Curriculum Map: Science 6 - Dickson Nanci (Converted)
Course: Science 6
Grade(s): None specified
RESOURCES
Converted_daily_
lesson_plans_-_p
1_6th_grade_Sci
ence 6 - Dickson
Nanci
(Converted)
Unit: Introduction to Life Science
Description:
Introduction to Life Science
This unit will introduce the world of life science - the world of plants, animals, bacteria,
mushrooms, health, disease, and anything related to living organisms. Students will see
that science is about asking questions and using scientific methods to find answers and
build knowledge. Science is also about using models and tools to investigate questions
and share answers.
daily_lesson_plans_-_p1_6th_grade.doc
Skills:
Explain the importance of asking questions in life science.
State examples of life scientists at work.
List three ways life science is beneficial to living things.
Describe scientific methods.
Determine the appropriate design of a controlled experiment.
Use information in tables and graphs to analyze experimental results.
Explain how scientific knowledge can change.
Give examples of three types of models.
Identify the benefits and limitations of models.
Compare the ways that scientists use hypotheses, theories, and laws.
Give three examples of how life scientists use computers and technology.
Decribe three tolls life scientists use to observe organisms.
Explain the importance of the International System of Units, and give four examples of SI
units.
Benchmark
Dramatization
Assessments: Lab Assignment
Instructional Generating & Testing Hypotheses
Procedures: Generating & Testing Hypotheses
(The students will use small sponge creatures to ask a question, generate a hypothesis,
and test that hypothesis by using different temperatures of water to make the sponge
emerge from their capsules.)
2. Use higher level questions so students recall important prior knowledgeUsing
Classroom Organisation
1. Provide whole class direct instruction
2. Provide instruction to groups
5. Use 'hands on' laboratory activitiesGenerating & Testing Hypotheses
1. Use in problem-solving tasks.
2. Use in investigative tasks.
3. Use in scientific experiments.Providing Feedback
1. Provide corrective feedback & identify areas of strength & improvement for the
studentUsing Cooperative Learning & Active Engagement
2. Use cooperative groups
4. Give students explicit instruction on working cooperatively
STANDARDS
STATE: Pennsylvania State Anchors (2007)
S8.A.1.1.1
Distinguish between a scientific theory and an opinion, explaining how a
(Introduced)
theory is supported with evidence, or how new data/ information may
change existing theories and practice.
S8.A.1.1.2
Explain how certain questions can be answered through scientific
(Introduced)
inquiry and/or technological design.
S8.A.1.1.3
Use evidence, such as observations or experimental results, to support
(Introduced)
inferences about a relationship.
S8.A.1.1.4
Develop descriptions, explanations, predictions, and models using
(Introduced)
evidence.
S8.A.1.3.3
Examine systems changing over time, identifying the possible variables
(Introduced)
causing this change, and drawing inferences about how these variables
affect this change.
S8.A.2.1.3
Design a controlled experiment by specifying how the independent
(Introduced)
variables will be manipulated, how the dependent variable will be
measured, and which variables will be held constant.
S8.A.2.1.4
Interpret data/observations; develop relationships among variables
(Introduced)
based on data/observations to design models as solutions.
S8.A.2.1.5
Use evidence from investigations to clearly communicate and support
(Introduced)
conclusions.
S8.A.2.2.1
Describe the appropriate use of instruments and scales to accurately
(Introduced)
measure time, mass, distance, volume, or temperature safely under a
variety of conditions.
S8.A.2.2.2
Apply appropriate measurement systems (e.g., time, mass, distance,
(Introduced)
volume, temperature) to record and interpret observations under
varying conditions.
S8.A.3.2.1
Describe how scientists use models to explore relationships in natural
(Introduced)
systems (e.g., an ecosystem, river system, or the solar system).
S8.A.3.2.2
Describe how engineers use models to develop new and improved
(Introduced)
technologies to solve problems.
S8.A.3.2.3
Given a model showing simple cause and effect relationships in a
(Introduced)
natural system, predict results that can be used to test the assumptions
in the model. (e.g., photosynthesis, water cycle, diffusion, infiltration)
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Unit: It's Alive!! Or Is It?
Description:
This section will help the students learn about the characteristics of living things. It will
also describe the basic nutrient needs of living things and describe some of the molecules
cells use for energy and for passing on information.
Skills:
Describe the six characteristics of living things.
Describe how organisms maintain stable internal conditions.
Explain how asexual reproduction differs from sexual reproduction.
Explain why organisms need food, water, air, and living space.
Describe the chemical building blocks of cells.
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Unit: Cells
Description:
This chapter will help students understand the great diversity of cells. The chapter will
take students from the time when cells were unknown through the discovery of cells to
the understanding of the tremendous diversity of cells. Students will learn about cell
structures and will also learn how cells, tissues, and organs form organisms.
Skills:
State the parts of the cell theory.
Explain why cells are so small.
Describe the parts of a cell.
