Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 1
Big Idea***
Indicators
Science
Explorer
Benchmark
Vocabulary
Interventions
Nature of Science and Technology
Science and Technology, Scientific Inquiry, Scientific Ways of Knowing
SK 4 Describe how the pursuit of
How is science used in
NS&T
• PHSchool.com  Thinking
your daily life?
What scientists have
contributed to our
current topic?
How are the procedures
for this investigation
determined?
Are those procedures
the same as or different
from the last
investigation? Why?
List all tools and safety
procedures needed (for
the investigation).
Explain why a single
example will always
disprove something.
scientific knowledge is beneficial
for any career and for daily life.
SK 5 Research how men and women
of all countries and cultures
have contributed to the
development of science.
SI 1 Explain that there are not fixed
procedures for guiding scientific
investigations; however, the
nature of an investigation
determines the procedures
needed.
Careers in
Science p. x
NS&T
Chapter 1
Sections 1 & 2
 Chapter
Project p. 5
 Design
Your Own
Lab p. 23
(Add 1
constraint)
SI 2. Choose the appropriate tools or
instruments and use relevant
safety procedures to complete
scientific investigations.
SI 3. Distinguish between
observation and inference.
SI 4 Explain that a single example can
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
scientifically
Code: cgb-6000



Active Art

p. 20
SE on

Audio: CD-1
Nature of the
investigation
Safety
considerations
Video:
“What is
Science”
• PHSchool.com  Analyze
Code: cgb-6011


Interpret
Valid
conclusions
1
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 1
Big Idea***
How does technology
make our life better?
Why do we study
science?
How do we keep safe in
a science classroom?
How does technology
make our life better?
Indicators
never prove that something is always
correct, but sometimes a single
example can disprove something.
ST 1. Explain how technology
influences the quality of life.
SK 3. Identify ways scientific thinking
is helpful in a variety of
everyday settings.
SK 4. Describe how the pursuit of
scientific knowledge is beneficial
for any career and for daily life.
SK 5. Research how men and women
of all countries and cultures
have contributed to the
development of science.
SI 2. Choose appropriate tools or
instruments and use relevant
safety procedures to complete
scientific investigations.
Science
Explorer
NS&T
 Chapter 1
Sections
3, 4
 Careers in
Science
p. 30
NS&T
 Chapter 2
Section 4
ST 1. Explain how technology
NS&T
influences the quality of life.
 Chapter 3
ST 4. Explain how the usefulness of
Section 1
manufactured parts of an object
 Chapter 3
depends on how well their properties
Project
allow them to fit and interact with other
p. 87
materials.
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Benchmark
Vocabulary
Interventions


Skills Lab
p. 35
Student
Edition on
CD- CD 1



Technological
advances
Influenced
Quality of life


Trade-offs
Aesthetics
*Chapter 2 Sections 1-3 focus on
measurement and can be done in
conjunction with math unit.
Video: The Work
Of Scientists
 Video:
 Technological
“Tech. &
advances
Engineering”
 Skills Lab
p. 96
2
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 1
Big Idea***
Indicators
How do constraints
affect the design
process?
Science
Explorer
NS&T
 Chapter 3
Section 2
 Chapter
Project
ST 5. Design and build a product or
create a solution to a problem
given one constraint (e.g. limits
of cost and time for design and
production, supply of materials
and environmental effects).
p. 87
Give examples about
ST 2. Explain how decisions about
NS&T
how products can have
the use of products and systems  Chapter 3
can result in desirable or
both helpful and harmful
Section 3
undesirable consequences (e.g.
results (energy-saving
social and environmental)
light bulbs).
ST 3. Describe how automation (e.g.
Can you think of ways
robots) has changed
automation (robots)
manufacturing including manual
affects the job market?
labor being replaced by highlyskilled jobs.
Interventions


Active Art
p. 99
Technology
Lab p. 106

Technology
and Society
p. 116

Active Art
p. 121
Video:
“Minerals”
Chapter
Project
Benchmark
Vocabulary
 Trade-offs
 Aesthetics

