1
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Grade 6 Earth Science CURRICULUM MAP SUMMARY 2015-2016
MFA#
1
IFC Benchmarks
(DOK)
SC.6.N.1.5, SC.6.N.2.1 SC.6.N.2.2,
SC.6.N.3.1, SC.6.N.3.2, SC.6.N.3.3,
SC.6.N.1.1, SC.6.N.1.2, SC.6.N.1.3,
SC.6.N.1.5, SC.6.N.1.4, SC.6.N.2.3
SC.6.N.3.4, SC.6.N.1.1, SC.6.N.1.5,SC.6.N.3.4
2
2
2
SC.6.E.7.1 (2) , SC.6.E.7.5(3)
3
3
SC.6.E.7.3(3), [assessed as SC.6.E.7.4(3)]
SC.6.E.7.4 (3)
SC.6.E.7.9 (2) [assessed as SC.6.E.7.4(3)]
SC.6.E.7.3 (3), [assessed as SC.6.E.7.4(3)]
4
4
SC.6.E.7.2(3), [assessed as SC.6.E.7.4(3)]
SC.6.E.7.6 (2), [assessed as SC.6.E.7.4(3)]
5
5
6
6
7
7
8
8
SC.7.E.6.1(2) [assessed as SC.7.E.6.5(2)]
SC.7.E.6.5(2), SC.7.E.6.7, SC.6.N.3.1
SC.6.E.6.1
SC.6.E.6.1
SC.7.E.6.2
SC.6.E.6.2
SC.7.E.6.6
SC.7.E.6.6
Revised 8/17/15
Topic Covered
Orientation, Safety/Safety Contract, using and analyzing data tables and
charts,
Importance of replication, difference between different types of scientific
investigations, identification of variables,
Scientific knowledge can change
Make predictions, defend conclusions
Energy transfer: Radiation, Convection, Conduction, relate sun’s
energy to temperature differences between air, water, and land
Differences and interactions of Earth’s spheres
The Atmosphere: protection and insulation of the Earth, interaction
among spheres
Winds: Local winds and Jet stream, influences on local weather,
interaction of spheres,
Ocean Currents: influences on local weather, interactions among
spheres
The Water Cycle: effect on weather patterns and climate,
interaction among spheres
Difference between Weather and Climate and the Interactions
among spheres.
Earth’s Layers
Theory of Plate Tectonics, Mountain Building, Earthquakes,
Volcanoes and relationship to heat flow within the Earth, criteria
for being a theory
Weathering
Erosion and Deposition
The Rock Cycle and relate to weathering, erosion, plate tectonics
and mountain building
Landforms and how they relate to Florida
Human Impact on Earth
Protecting Earth’s Resources
Number
of days
10
5
5
3
6
6
4
5
3
6
5
6
5
5
5
3
2
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
8
SC.7.E.6.4, SC.7.E.6.3
Change over Time as shown through the fossil record, tectonic
8
faulting and folding as shown in superposition, rock cycle
SC.7.E.6.3
Relative Dating and Absolute Dating, relate to plate tectonics, rock
cycle, weathering and erosion
9
SC.8.E.5.3(3), SC.8.E.5.1(2)
Hierarchy and Structure of the Universe
9
SC.8.E.5.2(1), SC.8.E.5.5(2)
Stars
9
SC.8.E.5.5, SC.8.E.5.6(1)
The Sun
10
SC.8.E.5.8(2), [assessed as SC.8.E.5.7(2)]
Historical Models of the Solar System, Science changes as new
10
SC.6.N.2.2(2)
evidence is encountered.
SC.8.E.5.4
Gravity and its role in the formation and movement of planets,
stars, and solar systems
11
SC.8.E.5.3, SC.8.E.5.7
The Terrestrial Planets
11
SC.8.E.5.3, SC.8.E.5.7
The Gas Giant Planets
11
SC.8.E.5.3, SC.8.E.5.7
Small Bodies in the Solar System
12
SC.8.E.5.9
Earth’s Days, Years and Seasons
12
SC.8.E.5.9
Moon Phases
12
SC.8.E.5.9
Solar and Lunar Eclipses
12
SC.8.E.5.9
Earth’s Tides
12
SC.8.E.5.10
Technology used to collect samples, measurement, data,
communication and access outer space
SC.6.E.7.7(Not Assessed)
Natural Disasters in Florida
SC.6.E.7.8 (Not Assessed)
Severe Weather and Safety
SC.8.E.5.12(Not Assessed)
Space Exploration and Florida
HE.6.C.1.1, HE.6.C.1.2, HE.6.C.1.4, HE.6.C.2.10,
HE.6.B.2.1, HE.6.B.2.3, HE.6.B.3.2
Family Life/ Human Sexuality Curriculum in BEEP
HE.6.B.3.6, HE.6.B.4.3, HE.P.1.1, HE.6.P.1.2,
HE.6.P.2.2
HIV/AIDS Curriculum in BEEP
Revised 8/17/15
4
3
5
5
3
3
5
3
3
3
4
3
4
4
3
1
1
1
5
5
3
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
C
2001010
2001020
EARTH/SPACE SCIENCE
EARTH/SPACE SCIENCE ADVANCED
Unit#: 1
Unit Title: Nature of Science
Body of Knowledge: Earth and Space Science
Big Idea: Big idea 5 Earth in Space and Time
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 10/150
Essential Questions
What are types of scientific knowledge? (Lesson 1)
How are scientific investigations conducted? (Lesson 2)
How do scientist organize, analyze and present data? (Lesson 3)
Essential
Content
Laboratory
orientation
and safety
procedures
Scientific
knowledge
can change
Revised 8/17/15
Schedule Type
Pacing (Days)
Traditional
Block
10
5
Notes:
*Review and send home Lab Safety Contract
*The Nature of Science benchmarks should be included throughout the
curriculum
*Science Fair-Application of scientific research and experimentation.
