Delaware City Schools Consensus Maps
Grade 6 Science (Master)
Teacher: Amy Piacentino
Month
August
2008
Content/Essential Questions
Skills
Activities/Resources
Assessment
First Week of school:
A.Team Building
EQ: How can we work together as a team?
EQ: What are some strategies for
working together?
Dichotomous Key Activities:
Understand the importance and helpfulness
of group work
Individual responsibility to team's success.
Awareness of individual strengths and
weaknesses while working on a team.
Dichotomous Key Activities:
Creating student to student keys.
Creating a key of aliens
Creating a key of Gremlins
Creating a key of flags from around the
world.
(Continued into September)
B. Metric Measurement:
EQ: Why are metric units important in the
life of science and scientists.
Benchmark 5.B. Analyze and interpret data
from scientific investigations using
appropriate mathematical skills in order to
draw valid conclusions.
Understand the basic usage of the Metric
System:
* Prefixes and values on the base 10
scale along with conversions.
* Base units (meters, liters, grams, and
Celsius)
* Tools for Metric Measurement and how
to appropriately use them. (meter sticks,
triple beam balances, graduated cylinders,
and thermometers
Activities/Resources:
* Staircase worksheet for conversions,
prefixes, and values.
* Class notes and vocabulary for
understanding the base units and what they
measure, i.e.: Length, weight, temperature,
volume
* Conversion worksheets.
* Outline for parts of a triple beam
balance.
* Reading a balance worksheet
* Reading thermometer worksheet
* Reading liquid measurement worksheet
Assessment:
Pre-test
Meter stick measurement and conversion
lab
Conversion quiz
Volume lab
Balance lab
Balance parts quiz
Temperature lab
Performance lab (combines all previous
labs)
Metric Unit Test
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Grade 6 Science(Master)
Piacentino
Month
September
2008
Content/Essential Questions
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Assessment
Physical Science3.A.3 Power Standard: Describe that in
a physical change (e.g., state, shape, size)
the chemical properties of a substance
remain unchanged.
Activities/Resources*Classroom notes using traditional outline
method. Blanked out words for Special
Education students.
Assessment:
* Egg Density lab
* Properties of matter quiz
* What am I worksheet
*Science vocabulary sheet, with choice of
definition methods.
3. A.1-Explain that equal volumes of
different substances usually have different
masses.
3.A.2 Power Standard: Describe that in
a chemical change new substances are
formed with different properties than the
original substance (e.g., rusting, burning).
* Literature Box Books: Create outline for
solid, liquid, gas using literature box books
*(Finish Metric Review Unit at the
beginning of the month: 1week)
Matter Unit:
EQ.-What is matter?
EQ. - How is matter composed?
EQ. - How does matter behave?
EQ. - How can matter change?
Benchmark 3.A. Relate uses, properties
and chemical processes to the behavior
and/or arrangement of the small particles
that compose matter.
* Diet Coke/Coke density lab
* Jefferson lab: Website activities
education.jlab.org: teacher resources
3.A.3 Power Standard: Describe that in
a physical change (e.g., state, shape, size)
the chemical properties of a substance
remain unchanged.
3.A.4-Describe that chemical and
physical changes occur all around us (e.g.,
in the human body, cooking, industry).
October
2008
EQ. - How can matter change? (con't)
Benchmark 3.A. Relate uses, properties
and chemical processes to the behavior
and/or arrangement of the small particles
that compose matter.
EQ. How does a scientist use the
scientific method to design and carry out
an investigation to gather information and
Physical Science3.A.4-Describe that chemical and
physical changes occur all around us (e.g.,
in the human body, cooking, industry).
Scientific Inquiry5.A.1-Explain that there are not fixed
procedures for guiding scientific
investigations; however, the nature of an
investigation determines the procedures
* Flip books
* Note cards
* Outline Notes: Fill in the blank for IEP
students
* Flow Charts
* Observation lab (Qualitative &
quantitative
* Writing question and hypothesis
worksheets.