Technological
advances
Inside Earth
Earth & Space Sciences
How are minerals
identified?
What are the properties
of minerals?
ES 3. Identify minerals by their
characteristic properties.
Inside Earth
Careers in
Science
p. X
 Chapter 4
Sections
1-3

***Statement or Questions to guide instruction. State repeatedly throughout the unit.




Lithosphere
Classified
3
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 1
Other Indicators Addressed in Inside Earth Chapter 4
Big Idea
What scientists have
contributed to the
science of geology?
How are the procedures
for these investigations
determined?
Why are different
procedures used?
After reading:
 Can you think of any
consequences
resulting from the
processes used?
Indicators
SK 4 Describe how the pursuit of
scientific knowledge is beneficial
for any career and for daily life.
SK 5 Research how men and women
of all countries and cultures have
contributed to the development of
science.
SK 1 Explain that there are not fixed
procedures for guiding scientific
investigations; however, the
nature of an investigation
determines the procedure used.
ST 2. Explain how decisions about the
use of products and systems can
result in desirable or undesirable
consequences (social or
environmental).
Science
Explorer
Inside Earth
 Careers in
Science
p. x
Interventions
Inside Earth
 Chapter 4
Section 1
Benchmark
Vocabulary
 Thinking
scientifically

Sets of
procedures

Sets of
procedures
(Added
discussion after
the mineral tests
introduced)
Inside Earth
 Chapter 4
Section 2


Science &
Society
p. 128
www.SciLinks.
org
Surface Mining
and Reclamation
What type of change
occurs during smelting?
Explain.
PS 2. Describe in a chemical change
new substances are formed with
different properties than the
original substance.
Inside Earth
 Chapter 4
Section 3
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
4
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 1
Other Indicators Addressed in Inside Earth Chapter 4
Big Idea
Indicators
What changes occur
during the production of
metals from minerals?
PS 4. Describe that chemical and
physical changes occur all around
us.
Science
Explorer
Inside Earth
 Chapter 4
Section 3
 Speakers:
Auto Industry
BP Corp.
ST 1. Explain how technology
Influences the quality of life.
What safety issues
should we be aware of
while doing the lab?
What do we have to do
to complete the lab?
SI 2. Choose appropriate tools or
instruments and use relevant
safety procedures to complete
scientific investigations. (Provide
materials to choose from and let
students determine procedures
and list safety considerations)
Benchmark
Vocabulary
Interventions


Inside Earth
 Chapter 4
***Statement or Questions to guide instruction. State repeatedly throughout the unit.


Chapter
Project
Consumer
Lab p. 136

Tech.
advances
Quality of
life
Sets of
procedures
5
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 2
Big Idea
Indicators
Science
Explorer
Interventions
Benchmark
Vocabulary
Inside Earth
Earth & Space Sciences
Identify minerals that
can be found in rocks.
ES 2. Explain that rocks are made of
one or more minerals.
What are the properties
of the three kinds of
rocks?
ES 1. Describe the rock cycle and
explain that there are
sedimentary, igneous and
metamorphic rocks that have
distinct properties (e.g., color,
texture) and are formed in
different ways.
How are the rocks
formed?
Illustrate the rock cycle.
Inside Earth
 Chapter 5
Sections
1- 6

Chapter

Project p. 143 

Lithosphere
Classified
Magma

Video:

“Rocks”

Skills Lab

p. 163
Active Art
p. 165
Design Your
Own Lab
p. 167
*Videos
providing
background
knowledge on
the Rock
Cycle:
Metamorphism
Cycle
Environment