*The following benchmarks are to be included in the Earth Science
Advanced classes only
SC.7.N.3.2: Identify the benefits and limitations of the use of scientific
models
SC.8.N.4.2: Explain how political, social, and economic concerns can
affect science, and vice versa
*The following benchmarks below are included in the Earth Science
Course Description, but are not (assessed) on the FCAT 2.0 Science
Assessment.
SC.6.N.1.5, SC.6.N.3.4, SC.6.N.2.1, SC.6.N.2.3
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Promoting Science
Laboratory Safety:
Demonstrate and maintain
adherence to recommended
safety practices, procedures,
and ethics as appropriate to
the science classroom.
SC.6.N.2.2(2): Explain that
scientific knowledge is
durable because it is open to
change as new evidence or
SBBC Broward Safety manual
Safety contract
Team building activity
Students sign and return
Safety contract
Lab Rules and
Consequences Activity
Clarification (SC.6.N.2.2)
Students will explain that scientific
knowledge may change as new evidence is
discovered or new scientific interpretations
are formed. Students will explain that
scientific explanations are based on
empirical evidence, logical reasoning,
predictions, and modeling. Students will
identify instances in the history of science
in which scientific knowledge has changed
Science Fusion
Earth Science Textbook
Unit 1 Lesson 1: Scientific
Knowledge
SC.6.N.2.2
Scientific Methods Video
lesson
Independent student
research and
experimentation (i.e.
science fair project).
4
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Theories
interpretations are
encountered.
SC.6.N.3.1(2): Recognize
and explain that a scientific
theory is a well-supported
and widely accepted
explanation of nature and is
not simply a claim posed by
an individual. Thus, the use
of the term theory in science
is very different than how it
is used in everyday life.
SC.6.N.1.5: (Not Assessed)
Recognize that science
involves creativity, not just
in designing experiments,
but also in creating
explanations that fit
evidence.
SC.6.N.2.1: (Not Assessed)
Distinguish science from
other activities involving
thought.
SC.6.N.2.3: (Not Assessed)
Recognize that scientists
who make contributions to
scientific knowledge come
from all kinds of
backgrounds and possess
varied talents, interests, and
goals.
KEY TERMS: empirical evidence, theory, law
SC.6.N.1.1(3): Define a
Importance of problem from the sixth
replication
grade curriculum, use
appropriate reference
materials to support
Use of tables,
scientific understanding,
graphs, and/or plan and carry out scientific
Revised 8/17/15
http://studyjams.scholastic.co
m/studyjams/jams/science/scie
ntific-inquiry/scientificmethods.htm
SC.6.N.3.1
Scientific Theory and
Evidence Video lesson
http://studyjams.scholastic.co
m/studyjams/jams/science/scie
ntific-inquiry/scientifictheory-and-evid.htm
CPALMS Resources
SC.6.N.2.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/175
2
SC.6.N.3.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/175
4
SC.6.N.1.5
http://www.cpalms.org/Public/
PreviewStandard/Preview/175
1
Science Fusion
Earth Science Textbook
Unit 1
Lesson 2: Scientific
Investigations
Lesson 3: Representing Data
Lab Safety
Lab Safety Pages R16-R17
SC.6.N.2.2
Think Science: Evaluating
Claims, Earth Science
textbook p. 602-603
Investigate: Why is Pluto
no longer considered to be
a planet?
Activity: Think Science:
Searching the Internet,
Earth Science textbook p.
446-447
Independent student
research and
experimentation (i.e.
science fair project)
*Science Fair or equivalent
application of the scientific
as a result of new evidence.
Content Limits: (SC.6.N.2.2)
Items will not require identification of the
scientist(s) and/or details associated with a
particular event/discovery. Items will not
use the term durable.
Clarification: (SC.6.N.3.1) Students will
explain the difference between theories
and laws. Students will identify examples
of theories and/or laws. Students will
explain why theories may be modified but
are rarely discarded.
Content Limits: (SC.6.N.3.1) Items
addressing scientific theories and/or laws
are limited to those found in the middle
school science benchmarks, such as law of
universal gravitation, law of superposition,
theory of plate tectonics, atomic theory,
law of conservation of mass, law of
conservation of energy, cell theory, and the
scientific theory of evolution
Clarification : (SC.6.N.1.1, SC.6.N.1.3, )
Students will evaluate a scientific
investigation using evidence of scientific
thinking and/or problem solving. Students
will identify test variables (independent
variables) and/or outcome variables
(dependent variables) in a given scientific
5
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
models to
display
scientific data.
The work of
scientists
varies.
Revised 8/17/15
investigation of various
types, such as systematic
observations or experiments,
identify variables, collect
and organize data, interpret
data in charts, tables, and
graphics, analyze
information, make
predictions, and defend
conclusions.
SC.6.N.1.3(3): Explain the
difference between an
experiment and other types
of scientific investigation,
and explain the relative
benefits and limitations of
each.
