6th Grade Science, Elkhorn Middle School, Syllabus
School Year 2013 ~ 2014
Teacher
Richard B. Hageman,NBCT, BS, MBA, MAT
Richard.Hageman@Franklin.kyschools.us (School Email, Best way to contact me)
Richerd2@aol.com
Home Phone: 502-245-1810 (with voice mail)
Course Description:
This course further develops the science topics learned in the 5th grade by adding subject matter
and increased depth of knowledge. The Kentucky developed course curriculum (Core Content
for Assessment 4.1) specifies the 6th grade level science topics to be covered as LIFE SCIENCE
-cells, tissues, organs, and organ systems; Behaviors; Adaptations (which will include a writing
project); Biotic / Abiotic factors. EARTH SCIENCE– Space (day, year, moon phase, eclipses);
Constructive and Destructive Forces; Oceans, Climate; Rock Cycle, and Energy Transfer and
PHYSICAL SCIENCE- Chemical / Physical / Properties / Changes; Mixtures; Friction.
Course Purpose:
The purpose of this course is to provide foundational knowledge of the characteristics of LIFE
SCIENCES with cells, tissues and organs discussing the relationship between cells, tissues and
organ in order to explain their function in multicellular organisms. Behaviors involving the
making of inferences about the factors influencing behavior based on data / evidence of various
organisms’ behaviors. Adaptations explaining that biological changes over time accounts for the
diversity of species developed through gradual processes over many generations. Abiotic
Factors describing the consequences of change in one or more abiotic factors on a population
within an ecosystem. EARTH SCIENCE, investigating Space explaining and predicting the
phenomena (e.g., day, year, moon phases, eclipses) based on models / representations or data
related to the motion of objects in the solar system (e.g. earth, sun, moon). Rock Cycle
explaining the cause and effect relationships in the Rock cycle. Constructive / Destructive
Forces comparing constructive and destructive forces on Earth in order to make predictions
about the nature of landforms. Oceans / Climate describing the cause and effect relationships
between oceans and climates. Energy Transfer describing the effect of the Sun’s energy on the
Earth Systems as well as the connection / relationships between the Sun’s energy and seasons.
PYSICAL SCIENCE with Chemical and Physical Changes / Properties identifying and
describing evidence of chemical and physical changes in matter. Mixtures explaining how or
why mixtures can be separated using physical properties. Friction describing friction and
making inferences about its effects on the motion of an object.
This course will enable the student to successfully understand the concepts of life on Earth, the
importance of the Solar System as well as Physical processes and use this information as a basis
for broadening their understanding and application in the 7th Grade. All dates are close
approximations of the time for coverage and understanding of the topics by students. If
additional content, review is necessary the dates may be extended or changed as appropriate.
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Philosophy:
Science is a concept driven discipline requiring diligent, consistent and involved effort. I have
high expectations for all my students to help them not only understand the logic behind how and
why things work, but to help them develop skills beneficial for future educational success.
I believe that a close working relationship between parents and teachers significantly improves
the support and success for your child as they make the challenging transition to Middle School.
In that effort to enhance communications, I have included my school email address, a web
address for my Science documents, my personal email address as well as my home telephone
number. Please feel free to contact me with any questions at any of these addresses (the School
email address is preferred) and I will strive to return your message within 24 hours of receipt.
Homework:
Science will usually involve a WEEKLY HOMEWORK assignment, usually assigned on a
Wednesday night. These assignments are to allow the student to review and apply the various
science concepts learned at school. There will be some form of assignment each week.
Homework may consist of documentation of various observations, studying for an upcoming
quiz or test, or to provide a written report. As a supportive parent, it might be helpful to ask to
review your child’s work if they remark they have completed the assignment at school or
question when they remark they “Don’t have any homework”. Failure to complete homework
assignments when due can have a significant, detrimental impact or your child’s grades. If there
is ever any question about a possible assignment, you may log on to Elkhorn’s 6th Grade Science
School website by following the link listed below:
http://franklin.kyschools.us/HagemanRichard.aspx
I always want to keep in contact with parents. If you have any questions, please feel free to use
the link included within this webpage to email me!
Content:
Kentucky Core Academic Standards:
This year many Reading and Writing Standards have been included within each Unit of Study.
