living Things
PA Standards: B. 3.3.7 A,B,C,D; 3.8.7 A; 4.3.7 A,B,C; 4.6.7 A,B,C; 4.7.7 A,B,C; 4.8.7 D
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment: Continuous
Multicultural/Interdisciplinary
Connection
B.
Including specific adaptations
found in an IEP.
Breaking tasks down into more
manageable steps
Checklist for multi-step tasks
Hands-on activities
Peer tutors
Preferential setting
Visualize the auditory
Study guide
Manipulatives
Wait time
Life Science – Grade 6
Research projects possibly utilizing web
searching.
Expansion activities and investigations.
Mentorships
Additional Teacher Assistance
Mentorship Assistance
Project Extensions
Social Studies : History of diseases,
health/environmental conditions during
wartime and biomes in different area of
the world
Language Arts: Poetry
Page 5 of 7
November, 2001
Essential Question, Concept or Theme: C. Learning Organization, Time Management and Study Skills
PA Standards: C.
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
C.
1. Utilize a variety of ways to study a
given topic.
a. Identify a variety of learning styles.
b. Distinguish the differences between
various learning strategies.
c. Determine which learning strategies are
most successful.
Notebook and homework assignment book
Use of checklist to self manage steps in a
task or project
Evidence of study strategies being utilized
Lab Reports
Laptop/Internet
Science book
Library books
Teacher generated worksheets and
activities
Computer software (hyperstudio, freelance
graphics, etc.)
2. Utilize strategies to manage and
organize time and work materials.
a. Identify various ways to organize
information and material.
b. Determine appropriate organizational
strategies.
c. Accurately record important
information and dates on an organized
chart or calendar.
d. Organize tasks or projects into a series
of manageable steps
Life Science – Grade 6
Page 6 of 7
Approx. Time Allotment: Continuous
Instructional Strategies
Present students with different types of
learning styles. Have them try all learning
styles and determine which ones work best
for them. Model proper organization of
materials and information. Reinforce
maintenance of organization. Give the
students checklists or calendars to self
monitor their progress on long term
projects and large task.
November, 2001
Essential Question, Concept or Theme: C. Learning Organization, Time Management and Study Skills
PA Standards: C.
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment: Continuous
Multicultural/Interdisciplinary
Connection
C.
Including specific adaptations
found in an IEP.
Breaking tasks down into more
manageable steps
Checklist for multi-step tasks
Hands-on activities
Peer tutors
Preferential setting
Visualize the auditory
Study guide
Manipulatives
Wait time
Life Science – Grade 6
Research projects possibly utilizing web
searching.
Expansion activities and investigations.
Mentorships
Additional Teacher Assistance
Mentorship Assistance
Project Extensions
Social Studies : History of diseases,
health/environmental conditions during
wartime and biomes in different area of
the world
Language Arts: Poetry
Page 7 of 7
November, 2001