SC.6.N.1.2(3): Explain why
scientific investigations
should be replicable.
SC.6.N.1.4(3): Discuss,
compare, and negotiate
methods used, results
obtained, and explanations
among groups of students
conducting the same
investigation.
SC.6.N.1.5: (Not Assessed)
Recognize that science
involves creativity, not just
in designing experiments,
but also in creating
explanations that fit
evidence.
SC.6.N.2.3: (Not Assessed)
Recognize that scientists
who make contributions to
scientific knowledge come
from all kinds of
backgrounds and possess
CPALMS Resources
SC.6.N.1.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/174
8
SC.6.N.1.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/171
7
SC.6.N.1.3
http://www.cpalms.org/Public/
PreviewStandard/Preview/174
9
SC.6.N.1.4
http://www.cpalms.org/Public/
PreviewStandard/Preview/175
0
method is required for all
students. See
www.browardscience.com
for details.
SC.6.N.1.1
Unit 1 Lesson 2 Science
Fusion Digital Scientific
Investigations-Virtual Lab
Identify the Controls and
Variables
http://www.biologycorner.
com/worksheets/controls.ht
ml
Research and
experimentation Pages
R18-R22
Virtual Lab: Unit 1Lesson 3 Science Fusion
Digital Representing DataVirtual Lab
Activity: Stations
Interpreting various
graphs.
Reading Strategy: graphic
organizer People in
Science Dijanna Figueroa
Marine Biologist Earth
Science Textbook p. 16
Activity: Making and
Interpreting Graphs Earth
Science Textbook Pages
R34-R36
investigation. Students will interpret and/or
analyze data to make predictions and/or
defend conclusions. Students will distinguish
between an experiment and other types of
scientific investigations where variables
cannot be controlled. Students will explain
how hypotheses are valuable.
Content Limits:(SC.6.N.1.1, SC.6.N.1.3)
Items addressing hypotheses will not assess
whether the hypothesis is supported by
data. Items will not address or assess
replication, repetition, or the difference
between replication and repetition. Items will
not assess the reason for differences in data
across groups that are investigating the same
problem.
Clarification: (SC.6.N.1.2, SC.6.N.1.4)
Students will differentiate between
replication and repetition.
Students will explain why scientific
investigations should be replicable.
Students will compare methods and/or results
obtained in a scientific investigation.
Students will evaluate the use of repeated
trials or replication in a scientific
investigation.
Content Limits: (SC.6.N.1.2, SC.6.N.1.4)
None specified
6
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
varied talents, interests, and
goals.
ExploreLearning Gizmos:
SC.6.N.3.4: (Not Assessed)
 Graphing Skills
Identify the role of models
 Reaction Time 1 (Graphs
and Statistics)
in the context of the sixth
 Triple Beam Balance
grade science benchmarks.
KEY TERMS: repetition, replication, experiment, observation, hypothesis, independent variable, dependent variable, data
Revised 8/17/15
7
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Unit#: 10
Unit Title: Energy in the Earth System
Body of Knowledge: Earth and Space Science
Big Idea 6: Earth’s Systems and Patterns
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 5/150
Essential Questions:
How does energy move through Earth’s systems?
Notes:
*Nature of Science Benchmarks should be taught ALL year.
*POE Strategy: Predict, Observe and Explain
The following standards below are included in the Earth Science Course
Description, but are not (assessed) on the FCAT 2.0 Science Assessment.
Essential
Content
Heat transfer:
Radiation,
Convection,
Conduction,
Relate Sun’s
energy to
temperature
differences
between air,
water, and land

Benchmarks (DOK):
Objectives and Skills
SC.6.E.7.1(2):
Differentiate among
radiation, conduction, and
convection, the three
mechanisms by which
heat is transferred through
Earth's system.
SC.6.E.7.5(3): Explain
how energy provided by
the sun influences global
patterns of atmospheric
movement and the
temperature differences
between air, water, and
land.
Instructional Resources:
(Select benchmark
specific resource)
Science Fusion
Earth Science Textbook
Unit 10 Lesson 3: Energy
Transfer
SC.6.E.7.1
Convection, Conduction,
Radiation Interactive
Lesson
http://www.pbslearningmedia
.org/asset/lsps07_int_heattran
sfer/
Schedule Type
Pacing (Days)
Traditional
Block
5
2.5
Instructional Strategies:
(recommended activities
and labs)
Benchmark
Clarifications/Learning goals (BC)
and Content Limits (CL)
SC.6.E.7.1

Lab: Three Bears Heat
Investigation
http://serc.carleton.edu/sp/mnst
ep/activities/27004.html
Clarification: SC.6.E.7.1, SC.6.E.7.5
Explain how energy provided by the Sun
influences global patterns of
atmospheric movement and/or the
temperature differences among air,
water, and land. Students will
SC.6.E.7.5
differentiate among radiation,
POE (see notes): Weather
conduction, and convection in Earth’s
and Heat Energy
systems.
http://www.fossweb.com/deleg Content Limits: SC.6.E.7.1,
ate/ssi-fossSC.6.E.7.5 Items may assess causes of
ucm/Contribution%20Folders/F
wind and wind patterns but will not
OSS/multimedia_ms_1E/Weath assess knowledge of the Coriolis
erandWater/matterandenergy/h
Effect. Items assessing radiation,
eattransfer.html Animation
conduction, and/or convection should
be in the context of the atmosphere,
geosphere, and hydrosphere on Earth.
