|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
Course Outline: Science Grade 6
Teacher: Lauren Haug
Module and
Contents
Objectives
Assessment Criteria
Unit 1 Scientific Processes and
Measurement
In this unit, students will review
safety rules for laboratory
investigations and learn
information on how scientists
identify and solve problems.
Students will design scientific
investigations that include science
practices. Students will make
observations, ask well defined
questions, formulate testable
hypotheses, plan, and carry out
experiments, and collect, record,
and organize data. Students will
also analyze, evaluate, make
inferences, and predict trends from
data. Students should be given
opportunities to communicate the
results, analysis, and conclusions
from hands-on activities,
By the end of this unit, students will be
able to:
● Properly handle and operate basic
scientific tools
● Accurately follow a set of lab directions
● Collect and analyze experimental data
● Comprehend science content through
informational text
● Solve problems by utilizing concepts
learned in class
● Communicate ideas backed by scientific
evidence
 Locate and describe the use of safety
equipment.
• Follow all the safety rules during
laboratory/field investigations.
• Use laboratory equipment in an
appropriate manner.
• Design and conduct a lab investigation
using the following science practices develop a scientific question (problem) -
Processing and
evaluating:
-present collected and
transformed data
-interpret data and
outline results using
scientific reasoning
-discuss the validity of
a prediction based on
the outcome of the
scientific investigation
Assessment
(Final Product)
Lab Equipment
Test
Safety Rules Quiz
Mid-Assessment:
Vocabulary Quiz
# of
classes
(+/10%)
3
Notes
Vocabulary: Scientific
Method,Independent
variable,Dependent
variable,Control
Group,Data,Quantitative
and Qualitative
Data8Date
Table,Graph,Variable,Hyp
othesis,Theory,Law,Obser
vation,Inference,Metric
System,Measurement,Est
imate,Celsius,Gram,Volu
me,Mass
1
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
laboratory investigations and other
types of inquiry-based activities.
This unit is important because
students need to experience the
processes of experimental design,
which allows them to write
scientific explanations.
formulate a testable hypothesis –
Procedures: collect, organize, and analyze
data - draw conclusion based on the data
Unit 2 Organisms and
By the end of this unit, students will be
Environment
able to:
In this unit, students will learn that  Explain the parts of an ecosystem.
ecosystems consist of biotic and
 Identify and describe the levels of
abiotic factors. They will
organization within an ecosystem
understand that the ecosystem is
including organism, population,
divided into levels of organization
community, and ecosystem.
where organisms that can be
 Explain how biotic factors depend on
classified into Kingdoms based
abiotic factors in an ecosystem.
upon their basic characteristics.
 Describe how abiotic and biotic factors
Living things are further divided
interact within the ecosystem, such as
into three groups (domains) based
competition for food, space, and water.
on their genetic similarity such as
Determine if organisms are unicellular or
cell type (prokaryote or eukaryote), multicellular using a microscope.
ability to make food (autotroph or  Use illustrations and prepared slides, to
heterotroph) and the number of
determine whether an organism is
cells they contain (multicellular or
Knowing and
understanding:
-apply scientific
knowledge and
understanding to
solve problems set in
familiar situations
-apply information to
make scientifically
supported judgments
Processing and
evaluating:
-accurately interpret
data and outline
results using scientific
reasoning
Mid-Assessment:
Vocabulary Quiz
Project:
Parts of
Ecosystem
8
Vocabulary:
Biotic,abiotic,niche,preda
tor,prey,symbiosis,mutual
ism,parasitism,commensa
lism,limiting
factors,carrying
capacity,producer,consu
mer,decomposer,trophic
level,herbivore,carnivore,
omnivore,Ecology,Ecosyst
em,Habitat,biodiversity,F
ood chain,Food
web,Pioneer Species
2
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
unicellular). The three domains are prokaryotic or eukaryotic based on the cell
Bacteria, Archaea, and Eukarya.
structure
Students will cellular structures by  Classify organisms into their domains
viewing various cells under a
(Archaea, Bacteria or Eukarya) based on
microscope to see the
cell type and living environment.