* Creating data charts
* Graphing data
Labs
Scientific Method Unit Test
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
draw conclusions?
Benchmark 5.A. Explain that there are
differing sets of procedures for guiding
scientific investigations and procedures are
determined by the nature of the
investigation, safety considerations and
appropriate tools.
needed.
5.A.2-Choose the appropriate tools or
instruments and use relevant safety
procedures to complete scientific
investigation
5.B.3 Power Indicator: Distinguish
between observation and inference.
5.B.4-Explain that a single example can
never prove that something is always
correct, but sometimes a single example
can disprove something.
Benchmark 6.A. Use skills of scientific
inquiry processes (e.g., hypothesis, record
keeping, description and explanation).
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
Scientific Ways of Knowing6.A.1-Identify that hypotheses are
valuable even when they are not supported.
6.A.2 Power Standard: Describe why it
is important to keep clear, thorough and
accurate records.
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Grade 6 Science(Master)
Piacentino
Month
November
2008
Content/Essential Questions
EQ: How is a chemical change different
from a physical change?
Benchmark 3. A. Relate uses, properties
and chemical processes to the behavior
and/or arrangement of the small particles
that compose matter
EQ. How does a scientist use the scientific
method to design and carry out an
investigation to gather information and
draw conclusions?
Benchmark 5.A. Explain that there are
differing sets of procedures for guiding
scientific investigations and procedures are
determined by the nature of the
investigation, safety considerations and
appropriate tools.
Benchmark 6.A. Use skills of scientific
inquiry processes (e.g., hypothesis, record
keeping, description and explanation).
Skills
Physical Science3.A.4-Describe that chemical and
physical changes occur all around us (e.g.,
in the human body, cooking, industry).
Delaware City Schools Consensus Maps
Activities/Resources
*Class Notes: Outline for students,
complete note sheets for IEP students
*Examples
*Water Tension Lab
* Physical/Chemical Change Worksheets
Assessment
Physical/Chemical changes project
* Scientific Method Process
* Lab
* PowerPoint
* Excel Graph
* Presentation
Scientific Inquiry5.A.1-Explain that there are not fixed
procedures for guiding scientific
investigations; however, the nature of an
investigation determines the procedures
needed.
5.A.2-Choose the appropriate tools or
instruments and use relevant safety
procedures to complete scientific
investigations.
5.B.3 Power Standard: Distinguish
between observation and inference.
5.B.4-Explain that a single example can
never prove that something is always
correct, but sometimes a single example
can disprove something.
Scientific Ways of Knowing6.A.1-Identify that hypotheses are
valuable even when they are not supported.
6.A.2 Power Standard: Describe why it
is important to keep clear, thorough and
accurate records.
6.C.3-Identify ways scientific thinking
is helpful in a variety of everyday settings.
6.C.4-Describe how the pursuit of
scientific knowledge is beneficial for any
career and for daily life.
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
December
2008
EQ. - How do minerals and rocks form?
EQ: How does the origin of minerals and
rocks affect their characteristics?
Benchmark 1.D. Identify that the
lithosphere contains rocks and minerals
and that minerals make up rocks. Describe
how rocks and minerals are formed and/or
classified.
Earth and Space Sciences1.D.3 Power Standard: Identify
minerals by their characteristic properties.
Delaware City Schools Consensus Maps
Activities/Resources
* Notes: Properties of Minerals,
characteristics of classifying minerals,
uses of minerals, and mining.
*Guided reading worksheets
* Mine drawings
* Rock cycle video series
Assessment
* Mineral classification lab using the
dichotomous key.
* Mineral test
* Mighty mineral reports
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Grade 6 Science(Master)
Piacentino
Month
January
2009
Content/Essential Questions
EQ.- What is the rock cycle?
EQ.- What is the role of plate tectonics in
the rock cycle?
EQ. - How do minerals and rocks form?
EQ: How does the origin of minerals and
rocks affect their characteristics?