Describe how eubacteria are different from archaebacteria.
Explain the difference between prokaryotic cells and eukaryotic cells.
Identify the different parts of a eukaryotic cells.
Explain the function of each part of a eukaryotic cell.
List three advantages of being multicellular.
Describe the four levels of organization in living things.
Explain the relationship between the structure and function of a part of an organism.
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Unit: The Cell in Action
Description:
In this chapter, students will learn about how cells interact with their environment, how
cells get nutrients and get rid of wastes, and where cells get the energy from to carry out
all the activities of life. Students will also learn about how cells produce more cells.
Skills:
Explain the process of diffusion.
Describe how osmosis occurs.
Compare passive transport and active transport.
Explain how large particles get into and out of cells.
Describe photosynthesis and cellular respiration.
Compare cellular respiration with fermentation.
Explain how cells produce more cells.
Describe the process of mitosis.
Explain how cell division differs in animals and plants.
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Unit: Heredity
Description:
This chapter will introduce the students to heredity - the ways that traits are passed form
parents to offspring. The chapter describes the ways scientists study heredity and the
role of sexual reproduction.
Skills:
Explain the relationship between traits and heredity.
Describe the experiments of Gregor Mendel.
Explain the difference between dominant and recessive traits.
Explain how genes and alleles are related to genotype and phenotype.
Use the information in a Punnett square.
Explain how probability can be used to predict possible genotypes in offspring.
Describe three exceptions to Mendel's observations.
Explain the difference between mitosis and meiosis.
Explain why sex-linked disorders occur in one sex more often than in the other.
Interpret a pedigree.
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Unit: Genes and DNA
Description:
This chapter is about DNA - the substance that makes up genes - and about how DNA
works within cells to direct the growth and functioning of every organism.
Skills:
List three important events that led to understanding the structure of DNA.
Describe the basic structure of a DNA molecule.
Explain how DNA molecules can be copied.
Explain the relationship between DNA, genes, and proteins.
Outline the basic steps in making a protein.
Describe three types of mutations, and provide an examples of a gene mutation.
Describe two examples of uses of genetic knowledge.
STANDARDS
STATE: Pennsylvania State Standards (2002)
3.3.7.A (Introduced) Describe the similarities and differences that characterize diverse living
things.
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Unit: The Evolution of Living Things
Description:
This chapter will introduce the students to evolution - the process in which organisms on
Earth change over time. Evolution helps explain the variations and adaptations that we
see in organisms around us and in evidence of the past.
Skills:
Identify two kinds of evidence that show that organisms have evolved.
Describe one pathway through which a modern whale could have evolved from an
ancient mammal.
Explain how comparing organisms can provide evidence that they have ancestors in
common.
List four sources of Charles Darwin's ideas about evolution.
Describe the four parts of Darwin's theory of evolution by natural selection.
Relate genetics to evolution.
Give three examples of natural selection in action.
Outline the process of speciation.
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Unit: Classification
Description:
This chapter will help the students learn about classification in life science. The chapter
covers methods of classification and the six kingdoms of organisms.
Skills:
Explain how to classify organisms.
List the seven levels of classification.
Explain scientific names.
Describe how dichotomous keys help in identifying organisms.
Explain how classification schemes for kingdoms developed as greater numbers of
different organisms became known.
Describe each of the six kingdoms.
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Unit: Bacteria and Viruses
Description:
This chapter will help the students learn about bacteria and viruses. The chapter
discusses the characteristics of bacteria, three types of archaeabacteria, and bacteria's
role in the world. Finally, the chapter describes viruses, how they are classified, how they
reproduce, and how they are treated.
Skills:
Describe the characteristics of bacteria.
Explain how bacteria reproduce.
Compare and contrast eubacteria and archaebacteria.
Explain how life on Earth depends on bacteria.
List three ways bacteria are useful to people.
Describe two ways in which bacteria can be harmful to people.
Explain how viruses are similar to and different from living things.
List the four major virus shapes.
Describe the two kinds of viral reproduction.
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Unit: Protists and Fungi
Description:
This chapter will help the students learn about protists and fungi. The chapter describes
how protists and fungi get food and reproduce. It also describes several different kinds of
protists and fungi.
Skills:
Describe the characteristics of protists.
Describe four ways that protists get food.
Describe three ways that protists reproduce.
Describe how protists can be organized into three groups based on their shared traits.
List an example for each group of protists.
Describe the characteristics of fungi.
Distinguish between the four main groups of fungi.
Explain how lichens affect their environment.
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Unit: Animals and Behavior
Description:
This chapter will help the students learn about animals characteristics, including
behavior. The chapter describes what makes an organism and animal and discusses a
variety of animal behaviors.
Skills:
Describe the difference between vertebrates and invertebrates.
Describe the five characteristics that all animals share.
Explain the difference between learned and innate behavior.
Describe five kinds of behaviors that help animals survive.