components. It is important for
 Classify organisms into the 6 kingdoms
students to understand how
(Archaebacteria, Eubacteria, Protist, Fungi,
scientists classify organisms based
Plant, and Animal) based on the following
on shared characteristics (i.e.,
characteristics: Cell type (Prokaryotic or
cellular and structural
eukaryotic) - Number of cells (Unicellular
characteristics) and the ways
or Multicellular) - Method to obtain energy
organisms interact with their
(Autotrophic or heterotrophic) - Mode of
environment in the real world.
reproduction
Unit 3 Chemistry
By the end of this unit, students will be
In this unit, students will be able to able to:
identify and describe the three
 Identify what physical properties are
classes of elements to learn more
associated with metals, nonmetals, and
detail about how the periodic table metalloids.
is organized when they reach 8th
 Test elements for conductivity,
grade. Students will gain a deep
malleability, ductility, and luster
understanding of this topic and be  Classify it as a metal, nonmetal, or
able to identify unknown
metalloid, when given an element's
substances based on their physical
physical properties.
properties. The students will also
 Use the appropriate tools to find the mass
understand the fundamental
and volume of a substance including
differences between elements and
regular and irregular shaped objects
compounds. Sixth graders are
 Calculate density of different types of
expected to compare the luster,
matter
conductivity and malleability of
 Determine the identity of an unknown
metals, nonmetals, and metalloids. substance by calculating its density and
Students are expected to calculate
comparing it to given data (density table)
density to identify an unknown
substance. Students should
- outline the validity
of a prediction based
on the outcome of a
scientific investigation
Reflecting on the
impacts of science:
-apply scientific
language effectively
- document the work
of others and sources
of information used.
Processing and
evaluating:
-correctly collect,
organize, transform
and present data in
numerical and/ or
visual forms
- accurately interpret
data and outline
results using correct
scientific reasoning
Mid-Assessment:
Vocabulary Quiz
Atomic Model
Project
5
Vocabulary:
atom,nucleus,proton,neu
tron,electron,atomic
number,isotope,mass
number,model,atomic
mass,periodic
table,metal,conductivity,r
eactivity,corrosion,alloy,p
articles,nonmetal
n,noble
gas,semiconductor,plasm
a,nuclear
fusion,nebula,supernova
3
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
understand the concept of density  Differentiate between an element and a
as it applies to authentic situations. compound
 Compare chemical symbols and formulas
of substances to differentiate between
elements and compounds.
 Using the periodic table, identify the most
abundant elements that are found in the
Earth’s living matter, oceans, and
atmospheres
 Identify and describe the evidence that
proves that a possible chemical change
occurred, and a new substance was
formed, through a lab investigation: Production of gas o Change in temperature
- Production of a precipitate - Color change
Unit 4 Energy
By the end of this unit, the students will be
In this unit, students will be able to able to:
recognize and demonstrate energy  Explain thermal energy
transformations, investigate
 Investigate and describe how thermal
methods of thermal energy, and
energy is transferred through: -conduction
verify through investigations that
- convection - radiation
thermal energy moves in
 Using a scientific investigation, measure,
predictable pattern. In fifth grade,
and record temperature to describe the
students explored the uses of
movement of thermal energy
energy, including mechanical, light  Determine how thermal energy moves in a
thermal, electrical, and sound
predictable pattern.
energy; this should assist them as  Recognize the different forms of energy: they are expected to understand all Chemical - Sound - Electrical - Thermal forms of energy. Sixth grade
Mechanical - Nuclear -Radiant
students are also expected to
 Explain how one form of energy
research and discuss the
transforms into another form of energy.