Benchmark 1.D. Identify that the
lithosphere contains rocks and minerals
and that minerals make up rocks. Describe
how rocks and minerals are formed and/or
classified.
Skills
Earth and Space Science1.D.1 Power Standard: 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.
Delaware City Schools Consensus Maps
Activities/Resources
* Igneous Fact Sheet
* Sedimentary Fact Sheet
* Metamorphic Flow chart
* Class notes: Outline form: Blanked out
version for IEP students
* Rock Cycle video series
* Video Quizzes
Assessment
* Pre-assessment BKWLQ chart
* Rock cycle lab
* Rocks Unit Test
* Quizzes
1.D.2-Explain that rocks are made of one
or more minerals.
1.D.3 Power Standard: Identify
minerals by their characteristic properties.
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
February
2009
EQ. How can we conserve and manage our
renewable and nonrenewable resources?
Physical Science
3.C.5 Power Standard: Explain that the
energy found in nonrenewable resources
such as fossil fuels (e.g., oil, coal, natural
gas) originally came from the Sun and
may renew slowly over millions of years.
3.C.6 Power Standard: Explain that
energy derived from renewable resources
such as wind and water is assumed to be
available indefinitely.
3.C.7 Power Standard: Describe how
electric energy can be produced from a
variety of sources (e.g., Sun, wind, coal).
3.C.8 Power Standard: Describe how
renewable and nonrenewable energy
resources can be managed (e.g., fossil
fuels, trees, water).
EQ. How can humans change energy from
one form to another?
EQ. How and where do our renewable and
nonrenewable resources originate?
EQ. How can humans use resources of the
earth to create energy?
Benchmark 3.C. Describe renewable and
nonrenewable sources of energy (e.g.,
solar, wind, fossil fuels, biomass,
hydroelectricity, geothermal and nuclear
energy) and the management of these
sources.
Delaware City Schools Consensus Maps
Activities/Resources
* Introduced by vocabulary lesson with
district literacy coach
* Internet Activity: Breezy Power
Company
* Internet Activity: Clean Air Campaign
* Class notes: Cloze format for special
education students
* Chapter 6 guided study worksheets 6.1,
6.2, 6.3, and 6.4
* Bingo Review with vocabulary
* Cause and effect worksheet
* Renewable resource worksheet
* Non-renewable & renewable resource
sheets for studying
Assessment
* Open book quiz 6.1, 6.2, & 6.3
* Chapter 6 Tests
`
(continued to March)
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Grade 6 Science(Master)
Piacentino
Month
March
2009
Content/Essential Questions
(Continued from February)
EQ. How can we conserve and
manage our renewable and nonrenewable
resources?
EQ. How can humans change energy from
one form to another?
EQ. How and where do our renewable and
nonrenewable resources originate?
EQ. How can humans use resources of the
earth to create energy?
Benchmark 3.C. Describe renewable and
nonrenewable sources of energy (e.g.,
solar, wind, fossil fuels, biomass,
hydroelectricity, geothermal and nuclear
energy) and the management of these
sources.
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Physical Science3.C.5 Power Standard: Explain that the
energy found in nonrenewable resources
such as fossil fuels (e.g., oil, coal, natural
gas) originally came from the Sun and
may renew slowly over millions of years.
* Chapter 3 guided reading packet (3.1,
3.2, 3.3, & 3.4)
* Class notes: cloze format for special
education
* Scholastic news: Green Grover Article
* Power-up video on fission and fusion
* Energy Conservation video
* Help Save the Planet Earth Video
* Chapter 4 guided reading packet (4.1,
4.2, 4.3 & 4.4)
* Class notes cloze format for special
education students
Environmental science section summaries
(4.1, 4.2, 4.3, & 4.4)
3.C.6 Power Standard: Explain that
energy derived from renewable resources
such as wind and water is assumed to be
available indefinitely.
3.C.7 Power Standard: Describe how
electric energy can be produced from a
variety of sources (e.g., Sun, wind, coal).