Name three cycles that are influenced by biological clocks.
Describe four ways that animals communicate.
List the advantages and disadvantages of living in groups.
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Unit: Invertebrates
Description:
This chapter will help the students learn about invertebrates, which are animals that do
not have backbones. The chapter describes several groups of invertebrates, mollusks,
annelid worms, arthropods, and echinoderms.
Skills:
Describe the body plans, nervous systems, and guts of invertebrates.
Explain how sponges get food.
Describe three cnidarian traits.
Describe the three kinds of flatworms.
Describe the body of a roundworm.
Explain how mollusks eat, control body functions, and circulate blood.
Describe the four body parts that most mollusks have in common.
Describe three annelid worms.
List the four main characteristics of arthropods.
Describe the different body parts of the four kinds of arthropods.
Describe the two types of metamorphosis in insects.
Describe the endoskeleton, nervous system, and water vascular system of echinoderms.
Explain how an echinoderm's body symmetry changes with age.
Describe five classes of echinoderms.
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Unit: Fishes, Amphibians, and Reptiles
Description:
This chapter will help the students learn about three kinds of vertebrates. The chapter
describes the characteristics of fishes, amphibians, and reptiles.
Skills:
List the four common body parts of chordates.
Describe the two main characteristics of vertebrates.
Explain the difference between an ectotherm and an endotherm.
Describe the four traits that fishes share.
Describe the three classes of living fishes, and give an example of each.
Explain how amphibians breathe.
Describe amphibian metamorphosis.
Describe the three groups of amphibians, and give an example of each.
Explain why amphibians are ecological indicators.
Explain the traits that allow reptiles to live on land.
Describe the characteristics of an amniotic egg.
Name the four groups of modern reptiles, and give an example of each.
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Unit: Birds and Mammals
Description:
This chapter will help the students learn about birds and mammals. The chapter
describes several characteristics of both kinds of animals. Students will learn about
flightless birds, water birds, perching birds, and birds of prey. Students will also learn
about placental mammals, monotremes, and marsupials.
Skills:
Describe two kinds of feathers.
Describe how a bird's diet, breathing, muscles, and skeleton help it fly.
Explain how lift works.
Describe how birds raise their young.
Identify the differences between flightless birds, water birds, perching birds, and birds of
prey.
Explain how early mammals lived.
Describe seven common characteristics of mammals.
Explain how placental mammals develop.
Give an example of each types of placental mammal.
Describe the difference between monotremes and marsupials.
Name the two kinds of monotremes.
Give three example of marsupials.
Explain why many marsupials are endangered or extinct.
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Unit: Interactions of Living Things
Description:
This chapter explains how organisms are connected to each other and to the environment
and discusses the way the environment is organized. This chapter also describes how
energy moves through an ecosystem and how an ecosystem is changed by the
disappearance of organisms.
Skills:
Distinguish between the biotic and abiotic parts of the environment.
Explain how populations and communities are related.
Describe how the abiotic parts of the environment affect ecosystems.
Describe the functions of producers, consumers, and decomposers in an ecosystem.
Distinguish between a food chain and a food web.
Explain how energy flows through a food web.
Describe how the removal of one species affects the entire food web.
Explain the relationship between carrying capacity and limiting factors.
Describe the two types of competition.
Distinguish between mutualism, commensalism, and parasitism. Give an example of
coevolution.
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Unit: Cycles in Nature
Description:
The chapter will help the students learn about processes in nature that happen in cycles.
The chapter describes three cycles of matter and two types of ecological succession.
Skills:
Diagram the water cycle, and explain its importance to living things.
Diagram the carbon cycle, and explain its importance to living things.
Diagram the nitrogen cycle, and explain its importance to living things.
Describe the process of succession.
Contrast primary and secondary succession.
Explain how mature communities develop.
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Unit: The Earth's Ecosystems
Description:
In this chapter the students will learn about Earth's ecosystems. This chapter describes
several different land biomes and discusses a variety of marine and freshwater
ecosystems.
Skills:
Distinguish between abiotic and biotic factors in biomes.
Identify seven land biomes on Earth.
List three abiotic factors that shape marine ecosystems.
Describe four major ocean zones.
Describe five marine ecosystems.
Describe one abiotic factor that affects freshwater ecosystems.
Describe the three zones of a lake.
Describe two wetland ecosystems.
Explain how a lake becomes a forest.
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Unit: Environmental Problems and Solutions
Description:
This chapter will help the students learn about environmental problems and
environmental solutions. Students will learn about how human activity has affected the
environment and how people are dealing with these effects.
Skills:
List five kinds of pollutants.
Distinguish between renewable and nonrenewable resources.
Describe the impact of exotic species.
Explain why human population growth has increased.
Describe how habitat destruction affects biodiversity.
Give two examples of how pollution affects humans.
Explain the importance of conservation.
Describe the three Rs.
Explain how biodiversity can be maintained.
List five environmental strategies.
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