ExploreLearning Gizmos:
SC.6.E.7.1
• Conduction and Convection
• Radiation
CPALMS Resources
SC.6.E.7.1
http://www.cpalms.org/Publi
c/PreviewStandard/Preview/1
758
SC.6.E.7.5
http://www.cpalms.org/Publi
c/PreviewStandard/Preview/1
762
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): heat, temperature, radiation, convection, conduction
Revised 8/17/15
8
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 11
Unit Title: Weather and Climate
Body of Knowledge: Earth and Space Science
Big Idea 6: Earth’s Systems and Patterns
Essential Questions:
What are the parts of the Earth system?
What is the atmosphere?
What is wind?
How does water move in the ocean?
How does water change state and move around on Earth?
What is weather and how can we describe different types of weather
conditions?
How do the water cycle and other global patterns affect local weather?
How is climate affected by energy from the sun and variations on Earth’s
surface?
Essential
Content
Differences
and
interactions of
Earth’s
spheres
The
atmosphere:
protection and
insulation of
the Earth
Revised 8/17/15
Benchmarks (DOK):
Objectives and Skills
SC.6.E.7.4(3):
Differentiate and show
interactions among the
geosphere, hydrosphere,
cryosphere, atmosphere,
and biosphere.
SC.6.E.7.9(2): Describe
how the composition and
structure of the atmosphere
protects life and insulates
the planet
Instructional Resources:
(Select benchmark specific
resource)
Science Fusion
Earth Science Textbook
Unit 10
Lesson 1: Earth’s Spheres
Lesson 2: The Atmosphere
Lesson 4: Wind in the
Atmosphere
Lesson 5: Ocean Currents
Unit 11
Lesson 2: Elements of Weather
Lesson 3: What Influences
Weather?
2001010
2001020
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 29/150
Schedule Type
Pacing (Days)
Traditional
Block
29
14.5
Notes:
*Nature of Science Benchmarks should be taught ALL year.
*Include interactions among spheres when teaching winds, ocean
currents, the water cycle, weather and climate.
*RACE Strategy
Restate the question
Answer the question
Cite support from the text, lab, demo etc.
Explain why
*The following standards below are included in the Earth Science Course
Description, but are not (assessed) on the FCAT 2.0 Science Assessment
and have been moved to the end of the curriculum map.
SC.6.E.7.7, Unit 11: Lesson 5 Natural Disasters in Florida
SC.6.E.7.8,
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
SC.6.E.7.4

Activity: Use pictures from
magazines and have students
identify interactions between
spheres and justify their
answers.
Clarification: SC.6.E.7.2, SC.6.E.7.3,
SC.6.E.7.4, SC.6.E.7.6, SC.6.E.7.9
Students will differentiate and/or explain
interactions among the geosphere,
hydrosphere, cryosphere, atmosphere, and
biosphere.
Students will describe and/or explain how
the cycling of water and global patterns
influence local weather and climate.
Students will differentiate between
weather and climate.
Students will describe the composition and
structure of the atmosphere and/or how the
SC.6.E.7.9
Layers of the Atmosphere
Foldable
http://www.windows2univers
e.org/earth/Atmosphere/layer
s_activity_print.html
9
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Local winds
and the jet
stream and
their
influences on
local weather.
Ocean
Currents
influences on
local weather.
The water
cycles and its
effect on
weather
patterns and
climate.
Difference
between
weather and
climate.
SC.6.E.7.3(3): Describe
how global patterns such as
the jet stream and ocean
currents influence local
weather in measurable
terms such as temperature,
air pressure, wind direction
and speed, and humidity
and precipitation.
SC.6.E.7.2(3): Investigate
and apply how the cycling
of water between the
atmosphere and
hydrosphere has an effect
on weather patterns and
climate.
SC.6.E.7.6(2):
Differentiate between
weather and climate.
Lesson 4: p. 670, 672
Lesson 6: Climate
SC.6.E.7.2, SC.6.E.7.3
Jet Stream: Online Weather
for Students
http://www.srh.noaa.gov/jetstre
am/
The Ocean’s Role in Weather
and Climate
http://oceanservice.noaa.gov/ed
ucation/pd/oceans_weather_cli
mate/welcome.html
Weather Systems and
Patterns
http://www.education.noaa.gov/
Weather_and_Atmosphere/Wea
ther_Systems_and_Patterns.htm
l
Video: The Ocean-Driving
force for Weather and Climate
(download from website)
http://svs.gsfc.nasa.gov/cgibin/details.cgi?aid=11056
SC.6.E.7.6
Climate
http://www.weatherwizkids.co
m/weather-climate.htm
CPALMS Resources
SC.6.E.7.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/1759
SC.6.E.7.4
http://www.cpalms.org/Public/
Revised 8/17/15
Discussion: Citizen Science
–Clearing the Air, pp. 550551

SC.6.E.7.3
Activity: Use RACE strategy
(see Notes) to answer the
guiding question, “How do
winds influence local
weather?
Reading Strategy: Graphic
organizer, People in Science
Evan B. Forde
Oceanographer Earth
Science Textbook p. 564
SC.6.E.7.2
Strategy: Use RACE (See
notes) to answer the question,
“How does the water cycle
influence local weather?”