Assessment
* Open book quizzes, chapter 3 sections
* Chapter3 Unit Test
* Student created fact sheets (outline
chapters)
* Open book quizzes, chapter sections
* Chapter 4 Unit Test
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Grade 6 Science(Master)
Piacentino
Delaware City Schools Consensus Maps
Month
Content/Essential Questions
Skills
Activities/Resources
April 2009
EQ. How does a scientist design a product
to do work using forced air? - Pneumatics
Science and Technology4.A.1-Explain how technology
influences the quality of life.
4.A.2-Explain how decisions about the
use of products and systems can result in
desirable or undesirable consequences
(e.g., social and environmental).
4.A.3-Describe how automation (e.g.,
robots) has changed manufacturing
including manual labor being replaced by
highly-skilled jobs.
4.A.4-Explain how the usefulness of
manufactured parts of an object depend on
how well their properties allow them to fit
and interact with other materials.
4.B.5 Power Standard: 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).
Breezy Power Company: Creating a design
brief of a working wind turbine. Complete
the design brief, create the wind turbine,
while problem solving and modifying
throughout. GROUP PROJECT
EQ: How can humans change energy from
one form to another?
Benchmark 6.B. Design a solution or
product taking into account needs and
constraints (e.g., cost, time, trade-offs,
properties of materials, safety and
aesthetics).
Assessment
Working Wind Turbine
*Ohio Technology Standards included in
pneumatic and wind turbine mini-units.
Nature of Technology
1.A.4 a-d Cite examples of how
characteristics of technology re evident in
daily life:
a. Technology is human knowledge;
b. Technology involves tools, materials
and systems;
c. Application of technology results in
artifacts (things or items); and
d. Technology is developed by people to
control natural and human-made
environments.
1.B.1 Describe the relationship among
input, process, output, and feedback as
components of a system.
1.B.2 Define requirements as the
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
parameters
1.B.3 Recognize that controls are
mechanisms or particular steps that people
perform when using information about the
system that causes systems to change.
2.A.1 Discuss how new technologies
have resulted from the demands, values
and interests of individuals, businesses,
industries and societies.
2.A.2 Describe how the use of
technology affects humans in various ways
including their safety, comfort, choices and
attitudes about technology’s development
and use.
2.B.1 Describe ad give examples of why
and how the management of waste
produced by technological systems is an
important societal issue.
Technology and Information Literacy5.A.1 Select relevant information by
identifying main ideas and supporting facts
that help answer questions.
5.A.2 Determine that information
located can be used legally and choose
appropriately (e.g., locate copyright
information for print and graphic
information, check for copyright
restrictions).
5.A.3 Check copyright and publication
dates to determine currency of information.
5.A.4 Investigate the authority of an
online information source to determine the
author’s qualification to be an expert about
a topic (e.g., famous scientists versus a
sixth-grader’s Web site; well-known
organization versus a personal Web site).
5.B.2 Recognize that finding and using
more than one source an produce a better
product.
5.B.3 Use a variety of technology
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
resources for curriculum needs and
personal information needs: library catalog,
online encyclopedia, Web sites.
5.B.5 Identify relevant facts, check facts
for accuracy, record appropriate
information and create an information
product to share with others.
5.D.1 Demonstrate search techniques:
author, title, subject for subscription (feebased) databases.
5.D.2 Use online library catalog to
choose and locate a variety of resources on
a topic.
Technology Design6.A.1 Describe how design is a creative
planning process that leads to useful
products and systems.
6.A.2 Identify appropriate materials
(e.g., wood, paper, plastic, aggregates,
ceramics, metals, solvents, adhesives)
based on specific properties and
characteristics (e.g., weight, strength,
hardness and flexibility) for the design.
6.A.3 Apply a design process to solve a
problem in the classroom specifying
criteria and constraints for the design (e.g.,
criteria include function, size and
materials). Constraints include costs, time
and user requirements.