“Plate Tectonics,”
“Earthquakes,”
“Volcanoes”
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
6
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 2
Big Idea
Indicators
Science
Explorer
Benchmark
Vocabulary
Interventions
Cells and Heredity & Animals
Life Sciences
What is the basic unit
of an organism; what
are the functions it
provides?
LS 1. Explain that many of the basic
functions of organisms are carried
out by or within cells and are
similar in all organisms.
How are the functions
of cells similar in all
organisms?
Name an organ system LS 2. Explain that multicellular
organisms have a variety of
and explain its
specialized cells, tissues, organs
function.
and organ systems that perform
specialized functions.
Plant and animal cells
have different
structures. Explain
how they are different.
LS 3. Identify how plant cells differ from
animal cells (e.g., cell wall and
chloroplasts).
Cells &
Heredity
 Careers in
Science
p. X•C
 Chapter 1,
Sections
1&2
 Chapter 2
Sections
1-4
 Chapter
Project
p. c•5
 Chapter
Project
p. C•43








***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Video “Cell
Structure
and
Function”
Technology
Lab p. 14
Active Art
p. 21
Student
Edition on
CD #1 & 2




Internal
structures
Body plans
Tissue
Photosynthesis
Video “Cell
Properties
and Energy”
Active Art
p. 46
Active Art
p. 59
Science &
Society p. 68
7
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 2
Big Idea
What is sexual
reproduction?
Explain why in sexual
reproduction an
offspring cannot be
identical to a parent.
Indicators
LS 6. Describe that in sexual
reproduction an egg and sperm
unite and some traits come from
each parent, so the offspring is
never identical to either of its
parents.
Science
Explorer
Cells &
Heredity
 Chapter 3
Sections 1-3
 Chapter
Project
p. 75

LS 7. Recognize that likenesses
between parents and offspring (e.g. eye
color, flower color) are inherited. Other
likenesses such as table manners are
learned.
Chapter 4
Section 1
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Interventions






Skills Lab
p. 9
Video
“Modern
Genetics”
Active Art
p. 119
Skills Lab
p. 122
Skills Lab
p. 139
Technology
and Society
p. 130







Benchmark
Vocabulary
Internal
structures
Inherited traits
DNA
Chromosomes
Heredity
Genetics
Alleles
8
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 2 Other Indicators Addressed
Big Idea
How is the
formation of
metamorphic
rocks a chemical
change?
What changes are
in these
processes?
How do the
materials used in
construction affect
our quality of life?
What is the
desirable
consequence?
Indicators
PS 2. Describe in a chemical change new
substances are formed with different
properties than the original substance.
Science
Explorer
Inside Earth
 Chapter 5
p. 147
 Chapter 5
p. 160
Interventions
Benchmark
Vocabulary
 Chemical
processes
 Particles of
Matter
PS 4. Describe that chemical and physical
changes occur all around us.
Inside Earth
 Chapter 4
pp. 134-135
Cells and
Heredity
 Chapter 2
p. 46
ST 1. Explain how technology influences
Inside Earth
the quality of life.
 Chapter 5
pp. 151, 156,
ST 2. Explain how decisions about the use
162
of products and systems can result in
Inside Earth
desirable or undesirable consequences  Chapter 5
(social or environmental).
pp. 151, 156,
162

Tech.
advances
Cells and
Heredity
 Science &
Society p. 68
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
9
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 2 Other Indicators Addressed
Big Idea
Indicators
Science
Explorer
Inside Earth
p. 184
Interventions

Design Your
Own Lab
p. 167
Cells and
Heredity
p. 180

SI 1. Explain that there are not fixed
procedures for guiding scientific
investigations; however, the nature of
an investigation determines the
procedure used.
Inside Earth
p. 182

Chapter 4
Project
Tech Lab
p. 14
Discover
Activity
p. 157
Design Your
Own Lab
p. 167
What are you
observing? What
can you infer?
SI 3. Distinguish between observation and
inference.
Inside Earth
p. 178

Skills Lab
p. 163
What is a
hypothesis?
SK 1. Identify that hypotheses are valuable
even when they are not supported.
Inside Earth
p. 182

Interdisciplinary
Exploration
ST 5. Design and build a product or create
a solution to a problem given one
constraint (e.g., limits of cost and time
for design and production, supply of
materials and environmental effects).
Why did you
choose those
procedures?
Explain why all
investigations do
not use the same
procedures.