These new standards will involve considerable literature review and written communication of
various scientific topics. Please pass on any scientific articles you may come across to your child
for possible discussions in class.
FIRST GRADING PERIOD:
LIFE~ Cells, Tissues, Organs, and Organ Systems.
August 12 ~ September 6
SC-M6 3.4.1 Students will describe the relationship between cells, tissues and organs in order to
explain their function in multicellular organisms,
-Specialized cells perform specialized functions in multicellular organisms. Groups of
specialized cells cooperate to form tissues. Different tissues are, in turn grouped to form larger
functional units called organs. Examination of cells, tissues and organs reveals that each type has
a distinct structure and set of functions that serve the organism. DOK 3
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Behaviors / Adaptations; Including a Special Writing Project
September 9 ~ October 18 (Includes Fall Mini-Break)
This 5 week Unit of Study is a combination of two units that are considered so closely related
that they are combined into one cohesive Unit. This combined unit covers:
SC-06-3.4.2 Students will make inferences about the factors influencing behavior based on data /
evidence of various organisms’ behaviors.
-Behavior is one kind of response an organism may make to an internal or environmental
stimulus. Observations of organisms, data collection / analysis, support generalizations /
conclusions that a behavioral response is a set of actions determined in part by heredity and in
part by experience. A behavioral response requires coordination and communication at many
levels including cells, organ systems and organisms. DOK 2
SC-06-3.5.1 Students will explain that biological change over time accounts for the diversity of
species developed through gradual processes over many generations.
- Biological adaptations include changes in structures, behaviors, or physiology that enhance
survival and reproduction success in a particular environment. DOK 2
SC-6-BC-S-3 Students will identify current research topics in biological sciences and identify the
means / processes scientists are using to generate data about them.
SC-6-BC-S-3 Students will generate questions about the diversity of a species, and then collect
information from a variety of sources to formulate explanations supported by scientific evidence.
The special writing project will involve the student selecting a unique aspect of the adaptation
change and thoroughly research their selected topic. Their writing will involve developing an
outline, producing a rough draft, expanding into a second draft for review and approval leading
to a final draft. The selected topic may relate to a specific animal species adaptation to an
environmental condition or a review of a specific adaptation characteristic. This project will be
advanced to a ‘Writing for publication’ activity and will require considerable effort, involvement
and time by the student. Parental support is usually obtained to ensure this project is completed
within appropriate timeframes and effort. This project may change in scope this academic year.
SECOND GRADING PERIOD:
Abiotic Factors
October 21 ~ November 8
SC-06-4.7.1 Students will describe the consequences of change in one or more abiotic factors on
a population within an ecosystem.
-The number of organisms an ecosystem can support depends on the resources available and
abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). DOK 2
Earth Science ~ Space
November 11 ~ December 6
SC-06-2.3.1 Students will explain and predict phenomena (e.g. day, ear, moon phases, eclipses)
based on models / representations or data related to the motion of objects in the solar system (e.g.
earth, sun, moon).
-Observations and investigations of patterns indicate that most objects in the solar system are in
regular and predictable motion. Evaluation of this data explains such phenomena as the day, the
year, phases of the moon and eclipses. DOK 3
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Rock Cycle / Constructive and Destructive Forces
December 9 ~ January 10
SC-06-2.3.2 Students will explain cause and effect relationships in the Rock Cycle.
- Materials found in the lithosphere and mantle is changed in a continuous process called the
rock cycle, which can be investigated using a variety of models. Cause and effect relationships
should be explored in order to draw conclusions and make evidenced-base predictions of the
continually changing materials. DOK 2
SC-06-2.3.3 Students will compare constructive and destructive forces or Earth in order to make
predictions about the nature of landforms.
-Landforms are a result of a combination of constructive and destructive forces. Collection and
analysis of data indicates that constructive forces include crustal deformation, faulting, volcanic
eruption and deposition of sediment, which destructive forces include weathering and erosion.
DOK 2
Winter Break December 23 ~ January 3
THIRD GRADING PERIOD:
Oceans / Climate ~ Energy Transfer
January 13 ~ February 7
SC-06-4.6.1 Students will describe or explain the cause and effect relationships between oceans
and climate.
