Grade 6 Science Curriculum Scope and Sequence
School Year 2010-2011
QUARTER 1 (August 30 – November 5)
EARTH SCIENCE
UNIT 1: MATERIALS AND PROCESSES THAT SHAPE A PLANET
Suggested Time
Frame (9 weeks)
5-6 weeks
 Cite evidence to demonstrate and explain that physical weathering and
chemical weathering cause changes to Earth materials.
a. Identify and describe how physical and chemical weathering
causes changes in Earth.
b. Compare physical and chemical weathering; and provide
examples of their effects on Earth materials and features.
 Cite evidence to demonstrate and explain that Erosion and Deposition
cause changes to Earth materials.
a. Describe what happens to sediment as a result of erosion and
deposition.
 Differentiate among sedimentary, igneous, and metamorphic rocks
based upon the processes by which they are formed.
a. Identify and describe the processes forming sedimentary rock:
 Deposition
 Compaction
 Cementation
b. Identify and describe the processes forming
igneous rocks:
 volcanic eruptions
 igneous intrusions
c. Identify and describe the processes forming metamorphic rocks:
 high temperature
 pressure
d. Distinguish the three types of rocks and the features
that form from the process.
e. Describe the rock cycle.
Unit 2: EARTH HISTORY
3-4 weeks
 Explain how sedimentary rock formation can embed organisms, leaving
a record of the sequence of plants’ and animals’ appearance and
disappearance.
a. Explain and describe how sedimentary rock can be reformed to
form new land surfaces and mountains.
b. Recognize and explain that fossils found in layers of sedimentary
rock provide evidence of changing life forms.
c. Recognize and explain how fossil records describe the
evolutionary changes in organisms.
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QUARTER 2 (November 8 – January 21)
EARTH SCIENCE
UNIT 3: PLATE TECTONICS
Suggested Time
Frame (9weeks)
4 weeks
 Recognize and describe the internal and external structure of the Earth:
a. Mantle, core, and crust
b. Identify and describe that the Earth’s crust consists of plates that:
 move due to convection currents
 undergo interaction
 Recognize and explain how major geologic events are a result of the
movement of Earth’s crustal plates.
a. Evidence for plate movement: shape of continents, geologic
features, fossils, ocean rifts seafloor spreading, patterns of
earthquakes and volcanoes
b. Major geologic events occurring along crustal
plate boundaries: earthquakes, volcanic
activity, sea floor spreading
UNIT 4: INTERACTIONS OF HYDROSPHERE AND ATMOSPHERE
5 weeks
 Cite evidence to explain the relationship between the hydrosphere and
atmosphere.
a. Recognize and describe the water cycle as the distribution
and circulation of Earth’s water.
b. Identify and describe how temperature and
precipitation in a geographic area are affected by surface
features, atmospheric changes, and ocean content.
 Identify and describe the atmospheric and hydrospheric conditions
related to weather systems.
a. Identify and describe weather patterns using
appropriate data displays such as weather maps.
b. Identify and describe the atmospheric and
hydrospheric conditions associated to form and
develop:
 Hurricanes
 Tornadoes
 Thunderstorms
 Recognize and describe the various factors that affect climate.
a. Identify and describe the effects of surface and ocean features
on temperature and precipitation of an area:
 Relative location of mountains
 Proximity to large bodies of water
 Warm and cold ocean currents
b. Recognize and describe the global effects of volcanic eruptions,
greenhouse effects, and El Niňo phenomenon.
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QUARTER 3 (January 26– March 30)
ASTRONOMY, NATURAL RESOURCES, and HUMAN NEEDS
UNIT 5: ASTRONOMY
Suggested Time
Frame (9weeks)
5 weeks
 Recognize that objects of our solar system are interrelated.
a. Recognize our galaxy is disked shaped and that our
galaxy is one of billions.
b. Identify and describe the general patterns of
movement of all objects in our solar system.