p. 172
Benchmark
Vocabulary
 Aesthetics

Technical
Advances

Inquiry
processes
Why are
hypotheses
valuable?
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
10
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 2 Other Indicators Addressed
Big Idea
What is the basis
for this reading?
Indicators
SK 2. Describe why it is important to keep
clear, thorough and accurate records.
Science
Explorer
Inside Earth
pp. 179 & 185
Interventions

Video:
“Rocks”
Benchmark
Vocabulary
 Inquiry
processes
Do scientists know
for sure?
SK 3. Identify ways scientific thinking is
helpful in a variety of everyday
settings.
How is DNA used
in an
investigation? (i.e.
Forensic
investigations)
Research
scientists who
have contributed
to our
understanding of
heredity.
Inside Earth
p. 178
SK 4. Describe how the pursuit of scientific Inside Earth
knowledge is beneficial for any career  Careers in
and for daily life.
Science p. x
SK 5. Research how men and women of all
countries and cultures have
contributed to the development of
science.
Cells and
Heredity
 p. 10
***Statement or Questions to guide instruction. State repeatedly throughout the unit.


Video: “Rocks
Skills Lab
p. 163

Chapter
Project p. 143

Tech &
Design in
History p. 8
11
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 3
Animals & Environmental Science
Life Science
Big Idea
Explain the
functions of
specialized cells.
What are the two
different types of
reproduction and
how are the traits
from each passed
on to the
offspring?
Science
Explorer
LS 2. Explain that multicellular organisms Animals
have a variety of specialized cells,
 Careers in
tissues, organs and organ systems
Science
that performs specialized functions.
p. x•B
LS 4. Recognize that an individual
 Chapter 1
organism does not live forever;
Sections 1,
therefore reproduction is necessary
3, 4
for the continuation of every species (Section 2
and traits are passed on to the next optional)
generation through reproduction.
 Chapter
LS 5. Describe that in asexual
Project p. B•5
reproduction all the inherited traits
come from a single parent.
LS 6. Describe that in sexual reproduction
an egg and sperm unite and some
traits come from each parent, so the
offspring is never identical to either
of its parents.
Indicators
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Interventions


“Video”
“Animals”
“Sponges,
Cnidarians, and
Worms”
Student
Edition CD #1
Sec. 1-4
 Active Art
p. 16
 Discover
Activity:
pp. B•6, 15, & 26
 Skills Lab:
p. B•33
 School Nurse
 Toledo Zoo
 Metro parks
Benchmark
Vocabulary
 Organisms
 Internal
structures
 Body plans

Inherited traits

Continuation of
species
12
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 3
Animals & Environmental Science
Life Science
Big Idea
What are some of
the different
interactions of
organisms with
each other?
Indicators
LS 8. Describe how organisms may
interact with each other.
*Research: focus
on reproduction of
different animals.
Identify inherited
and learned traits.
Science
Explorer
Animals
 Chapter 2
Section 4

LS 7. Recognize that likenesses between
parents and offspring (e.g., eye
color, flower color) are inherited.
Other likenesses, such as table
manners are learned.
LS 8. Describe how organisms may
interact with each other.
(Review of 5th
grade
indicator.
Focus:
interaction of
different
organisms
including
humans.)
Chapters
3 & 4*
Animals
 Chapter 5
Sections 1-3
Environmental
Science
 Careers in
Science p. x•E
 Chapter 1
Sections1-3
 Chapter 2
Section 1
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Interventions









Technology in
Society p. 68
Video:
“Animals”
Student
Edition on CD
# 2 Sec. 4
Student
Edition on CD
#’s 3 & 4
Discover
Activity p. 62







Benchmark
Vocabulary
Ecosystems
Photosynthesis
Transfer of
energy
Interaction of
organisms
Food chains
Food wed
Habitat
Active Art
p. 17 & 157
Video:
“Populations &
Communities”
Video:
“Ecosystems
and Biomes”
Chapter
Project p. 41
13
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 3
Other Indicators Addressed
Big Idea
How does the
protection of the
reefs affect
society?
Indicators
ST 2. Explain how decisions about the use
of products and systems can result in
desirable or undesirable consequences
(e.g. social and environmental).
Science
Explorer
Animals
What determines
the procedure
used in
determining the
size of a
population?
SI 1. Explain that there are not fixed
procedures for guiding scientific
investigations; however, the nature of
an investigation determines the
procedures needed.