Repeat for Wind and Ocean
Currents
SC.6.E.7.6
Activity: Describe weather
conditions using a series of
weather data maps.
http://www.weather.unisys.c
om/surface/index.html
Build a Weather Station:
Document Weather
conditions and determine
relationships.
Make an Anemometer
https://www.sercc.com/educa
tion_files/anemometer.pdf
Homemade Barometer
http://reekoscience.com/scien
ceexperiments/pressure/homem
atmosphere protects life and insulates the
planet.
Content Limits: SC.6.E.7.2, SC.6.E.7.3,
SC.6.E.7.4, SC.6.E.7.6, SC.6.E.7.9 Items
will not assess atmospheres of planets
other than Earth.
Items may assess atmospheric conditions
and their resulting weather phenomena,
such as hurricanes, tornadoes, lightning,
fronts, and precipitation.
Items will not address auroras.
Items will not assess the causes of global
warming or the ozone hole but may assess
their effects.
Items may assess the layers of the
atmosphere and/or the function of each.
Items should not assess the water cycle in
isolation.
10
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
PreviewStandard/Preview/1761
SC.6.E.7.9
http://www.cpalms.org/Public/
PreviewStandard/Preview/1766
ade-barometer
Math: Focus on Florida:
Florida’s Weather
Community, Math
Connection Earth Science
Textbook p.665
Weather and Climate Data
Investigation
http://scied.ucar.edu/activity/
weather-and-climate-dataexploration
ExploreLearning Gizmos:
SC.6.E.7.2
• Water Cycle
SC.6.E.7.3
• Coastal Winds and Clouds
• Weather Maps
• Relative Humidity
SC.6.E.7.9
• Greenhouse Effect
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Earth system, Geosphere hydrosphere cryosphere atmosphere
biosphere, air pressure, thermosphere, mesosphere, stratosphere, troposphere, ozone layer, greenhouse effect, wind , Coriolis effect, global wind, jet stream,
local wind, ocean current, surface current, Coriolis effect, deep current, convection current, upwelling, weather, humidity, relative humidity, dew point,
precipitation, air pressure, air mass, front , jet stream, : weather , climate, latitude, topography, elevation, surface currents
Revised 8/17/15
11
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 6
Unit Title: Earth’s Structures
Body of Knowledge: Earth and Space Science
Big Idea 6: Earth’s Structures
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 9 /150
Schedule Type
Essential Questions
What are Earth’s layers? (Lesson 3)
What is plate tectonics? (Lesson 4)
How do mountains form? (Lesson 5)
Why do earthquakes happen? (Lesson 6)
How do volcanoes change Earth’s surface? (Lesson 7)
Essential
Content
Layers of the
Earth
Benchmarks (DOK):
Objectives and Skills
SC.7.E.6.1(2): Describe the
layers of the solid Earth,
including the lithosphere,
the hot convecting mantle,
and the dense metallic liquid
and solid cores.
Instructional Resources:
(Select benchmark
specific resource)
Science Fusion
Earth Science Textbook
Unit 6
Lesson 3: Earth’s Layers
(NOTE: Omit Mesosphere and
Asthenosphere as per course
description.)
CPALMS Resources
SC.7.E.6.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/179
2
SC.7.E.6.7
http://www.cpalms.org/Public/
PreviewStandard/Preview/179
9
Revised 8/17/15
Pacing (Days)
9
Traditional
4.5
Block
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
* Omit Mesosphere and Asthenosphere as per course description.
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
SC.7.E.6.1
Strategy: Earth’s Layers
Foldable
http://mjksciteachingideas.c
om/pdf/EarthFoldable.pdf
Clarification: SC.7.E.6.1, Students will
describe the scientific theory of plate
tectonics and/or how the movement of
Earth’s crustal plates and the flow of heat
and material cause various geologic events
to occur. Students will identify and/or
describe the layers of Earth.
Content Limits: SC.7.E.6.1, Items will not
assess types of volcanoes but may assess
different causes of volcano formation. Items
will not assess types of earthquake
waves. Items may assess density differences
between layers of Earth but will not assess
density differences as they relate to plate
tectonics.
Items assessing the layers of Earth are
limited to the crust, the lithosphere, the hot
convecting mantle, the outer (liquid) core,
and the inner (solid) core.
SC.7.E.6.1, SC.7.E.6.7
Activity: Edible Earth
http://www.amnh.org/ology/
features/stufftodo_earth/edi
ble_main.php
SC.7.E.6.7
Culminating ActivityRead or view film “Journey
to the Center of the Earth”
and compare/contrast the
layers as shown in the
movie to what they have
learned through other
curriculum lessons and
activities.
12
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): crust, mantle, convection, inner core, outer core, lithosphere
Science Fusion
Theory of
SC.7.E.6.5(2): Explore the
SC.7.E.6.5, SC.7.E.6.7
Clarification: SC.7.E.6.5, SC.7.E.6.7
Earth Science Textbook
plate tectonics scientific theory of plate
Lab: Snack Tectonics
Students will describe the scientific theory
tectonics by describing how Unit 6 Lesson 4: What is plate
http://www.windows2univer of plate tectonics and/or how the movement
tectonics?