- Oceans have a major effect on climate, because water in the oceans holds a large amount of
heat. DOK 2
SC-06-4.6.2 Students will describe:
 the effect of the Sun’s energy on the Earth System;
 the connection / relationship between the Sun’s energy and the seasons.
- The Sun is the major source of energy for the Earth. The water cycle, winds, ocean currents and
growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount
of the Sun’s energy hitting Earth’s surface. DOK 3
Chemical and Physical Changes / Properties ~ Mixtures
February 10 ~ March 7
SC-06 1.1.2 Students will identify and describe evidence of chemical and physical change in
matter. - In chemical reactions, the total mass is conserved. Substances are often classified into
groups if they react in similar ways. The patterns that allow classification can be used to infer or
understand real life applications for those substances. DOK 2
SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical
properties.
A mixture of substances often can be separated into the original substances by using one or more
of its characteristic physical properties. DOK 2
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-Students will use magnifying devices to investigate substances composed of particles too small
to be seen without magnification.
-Compare states of matter and give examples of each state. Distinguish between mixtures and
compounds. Use observations and evidence to describe and verify chemical changes in matter.
Scientific Method Investigations
FOURTH GRADING PERIOD:
Friction ~ Motion
March 10 ~ April 18 (Includes Spring Break March 31 ~ April 4)
SC-06- 1.2.1 Students will describe friction and make inferences about its effects on the motion
of an object.
-When an unbalanced force (friction) acts on an object, the change in its speed or direction
depends on the size and direction of the force DOK 3
-Students will use observations and appropriate tools (e.g. timer, meter stick, balance, spring
scale) to document the position and motion of objects.
7th Grade Core Content Review / Special Science Projects / Programs / Presentations / Field
Trips
April 21 ~ May 2
Academic Expectation: 2.1 Students understand scientific ways of thinking and working and use
those methods to solve real-life problems
KCCT TESTING: May 5 ~ May 16 (Determined and established by State. Subject to
change)
Review of Science Academic Content for School Year for Final Exam: May 19 ~ May 22
Last Day of School ~ May 23 (Pending Snow Day Make-ups)
Grading:
Grades will be developed through a combination of class participation and cooperation,
homework, projects, both independent and cooperative, examinations, and several extra credit
opportunities. Note that special / extra credit offerings are not a substitute for completion of
required course work. A student can not expect to avoid homework, class participation or do
poorly on examinations and hope to make it up through extra credit opportunities.
Depth of Knowledge Levels. Many of the topics have a ‘DOK’ level Indicated. This DOK level
is an indication of how involved the instruction and coursework will be as specified by the
Kentucky Department of Education. For a further explanation of DOK levels, the following is
offered:
DOK Level 1:
Recall requires recall of information, such as a fact, definition, term, or simple procedure, as
well as performing a simple process or procedure. Level 1 problems involve only one step. A
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student answering a Level 1 item either knows the answer or does not: that is, the answer does
not need to be “figured out” or “solved.”
DOK Level 2:
Skills and Concepts/Basic Reasoning includes the engagement of some mental processing
beyond recalling or reproducing a response. The content knowledge or process involved is more
complex. These actions imply more than one step. Level 2 activities include making observations
and collecting data.
DOK Level 3:
Strategic Thinking/Complex Reasoning requires deep knowledge using reasoning,
planning, using evidence, and a higher level of thinking than the previous two levels. The
cognitive demands at Level 3 are complex and abstract. The multi-step task requires more
demanding reasoning. In most instances, requiring students to explain their thinking is at Level
3. Other Level 3 activities include drawing conclusions from observations; citing evidence and
developing a logical argument for concepts; explaining phenomena in terms of concepts; and
using concepts to solve non-routine problems.
DOK Level 4: (Note very little, if any DOK Level 4 content is utilized in 6th Grade Science)
Extended Thinking/Reasoning requires high cognitive demand and is very complex. Students are
required to make several connections – relate ideas within the content area or among content
areas – and have to select or devise one approach among many alternatives on how the situation
can be solved. Performance assessments and open-ended/constructed response assessment
activities requiring significant thought will be Level 4.
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