Environmental
Science
SK 4. Describe how the pursuit of scientific
knowledge is beneficial for any career
or daily life.
Interventions
Animals
 Careers in
Science p. x
 p. 64
Environmental
Science
 Careers in
Science p. x
Environmental
Science
 p. 14
***Statement or Questions to guide instruction. State repeatedly throughout the unit.


Benchmark
Vocabulary
Science &
 Tech.
Society p. 24
advances
Tech &
 Influenced
Society p. 68  Quality of
Life
Science &
Society p. 22
Speakers:
•Toledo Zoo
• veterinarians
 Field trips:
•Toledo Zoo
• Metro parks

Thinking
scientifically
14
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 4
Big Idea
Indicators
Science
Explorer
Benchmark
Vocabulary
Interventions
Environmental Science and Chemical Building Blocks
Physical Sciences
Explain different
ways energy
resources can be
managed.
PS 8. Describe how renewable and
Environmental
nonrenewable energy resources can Science
be managed (e.g., fossil fuels, trees  Chapter 3
and water).
Sections 1-3



Identify different
resources used in
the production of
electrical energy?
PS 7. Describe how electric energy can
be produced from a variety of
sources (e.g., sun, wind and coal).
Explain the role of PS 5. Explain that energy found in nonrenewable resources such as fossil
the sun in the
fuels (e.g. oil, coal, and natural gas)
formation of fossil
fuels.
originally came from the sun and
may renew slowly over millions of
years.
What are sources PS 6. Explain that energy derived from
renewable resources such as wind
and examples of
Renewable and
and water is assumed to be available
nonrenewable
indefinitely.
Environmental
Science
 Chapter 4
Sections 14
 Chapter 5
Section 2
Environmental
Science
 Chapter 5
Sections 14
***Statement or Questions to guide instruction. State repeatedly throughout the unit.





Science and
History p. 84
Active Art
p.
90
PHSchool.com
ced-5030
Speaker from
First Energy
Tech. Lab
p. 172


Video “Energy
Resources”
Active Art
p.
177
Technology and
Design History p.
180













Biomass
Hydroelectricity
Geothermal
Nuclear
Solar
Biomass
Hydroelectricity
Geothermal
Nuclear
Solar
Biomass
Hydroelectricity
Geothermal
Nuclear
Solar
15
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 4
Big Idea
resources?
Describe the
processes by
which various
sources produce
electric energy.
Indicators
PS 7. Describe how electric energy can be
produced from a variety of sources
(e.g., sun, wind and coal).
Science
Explorer
Environmental
Science
 Chapter 5
Sections 1-4
Benchmark
Vocabulary
 www.ScLinks.org  Biomass
Web Code scn-0551  Hydroelectricity
 Geothermal
 Nuclear
 Solar
Chemical
Building Blocks
 Careers in
Science p. x
 Chapter 1
Sections 1-3

8. Describe how renewable and
nonrenewable energy resources can be
managed (e.g., fossil fuels, trees and
water).
Why is there a
need to manage
our resources?
How can they be
managed?
Do objects of the PS 1. Explain that equal volumes of
same size
different substances usually have
different masses.
(volume) have the
PS 2. Describe that in a chemical change
same mass?
Explain.
new substances are formed with
different properties than the original
substance (e.g., rusting, burning).
PS 3. Describe that in a physical change
(e.g., state, shape and size) the
chemical properties of a substance
remain unchanged.
PS 4. Describe that chemical and physical
changes occur all around us (e.g., in
the human body, cooking and industry.
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Interventions
Video