 Identify and explain celestial phenomena using the regular and
predictable motion of objects in the solar system.
a. Identify and describe the relationships among the
period of revolution of a planet, the length of its solar
year, and its distance from the sun.
b. Identify and explain the relationship between the
rotation of planet or moon on its axis and the length of
the solar day for that celestial object.
c. Identify and explain the cause of the phases of the moon.
 Recognize and explain the effects of the tilt of Earth’s axis.
a. Recognize and describe that the earth’s revolution
around the sun and the tilt of its axis cause changes in
the angle of the sun in the sky during the year.
b. Recognize and describe that the earth’s revolution
around the sun and the tilt of its axis cause seasonal
differences in the northern and southern latitudes.
UNIT 6: NATURAL RESOURCES AND HUMAN NEEDS
4 weeks
 Recognize and compare how different parts of the world have varying
amounts and types of natural resources and how the use of those
resources impacts environmental quality.
a. Identify and describe natural resources as
• Land, water, wind, minerals, wildlife, fossil fuels, forests
b. Identify and describe how the natural change processes may be
affected by human activities:
 Agriculture
 Beach Preservation
 Mining
 Development/construction
 Stream/river alteration
c. Identify and describe problems associated with obtaining, using
and distributing natural resources
d. Identify and describe possible solutions to problems associated
with obtaining, using, and distributing natural resources.
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QUARTER 4 (March 31– June 10)
ENVIRONMENTAL ISSUES
UNIT 7: LOCAL ENVIRONMENTAL ISSUES:
MARYLAND AND THE CHESAPEAKE BAY
Suggested Time
Frame (9 weeks)
9 weeks
 Recognize and explain that human-caused changes have
consequences for Maryland’s environment as well as for other places
and future times.
a. Identify and describe a range of local issues that have an impact
on people in other places.
b. Recognize and describe how environmental change in one part of
the world can have consequences for the other parts of the world.
c. Identify and describe that ecosystems can be impacted by human
activities
 Protection of the Chesapeake Bay watershed
 Resource acquisition and use
 Land use decisions
 Recycling
 Use and disposal of toxic substances
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Grade 7 Science Curriculum Scope and Sequence
School Year 2010-2011
QUARTER 1 (August 30 – November 5)
DIVERSITY OF LIFE
UNIT 1: CLASSIFICATION
Suggested Time
Frame (9 weeks)
3-4 weeks
 Classify organisms according to their external and internal structures
and features.
a. Identify and describe the general characteristics of living things.
b. Discuss binomial nomenclature and classification of organisms
into various kingdoms: general distinctions-classify plant (as
producers, vascular vs. non-vascular plants); animals ( as
consumers, open circulatory vs. closed circulatory, sexual vs.
asexual reproduction, respiration ( lungs, gills, skin), digestion;
fungi, protists, archaebacteria, eubacteria (formerly monera)
c. Model of plants/animals –growth survival and reproduction
UNIT 2: INTRODUCTION OF CELLS
5-6 weeks
 Organize data to defend or argue that all living things are cellular
(composed of cells) and that cells carry out the basic life functions.
a. Microscopes –discovery, observe cells/tissues/organs
b. Review of cellular organelles
c. Cell Division (introductory level )
 Compare unicellular and multicellular organisms and how they care
out:
a. extracting energy from food, getting rid of wastes, making raw
materials, reproduction
QUARTER 2 (November 8 – January 21)
HUMAN BIOLOGY
UNIT 3: HUMAN BODY SYSTEMS - CELLS
Suggested Time
Frame (9 weeks)
4 weeks
 Recognize body systems and the interaction of cells, tissues, and
organs to support growth and survival.
a. Systems consist of tissues and organs which are made of cells.
b. Discuss Tissue types Muscular, Smooth, Cardiac
c. Human body systems and functions:
 muscular, skeletal, digestive, circulatory, respiratory,
excretory, nervous, endocrine, and reproduction Ropes
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UNIT 4: Genetics
5 weeks
 Explain the ways that genetic information is passed from parent to
offspring in different organisms.