advantages and disadvantages of
using coal, oil, natural gas, nuclear
Processing and
evaluating:
-correctly collect and
present data in
numerical and/or
visual forms
- accurately interpret
data and outline
results
- state the validity of a
prediction based on
the outcome of a
scientific investigation
Knowing and
understanding:
-outline scientific
knowledge - apply
scientific knowledge
Summative
Assessment:
Rube Goldberg
Machines
8
Vocabulary:
energy,mechanical
energy,thermal
energy,heat,electrical
energy,light energy,sound
energy,electrical
circuit,closed
circuit,load,open
circuit,medium,reflection,
transmitted,refraction,len
s,prism,spectrum,absorpt
ion
4
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
power, biomass, wind,
 Identify and describe the different energy
hydropower, geothermal, and solar resources including advantages and
resources. There are several realdisadvantages:  Fossil fuels  Coal  Oil
world examples that students can
 Natural gas - nuclear power - Biomass discover about energy and energy
Wind - Hydropower - Geothermal - Solar
transformations.
and understanding to
solve problems set in
familiar situations and
suggest solutions to
problems set in
unfamiliar situations
Materials: Marbles Balls, Tennis Balls, Toy Cars, Dominoes, Mousetrap, Chopsticks, Popsicle Sticks, Ruler, Wooden Blocks, Bowl, String, Tape, Sand, Pins, Hammer,
Balloons, Vinegar and Baking Soda, Trays, PVC pipe, Plastic tubing, Gutters, Cardboard, Cereal Boxes, Cardboard Rolls, Plastic Water Bottles, Cans, Aluminum Foil
Unit 5 Force and Motion
In this unit, students will learn that
all matter contains energy and
energy can cause change. An
object not moving contains stored
energy (potential energy), and
when an unbalanced force is
applied to an object, it can cause
the object to move (kinetic
energy). Some of the forms of
energy may be converted into heat
energy due to friction. As the
learning continues, it will become
clear to students that they will be
able to identify and describe the
By the end of this unit, students will be
able to:
 Explain the two types of energy, potential
and kinetic energy
 Compare and contrast the potential and
kinetic energy of an object in different
positions and speeds
 Describe force, motion, balanced forces,
and unbalanced forces
 Describe what happens to an object's
position, speed, and direction when a
balanced or unbalanced force is applied
 Explain how unbalanced forces cause
changes in motion using everyday
examples
Inquiring and
designing:
-outline an
appropriate problem
or research question
to be tested by a
scientific investigation
- outline a testable
prediction using
scientific reasoning
- outline how to
manipulate the
variables, and outline
how data will be
collected
Mid-term
assessment:
Vocabulary Quiz
6
Vocabulary:
Gravitational Law
Types of Forces
Balanced and Unbalanced
Forces
Speed and Motion
Graphing Speed
Energy Transfer
Friction
5
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
changes in position, direction of
 Calculate average speed by using the
motion, and the speed of an object formula speed = distance/time
when acted upon by an outside
 Create tables, charts, and graphs to show
force. Laboratory experiences will
the motion of a moving object relative to
assist students as they
speed vs. time and distance vs. time
demonstrate that changes in
 Identify the different types of inclined
motion can be measured and
planes
graphed. Students will calculate
 Describe how an inclined plane effects the
average speed using distance and
amount of force needed to move an object
time measurement. Students will  Compare the amount of force needed to
identify simple machines and
move an object with and without an
investigate how inclined planes can inclined plane
be used to change the amount of
force to move an object. Students
will be able to explain how simple
machines make work (a force
acting on an object in the direction
of motion) easier to perform. It is
important for students to
experience how force and motion
applies to everyday life by making
connections to real world examples
- design scientific
investigations.
Unit 6 Geology
By the end of this unit, students will be
In this unit, students create a
able to:
model to explain the layers of the Classify the rock based on how it was
earth. Although the students have
formed: - Metamorphic - Igneous some background knowledge of
Sedimentary
how sedimentary rocks are formed, Explain how metamorphic, igneous, and
they will study the rock cycle in its
sedimentary rocks are formed
entirety for the first time. Students Summarize three ways that minerals form
will classify rocks as metamorphic, Identify all the physical properties of an
igneous, or sedimentary by the
unknown mineral. List and identify the
Knowing and
understanding:
-state scientific
knowledge
- apply scientific
knowledge and
understanding to solve
problems set in
familiar situations
Vocabulary Quiz
Project:
The Museum of
Archeology. Fossil
Research
7
Vocabulary: Metamorphic
, Igneous , Sedimentary ,
Divergent , Convergent
,Transform
6
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
processes of their formation. The
physical layers of the Earth (lithosphere,
students will describe how plate
asthenosphere, mesosphere)
tectonics cause major geological
Describe the layers of the Earth in terms of
events such as ocean basins,
composition, state of matter, density, and
earthquakes, volcanic eruptions,
thickness.