Plate
the movement of Earth's
se.org/teacher_resources/tea of Earth’s crustal plates and the flow of heat
Lesson 6: Earthquakes
boundaries
crustal plates causes both
ch_snacktectonics.html
and material cause various geologic events
Lesson 7: Volcanoes
slow and rapid changes in
Lab: Making Fault models
to occur. Students will identify and/or
(omit pages 351 and 352)
Tectonic plate Earth's surface, including
http://www.madsci.org/post describe the layers of Earth.
movement as
volcanic eruptions,
s/archives/jun2001/9918691 Content Limits: SC.7.E.6.5, SC.7.E.6.7
SC.7.E.6.5, SC.7.E.6.7
it relates to
earthquakes, and mountain
99.Es.r.html
Items will not assess types of volcanoes but
Video: Plate Tectonics
mountain
building.
Writing: Describe each
may assess different causes of volcano
(00:02:05)
building
Tectonic Boundary as
formation.
http://www.sciencechannel.com
shown
in
the
animation
Items will not assess types of earthquake
SC.7.E.6.7(2): Recognize
/tv-shows/greatestTypes of
https://www.classzone.com/
waves. Items may assess density differences
that heat flow and
discoveries/videos/100faults
books/earth_science/terc/co
between layers of Earth but will not assess
movement of material
greatest-discoveries-platentent/visualizations/es0804/
density differences as they relate to plate
within Earth causes
tectonics/
es0804page01.cfm?chapter_
tectonics. Items assessing the layers of
earthquakes and volcanic
Volcanoes and eruptions, and creates
no=visualization
Earth are limited to the crust, the
SC.7.E.6.7, SC.7.E.6.4,
eruptions
lithosphere, the hot convecting mantle, the
Earthquake and Plate
mountains and ocean
SC.7.E.6.5
outer (liquid) core, and the inner (solid)
Tectonics
Project
basins.
The Story of Plate Tectonics
http://www.k12science.org/
core.
http://pubs.usgs.gov/gip/dynam
curriculum/musicalplates3/e
Clarification: SC.7.E.6.4 Students will
SC.7.E.6.4(3): Explain and
ic/
n/index.shtml
identify examples of and/or explain physical
give examples of how
SC.7.E.6.5,
SC.7.E.6.7
evidence that supports scientific theories
Earthquakes-location
and
physical evidence supports
Plate
Boundaries
that Earth has evolved over geologic time
prediction
of
activities
scientific theories that
http://www.iris.edu/hq/files/pro http://www.sciencenetlinks. due to natural processes. Students will
Earth has evolved over
grams/education_and_outreach/ com/lessons.php?Benchmar identify and/or describe current scientific
geologic time due to
aotm/11/2a.PlateBoundaries_B
kID=4&DocID=482
methods for measuring the age of Earth and
natural processes.
ackground.pdf
its parts.
Video:
Mt.
St.
Helen’s
Back
Reading
Strategy:
graphic
Content Limits: SC.7.E.6.4 Items may
SC.6.N.3.1(2): Recognize
from
the
Dead
organizer
People
in
Science
address fossil records but should not require
and explain that a scientific
http://video.pbs.org/video/1485
Estella
Atekwana
knowledge or recognition of specific
theory is a well-supported
211138/
Geophysicist
Earth
Science
organisms. Items may address folding and
and widely accepted
Textbook pages 326-327
faulting as related to the law of
explanation of nature and is
superposition. Items assessing radioactive
not simply a claim posed
CPALMS
Resources
dating will be limited to a conceptual level.
by an individual. Thus,
SC.7.E.6.4
Items will not require calculations or
ExploreLearning
Gizmos:
the use of the term theory
http://www.cpalms.org/Public/
address half-life. Items addressing geologic
SC.7.E.6.5
in science is very different
PreviewStandard/Preview/1796
Revised 8/17/15
13
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
than how it is used in
everyday life.
SC.7.E.6.5
http://www.cpalms.org/Public/
PreviewStandard/Preview/1797
SC.7.E.6.7
http://www.cpalms.org/Public/
PreviewStandard/Preview/1799


Plate Tectonics
Earthquake – Recording
Station
SC.7.E.6.4
 Building Pangaea
time will not require specific knowledge of
eras, periods, or epochs.
Clarification: (SC.6.N.3.1) Students will
explain the difference between theories
and laws. Students will identify examples
of theories and/or laws. Students will
explain why theories may be modified but
are rarely discarded.
Content Limits: (SC.6.N.3.1) Items
addressing scientific theories and/or laws
are limited to those found in the middle
school science benchmarks, such as law
of universal gravitation, law of
superposition, theory of plate tectonics,
atomic theory, law of conservation of
mass, law of conservation of energy, cell
theory, and the scientific theory of
evolution.
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): deformation, folding, syncline, anticline, fault, shear stress, tension,
compression Pangea, sea-floor spreading, theory of plate tectonics, tectonic plates, convergent boundaries, divergent boundaries, transform boundaries,
convection earthquakes, Focus, epicenter, tectonic plate ,boundary, deformation, elastic rebound, tsunami Volcano, magma, lava, vent, pyroclastic material,
fissure, caldera, tectonic plates, hot spots
Revised 8/17/15
14
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 8
Unit Title: Weathering Erosion, Deposition
and Landforms
Body of Knowledge: Earth and Space Science
Big Idea 6: Earth’s Structures
Essential Questions
What is the rock cycle?
How does weathering change Earth’s surface?
How does water change Earth’s surface?
How do wind, ice, and gravity change Earth’s surface?
What are Earth’s natural resources?
What impact can human activities have on land resources?
What impact can human activities have on water resources?