a. Laws of Heredity
b. Meiosis, cell division
c. Sexual Reproduction (egg/sperm)
d. Mitosis, cell division (review from previous)
e. Asexual Reproduction
f. Selective breeding and other technology
g. Sexual Reproduction vs. Asexual Reproduction
QUARTER 3 (January 26– March 30)
EVOLUTION and FLOW of MATTER AND ENERGY
UNIT 5 : EVOLUTION
Suggested Time
Frame (9 weeks)
4-5 weeks
 Explain how growth and survival of organisms and species depends on
their physical environment.
a. “ Selective Breeding” in successive generations
b. Competition for all resources occurs in all environments.
c. Natural Selection
d. Changes in environmental conditions and survival
e. Human influences on Selective Breeding.
f. Fossils in rock layers –the history of changing life forms (brief-this
was discussed in 6th grade.)
 Recognize and describe how evolutionary changes in species are a
result of natural variation and environmental changes.
a. Gradual and Sudden environmental changes
b. Adaptations: variations in structures, behaviors, or physiology
c. Adaptations and speciation: natural variations in populations
d. Extinction occurs when adaptive traits do not support survival.
e. Evolution accounts for the diversity of species.
UNIT 6: FLOW of MATTER AND ENERGY
4-5 weeks
 Explain that the transfer and transformation of matter and energy links
organisms to one another and to their physical setting.
a. “Food molecules are fuel and building material for all organisms.”
b. Photosynthesis, Cellular respiration
c. Food chains/webs, Carbon cycle, Nitrogen cycle
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QUARTER 4 (March 31– June 10)
ECOLOGY & ENVIRONMENTAL ISSUES
UNIT 7: ECOLOGY
Suggested Time
Frame (9 weeks)
4 weeks
 Support the fact that the number of organisms an environment can
support depends on the physical conditions and resources available.
a. Changes in population size
b. Factors limiting populations
c. Competition for resources (also provide specific examples)
UNIT 8: ENVIRONMENTAL ISSUES
5 weeks
 Explain the impact of changing human population on the use of
natural resources and on environmental quality.
 Recognize and explain how human activities can accelerate or magnify
many naturally occurring changes.
a. Based on data from research identify and describe how natural
processes change the environment.
• Cyclic climate change
• Sedimentation in watersheds
• Population cycles
• Extinction
b. Identify and describe how human activities produce changes in
natural processes:
 Climate change
 Loss of habitat due to construction
 Hunting and fishing
 Introduction of nonnative species
 Cycling of matter
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Grade 8 Science Curriculum Scope and Sequence
School Year 2010-2011
QUARTER 1 (August 30 – November 5)
PHYSICS
October 18 – 22: Science Benchmark A Testing Window
UNIT 1: MECHANICS
Suggested Time
Frame (9 weeks)
4-5 weeks
 Develop an explanation of motion using the relationships among time,
distance, velocity, and acceleration.
a. Describe and Compare the motion of objects using
 Position
 Speed
 Velocity
 Direction
 Distance
b. Compare accelerated and constant motion using
 Time
 Distance
 Velocity
 Identify and relate formal ideas (Newton's Laws) about the interaction
of force and motion to real world experiences.
a. Demonstrate and explain
 Newton’s First Law of Motion
 Newton’s Second Law of Motion
 Newton’s Third Law of Motion
 Recognize and explain that energy can neither be created nor
destroyed; rather it changes form or is transferred through the action of
forces.
a. Observe and describe the relationship between the distance an
object is moved by a force and the change in its potential,
kinetic, and mechanical energy
UNIT 2: ELECTRICITY and MAGNETISM
4-5 weeks
 Cite evidence supporting that electrical energy can be produced from a
variety of energy sources and can be transformed into energy any
other form of energy.
a. Identify and describe various energy sources and the energy
transforming devices used to produce electrical energy.
 Wind
 Sun
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a.
c.
 Water
 Fossil Fuel
b. Identify and explain the transformation of electrical energy into
other forms of energy.