and mountain building. In addition, Build a model to illustrate the structural
students will use manipulatives to
layers of Earth and discuss the model's
demonstrate how the major plates limitations
fit together. This Geology unit is
Describe and explain the cause-and-effect
important because students will
relationship between plate boundary
learn about how different
movements and their resulting geologic
geological events and processes
events: - ocean basins - earthquakes occur.
volcanic eruptions o mountain building
Identify and locate the major tectonic
plates of the Earth.
Describe how convection currents cause
the tectonic plates to move.
Describe and give examples of plate
tectonics.
Investigate and describe the different ways
that the tectonic plates move.
Unit 7 Space
By the end of this unit, students will be
In this unit, students will describe
able to:
the physical properties, locations,
• Identify all components that make up the
and movements of the Sun,
solar system. ,, Sun , Moon , Asteroids ,
planets, moons, meteors,
Comets , Meteorites , Planets •
asteroids, and comets. The
Differentiate between sun, Galilean moon,
students will understand that
planets, asteroids, and comets
gravity is the force that governs the ,Explain where each component of the
motion of our solar system, and
solar system is located, how it moves and
describe the history and future of
give physical characteristics of each
space exploration, including the
• Describe how gravity effects the motion
types of equipment and
of the solar system
- apply information to
make scientifically
supported judgments
Processing and
evaluating:
-correctly collect and
present data in
numerical and/or
visual forms
- accurately interpret
data and outline
results
-state the validity of a
prediction based on
the outcome of a
scientific investigation
Inquiring and
designing:
,outline a testable
prediction , outline
how to manipulate the
variables, and state
how relevant data will
be collected
, design a complete
and safe method in
which he or she
selects appropriate
Project:
PAST SPACE:
Create a timeline
of past space
travel including
types of
equipment and
vehicles used
SPACE JOURNEY:
Explain what
space travel will
8
Vocabulary:
Rotation,Revolution,Axis,
Winter,Summer,Waxing,
Waning,Moon
Phases,Solar
Eclipse,Lunar
Eclipse,Solar
System,Astronomical
Unit,Outer and Inner
Planets,Constellations,Gal
axy,Dwarf Planets,
Comet,Asteroid
7
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
transportation needed for space
travel.
materials and
equipment.
Knowing and
understanding:
,recall scientific
knowledge
, apply scientific
knowledge and
understanding to
suggest solutions to
problems set in
familiar situations
be like in the
future
8
|Британская школа «АСПЕКТ»
|Подразделение «Леонтьевский»
Unit 8 Human Biology
In this unit, students will study
body organization and
homeostasis:
nervous system and endocrine
systems; brain structure;
circulatory system
The objectives are for students to identify
heart parts and functions, create a heart
experiment, and appreciate the heart's
importance. Accurately explain the
characteristics of each body system.
Describe the energy flow between
different systems in a human body. Define
the impact of a healthy life,style.
Recognizes the scientific difference
between body organs.
Knowing and
understanding:
apply scientific
knowledge and
understanding to
previously studied
material when
expanding concepts
Reflecting on the
impacts of science:
,summarize the ways
in which science is
applied and used to
address a specific
problem or issue
, describe and
summarize the
implications of using
science and its
application to solve a
specific problem or
issue, interacting with
a factor
–consistently apply
scientific language to
communicate
understanding clearly
and precisely
, document sources
completely
Summative
7
Assessment:
Project:
Circulatory
system and Heart.
Formative
Assessment:
Vocabulary Quiz
Vocabulary: stimulus,
response, neuron, nerve
impulse, dendrite, axon,
nerve, sensory neuron,
interneuron, motor
neuron, synapse, central
nervous system,
peripheral nervous
system, brain, spinal cord,
cerebrum, cerebellum,
brain stem, reflex
9