How do humans impact Earth’s atmosphere?
How can Earth’s resources be used wisely?
Essential
Content
Physical
Weathering
Chemical
Weathering
Benchmarks (DOK):
Objectives and Skills
SC.6.E.6.1(2): Describe
and give examples of
ways in which Earth's
surface is built up and
torn down by physical and
chemical weathering,
erosion, and deposition.
Formation of
Landforms
SC.7.E.6.2(3)Identify the
patterns within the rock
cycle and relate them to
surface events
(weathering and erosion)
and sub-surface events
(plate tectonics and
mountain building).
Landforms and
SC.6.E.6.2(2): Recognize
Erosion &
Deposition
The rock cycle
Revised 8/17/15
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 29/150
Schedule Type
Pacing (Days)
Traditional
29
Block
14.5
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
*Unit 9 Lesson 1 Not assessed, but needed to provide knowledge for
Lessons 2-5.
*The following standards below are included in the Earth Science Course
Description, but are not (assessed) on the FCAT 2.0 Science Assessment.
SC.6.N.3.4: (Not Assessed)
Instructional Resources:
(Select benchmark
specific resource)
Science Fusion
Earth Science Textbook
SC.6.E.6.1
Unit 8 Lesson 1: Weathering
Lesson 2: Erosion and
Deposition by Water
Lesson 3: Erosion and
Deposition by Wind, Ice, and
Gravity
SC.7.E.6.2
Unit 6 Lesson 1: page 276278 ONLY (Minerals were
taught in 5th grade, just review
the basics.)
Lesson 2: The Rock Cycle.
SC.6.E.6.2 Unit 8 Lesson 4:
Landforms and Florida
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
SC.6.E.6.1
Lab: Weathering Stations
Lab: Access website and find
“Activities and Labs” section.
Each station has a link.
http://scienceclass.net/archive/scienceclass/Geology/weathering_ero
sion.htm
Virtual Lab: How do certain
factors affect the erosion of
soil by water?
http://www.glencoe.com/sites/
common_assets/science/virtua
l_labs/ES08/ES08.html
Types of Erosion: Think Pair
Share or Free Form mapping
http://www.dpi.nsw.gov.au/__
Clarification: SC.6.E.6.1, SC.7.E.6.2,
SC.6.E.6.2, SC.7.E.6.6 Students will
identify and/or describe steps of the rock
cycle and relate them to surface and subsurface events. Students will describe
and/or explain how Earth’s surface is
built up and torn down through the
processes of physical and chemical
weathering, erosion, and
deposition. Students will identify
different types of landforms commonly
found on Earth.
Students will describe similarities and/or
differences among landforms found in
Florida and those found outside of
Florida. Students will identify and/or
describe the impact that humans have had
on Earth.
15
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Florida:
How Humans
Use Land
Land
Degradation
that there are a variety of
different landforms on
Earth's surface such as
coastlines, dunes, rivers,
mountains, glaciers,
deltas, and lakes and
relate these landforms as
they apply to Florida.
SC.7.E.6.6(2): Identify
the impact that humans
have had on Earth, such
as deforestation,
urbanization,
desertification, erosion,
air and water quality,
changing the flow of
water.
SC.7.E.6.6
Unit 9 Lesson 1: Natural
Resources
Lesson 2: Human Impact on
Land
SC.6.E.6.1
Chemical and Mechanical
Weathering
http://www.geography4kids.co
m/files/land_weathering.html
Weathering and erosions
photos
http://science.nationalgeograp
hic.com/science/photos/weath
ering-erosion-gallery/#/baffinisland_832_600x450.jpg
Weathering and erosions
photos
http://science.nationalgeograp
hic.com/science/photos/weath
ering-erosion-gallery/#/baffinisland_832_600x450.jpg
SC.7.E.6.2
The Rock Cycle Interactive
http://www.geolsoc.org.uk/roc
kcycle
SC.6.E.6.2
Florida’s land Then and
Now:
http://fcit.usf.edu/florida/lesso
ns/land/land.htm
SC.6.E.6.6
Video: Desertification
http://www.unccd.int/en/medi
acenter/Multimedia/VideoGalle
Revised 8/17/15
data/assets/pdf_file/0003/2551
53/fact-sheet-1-types-oferosion.pdf
Reading Strategy: Concept
Map Focus on Florida: Tampa
Bay Estuary, Earth Science
textbook p. 460-461
SC.7.E.6.2
Lab: The Crayon Rock Cycle
Lab
http://www.mysciencebox.org/
crayonrock
Lab: Rock cycle using
Starburst
http://www.jenksps.org/pages/
uploaded_files/Starburst%20R
ock%20Lab.pdf
SC.6.E.6.2
Activity: Sorting types of
landforms and the processes
that form them and relation to
Florida.