 Identify and describe magnetic fields and their relationship to electric
current.
a. Explain ways to change the strength of simple electromagnet by
varying the number of coils wrapped, the amount of electricity in
the wire, the number of batteries used, and whether or not an
iron core is used.
b. Describe and explain how the electromagnet relationship of
magnetism and electricity and identify common devices that
demonstrate application of the relationship.
 Electric motors and Electrical generators
c. Describe how electricity moving through a wire produces a
magnetic force on materials placed near the wire.
 Iron fillings
 Compasses
QUARTER 2 (November 8 – January 21)
PHYSICS
January 18 – 21: Science Benchmark B Testing Window
UNIT 3: WAVE INTERACTIONS
Suggested Time
Frame (9 weeks)
4 weeks
 Identify and describe the relationship among the various properties of
waves.
Identify examples to show that waves transfer energy from one
place to another
 Light
 Sound
 Earthquake waves
b. Describe and explain the wavelength, frequency, and amplitude
of waves using:
 Water
 Ropes
Spring
Describe and explain the relationship between the frequency
and wavelength of a wave.
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UNIT 4: THERMODYNAMICS
4-5 weeks
 Describe and cite evidence that heat can be transferred by conduction,
convection and radiation.
a. Identify and describe examples of heat being transferred by:
 Conduction
 Convection
 Radiation
 Identify and explain that heat energy is a product of the conversion of
one form of energy to another.
a. Chemical - Flashlight battery-Light
b. Mechanical - Pulleys-Motion
c. Solar/Radiant - Solar calculator
d. Chemical- Plant Cells
e. Loss of energy from system during transformation
QUARTER 3 (January 26– March 30)
CHEMISTRY
March 28 – April 15: MSA Science Administration Window
UNIT 5: STRUCTURE and CLASSIFICATION of MATTER
Suggested Time
Frame (9 weeks)
5-6 weeks
 Cite evidence to support the fact that all matter is made up of atoms,
which are far too small to see directly through a microscope.
a. Provide evidence from the periodic table that elements have the
similar properties:
 Metals
 Non-metals
 Non-reactive gases
b. Explain that all living and non-living things can be broken down
to set of known elements
 Provide evidence to explain how compounds are produced. ( No
electron transfer)
a. Describe how elements form compounds and molecules
b. Compare properties of compounds to determine which elements
they are made from
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UNIT 6: STATES of MATTER
3-4 weeks
 Provide evidence and examples illustrating that many substances can
exist as a solid, liquid, or gas depending on temperature.
a. Describe how adding or removing heat energy to different types
of matter can effect the rate of change of matter from one state
to the next
 Describe how the motion of atoms and molecules in solids, liquids, and
gases changes as heat energy is increased or decreased.
a. Describe what the temperature of solid, liquid, or gases reveals
about the motion of atoms and molecules at this state
QUARTER 4 (March 31– June 10)
CHEMISTRY
UNIT 7: PHYSICAL and CHEMICAL CHANGES
Suggested Time
Frame (9 weeks)
5-6 weeks
 Cite evidence to support the fact that some substance can be
separated into the original substance from which they were made.
a. Identify, describe, and classify mixtures using the observable
and measurable properties of their components.
 Magnetism
 Boiling point
 Solubility in water
b. Identify and describe processes used to separate mixtures.
 Filtration
 Evaporation
 Paper Chromatography
 Cite evidence and give examples of chemical properties of substances.
a. Identify and describe chemical properties chemical properties
reaction with:
 Oxygen/oxidation (rusting /tarnishing and burning
 acids and bases
b. Classify materials as: acid, base, neutral
c. Indicators, ph scale
 Provide evidence to support the fact that common substances have the
ability to change into new substances.
a. Describe Chemical Reactions using:
 Color change
 Formation of a precipitate or gas,
 Release of heat or light
b. Explain the difference between a physical change and chemical
change
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UNIT 8: CONSERVATION OF MATTER
3 weeks
 Provide evidence to support the fact that the idea of atoms explains
conservation of matter.
a. Equal volumes of different substances usually have different
masses.
b. Justify the number of atoms stays the same no matter how the
atoms are arranged, the total mass stays the same.
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