6.A.4 Test and evaluate the design in
relation to pre-established requirements,
such as criteria and constraints, and refine
as needed.
6.A.5 Make the product or systems and
document the design.
6.A.6 Recognize that any design can be
improved (e.g., old style scissors work but
new ones with plastic on the finger holes
are more comfortable and give more
surface area for leverage).
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
6.A.7 Diagram how design is iterative
and involves a set of steps, which can be
performed in different sequences and
repeated as needed (e.g., identify need,
research problem, develop solutions, select
best solution, build prototype, test and
evaluate, communicate, redesign).
May 2009
EQ. - How do all living things obtain
energy, either directly or indirectly, from
the sunlight captured during
photosynthesis?
EQ. - What are the functions of the cell's
organelles and cell parts?
EQ. - How do the cells of single-celled and
multicellular organisms differ in their
composition, cell cycle, and their
functions?
EQ. - What happens during the cell cycle?
EQ- How can knowledge about cells help
us learn about growth, reproduction, and all
other functions of living things (cell
theory)?
EQ.- What is the "structural ladder" of
multicellular organisms - cell, tissue,
organ, system?
EQ. - How do materials move in and out of
cells?
EQ. How are asexual and sexual
reproduction different and how are traits
passed on to offspring in each?
EQ. How do organisms interact and adapt
over time through natural selection?
Life Science2.A.1 Power Standard: Explain that
many of the basic functions of organisms
are carried out by or within cells and are
similar in all organisms.
2.A.2-Explain that multicellular
organisms have a variety of specialized
cells, tissues, organs and organ systems
that perform specialized functions.
2.A.3-Identify how plant cells differ
from animal cells (e.g., cell wall,
chloroplast
2.B.4-Recognize that an individual
organism does not live forever; therefore
reproduction is necessary for the
continuation of every species and traits are
passed on to the next generation through
reproduction.
2.B.5 Power Standard: Describe that in
asexual reproduction all the inherited
traits come from a single parent.
2.B.6 Power Standard: 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.
2.B.7-Recognize that likenesses between
parents and offspring (e.g., eye color,
flower color) are inherited. Other
likenesses, such as table manners are
learned.
2.C.8-Describe how organisms may
interact with one another.
* Class Notes: Cloze notes for special
education
* Osmosis Labs:
Potato
Iodine
Air Freshener
Balloon
Egg
Carrot
* Cell Flip book
* Cell City
* Mitosis Flip book
* Mitosis Role Play
* Plant & Animal Cell Lab
* Osmosis/ Diffusion Brochures
* Cell Organelle Test
* Exit Slips
* Lab Conclusions
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Grade 6 Science(Master)
Piacentino
Month
Content/Essential Questions
Skills
Benchmark A. Explain that the basic
functions of organisms are carried out in
cells and groups of specialized cells form
tissues and organs; the combination of
these cells make up multicellular
organisms that have a variety of body plans
and internal structures.
2.D Explain how extinction of a species
occurs when the environment changes and
its adaptive characteristics are insufficient
to allow survival (as seen in evidence of
the fossil record).
Delaware City Schools Consensus Maps
Activities/Resources
Assessment
Benchmark B. Describe the characteristics
of an organism in terms of a combination
of inherited traits and recognize
reproduction as a characteristic of living
organisms essential to the continuation of
the species.
June 2009
Benchmark A. Explain that the basic
functions of organisms are carried out in
cells and groups of specialized cells form
tissues and organs; the combination of
these cells make up multicellular
organisms that have a variety of body plans
and internal structures.
Benchmark B. Describe the characteristics
of an organism in terms of a combination
of inherited traits and recognize
reproduction as a characteristic of living
organisms essential to the continuation of
the species.
Life Science2.A.1 Power Standard: Explain that
many of the basic functions of organisms
are carried out by or within cells and are
similar in all organisms.
2.B.5 Power Standard: Describe that in
asexual reproduction all the inherited
traits come from a single parent.
2.B.6 Power Standard: 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.
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