“Introduction to
Matter”
 Active Art p. 25
 Science &
Society: p. 28
 www.ScLinks.org
Web Code: scn-1111
Matter
16
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 4
Science
Explorer
PS 3. Describe that in a physical change
What is a
Chemical
(e.g., state, shape and size) the
chemical change?
Building Blocks
chemical properties of a substance
 Chapter 2
What is a physical
remain unchanged.
Sections 1 & 2
PS 4. Describe that chemical and physical  Chapter 4
change?
changes occur all around us (e.g., in
Sections 1-4
When and where
the human body, cooking and
do chemical and
industry.
physical changes
occur?
Big Idea
Indicators
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Interventions

Chapter Project
p. 41
 Skills Lab: p. 54
 Technology Lab
p. 126
 Technology in
Society p. 128
 Active Art p. 144
 Skills Lab: 126
 www.ScLinks.org
Web Code: scn-1143
Benchmark
Vocabulary
 Matter
17
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 4 Other Indicators Addressed
Big Idea
Indicators
How does
technology make
our life better?
ST 1. Explain how technology influences
the quality of life.
What are the
consequences of
our decisions in
the use of
technology?
ST 2. Explain how decisions about the use
of products and systems can result in
desirable or undesirable
consequences (social or
environmental).
ST 4. Explain how the usefulness of
manufactured parts of an object
depends on how well their properties
allow them to fit and interact with other
materials.
Science
Explorer
Environmental
Science
 Chapter 4
Sections
1, 2, 3, 4
 Chapter 5
Section 4
Chemical
Building Blocks
 Careers in
Science p. x
Environmental
Science
 Chapter 3
Section 1
pp. 82-93
Environmental
Science
 Chapter 4
Sections 1-5
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
Benchmark
Vocabulary
Interventions


Science &
Society
pp. 28-29
Technology
and Society
pp. 128-129




Tech.
advances
Quality of
life
Tech.
advances
Quality of
life
18
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 4 Other Indicators Addressed
Big Idea
Indicators
ST 5. Design and build a product or create
a solution to a problem given one
constraint (e.g. limits of cost and time
or design and production, supply of
materials and environmental effects).
Science
Explorer
Environmental
Science
Explain why all
investigations do
not use the same
procedures.
SI 1. Explain that there are not fixed
procedures for guiding scientific
investigations; however, the nature of
an investigation determines the
procedures needed.
Environmental
Science
What safety
procedures and
tools were
needed to
complete your
investigation?
How are these
careers and ways
of thinking helpful
in your everyday
life?
What scientific
knowledge is
needed for these
careers?
SI 2. Choose the appropriate tools or
instruments and use relevant safety
procedures to complete scientific
investigations.
Environmental
Science
SK 3. Identify ways scientific thinking is
helpful in a variety of everyday
settings.
SK 4. Describe how the pursuit of scientific
knowledge is beneficial for any
career and for daily life.
Interventions

Technology
Lab p. 162

Chapter 4
Project
p. 115
Chapter 5
Technology
Lab p. 172
Chapter 4
Skills Lab
pp. 131-132



Chemical
Building Blocks
 Careers in
Science p. x
Environmental
Science
***Statement or Questions to guide instruction. State repeatedly throughout the unit.



Benchmark
Vocabulary
 Trade-offs
 Aesthetics
Design Your
Own Lab
p. 144
Writing in
Science p. 3
Tech & Design
p. 122
Science and
History
pp. 84-85
19
Toledo Public Schools
Pacing Guide
Grade 6 Science
Quarter 4 Other Indicators Addressed
Big Idea
Research
scientists who
have contributed
to the
management of
resources or the
development of
renewable
sources of
energy.
Indicators
Science
Explorer
Interventions
Benchmark
Vocabulary
SK 5. Research how men and women of all
countries and cultures have
contributed to the development of
science.
***Statement or Questions to guide instruction. State repeatedly throughout the unit.
20