SC.6.E.6.6
Citizen Science: Investigating
Water Resources, pp. 480-481
Reading Strategy: graphic
organizer People in Science:
Angel Montoya, Conservation
Biologist, Earth Science
textbook pp. 500-501
Strategy: Free form mapping
and presentation Pollutants
Threaten Everglades Future
http://www.earthmagazine.org
/article/pollutants-threateneverglades-future
Activity: Citizen Science:
Content Limits: SC.6.E.6.1, SC.7.E.6.2,
SC.6.E.6.2, SC.7.E.6.6 Items may use the
context of plate tectonics to assess the
rock cycle but will not directly assess
plate tectonics. Items will not assess the
role of plate tectonics in landform
formation. Items may assess the features
of karst topography, such as aquifers,
caverns, and/or sinkholes, but will not use
the term karst topography
16
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
ry/Pages/Desertification.aspx
(6:05)
Pollutants Threaten
Everglades Future
http://www.earthmagazine.org
/article/pollutants-threateneverglades-future
Everglades Q&A
http://www.nrdc.org/water/con
servation/qever.asp
Save a Beach, Earth Science
textbook pp. 420-421
ExploreLearning Gizmos:
SC.6.E.6.1
 Porosity
SC.7.E.6.2
 Rock Cycle
 Rock Classification
SC.6.E.6.2
 Building Topographic Maps
CPALMS Resources
SC.6.E.6.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/175
6
SC.6.E.6.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/175
7
SC.7.E.6.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/179
3
SC.7.E.6.6
http://www.cpalms.org/Public/
PreviewStandard/Preview/179
8
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Weathering, physical weathering, abrasion, chemical weathering, acid
precipitation, Erosion, deposition, weathering, erosion, deposition , igneous rock, sedimentary rock, metamorphic rock, rock cycle, Mountain, Glacier, lake,
river, delta, coastline, dune, floodplain, delta, alluvial fan, ground water, shoreline, beach, sandbar, barrier island, Dune, loess, glacier, glacial drift, creep, rock
fall, landslide, mudflow, natural resource, renewable resource, nonrenewable resource, fossil fuel, material resource, energy resource
Revised 8/17/15
17
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 7
Unit Title: Earth’s History
Body of Knowledge: Earth and Space Science
Big Idea 6: Earth’s Structures
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 7 /150
Schedule Type
Essential Questions
How do we learn about Earth’s history?
How is the relative age of rock measured?
How is the absolute age of rock measured?
Essential
Content
Law of
Superposition
Radioactive
dating
Evidence of
Earth’s
changes over
time
Benchmarks (DOK):
Objectives and Skills
SC.7.E.6.3(2): Identify
current methods for
measuring the age of Earth
and its parts, including the
law of superposition and
radioactive dating.
SC.7.E.6.4(3): Explain and
give examples of how
physical evidence supports
scientific theories that
Earth has evolved over
geologic time due to
natural processes.
Instructional Resources:
(Select benchmark specific
resource)
Science Fusion
Earth Science Textbook
Unit 7
Lesson 1: Geologic Change
Over Time
Lesson 2: Relative Dating
Lesson 3: Absolute Dating
Explorations through Time
Resource for interactive
lessons.
http://www.ucmp.berkeley.edu/
education/explotime.html
CPALMS Resources
SC.7.E.6.4
http://www.cpalms.org/Public/
PreviewStandard/Preview/1796
SC.7.E.6.3
http://www.cpalms.org/Public/
PreviewStandard/Preview/1795
Instructional Strategies:
(recommended activities
and labs)
Benchmark
Clarifications/Learning goals (BC)
and Content Limits (CL)
SC.7.E.6.4

Activity: Citizen Science:
Preserving the Past, Earth
Science textbook pp. 370-371
Clarification: SC.7.E.6.3, SC.7.E.6.4
Students will identify examples of
and/or explain physical evidence that
supports scientific theories that Earth has
evolved over geologic time due to
natural processes. Students will identify
and/or describe current scientific
methods for measuring the age of Earth
and its parts.
Content Limits: SC.7.E.6.3, SC.7.E.6.4
Items may address fossil records but
should not require knowledge or
recognition of specific organisms. Items
may address folding and faulting as
related to the law of superposition. Items
assessing radioactive dating will be
limited to a conceptual level. Items will
not require calculations or address halflife.
Items addressing geologic time will not
require specific knowledge of eras,
periods, or epochs.
Strategy: Cornell Notes What
Can We Learn From
The Rock Record? Interactive
Lesson
http://www.napscience.com/ear

thscience/onlinefossils.pdf
SC.7.E.6.3
Interactive activity: Relative
Rock Layers
http://sciencelearn.org.nz/Conte
xts/Dating-the-Past/SciMedia/Animations-andInteractives/Relative-rocklayers
Activities: Determining
Revised 8/17/15
Pacing (Days)
7
Traditional
3.5
Block
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
*When teaching SC.7.E.6.4 remember to include all previously addressed
ways Earth has changed over time. For example: Erosion, plate tectonics,
*The following standards below are included in the Earth Science Course
Description, but are not (assessed) on the FCAT 2.0 Science Assessment.
18
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Relative Age of Rock and
Skittle Dating
http://www.most.org/curriculu
m_project/Earth_Science/Middl
e_School/Post/Determining_Ag
e_of_Rocks_&_Fossils.pdf
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): Uniformitarianism, fossil, trace fossil, ice core, Absolute dating,
radioactive decay, half-life, radiometric dating
Revised 8/17/15
19
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 2
Unit Title: The Universe
Body of Knowledge: Earth and Space Science
Big Idea: 5 Earth in Space and Time
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 13/150
Schedule Type
Essential Questions
What makes up the universe? Unit 2 (Lesson 1)
What are some properties of stars? (Unit 2 Lesson 2)
What are the properties of the sun? (Unit 3 Lesson 3)
Essential
Content
Hierarchy and
Structure of
the universe
Size of the
universe
Revised 8/17/15
Benchmarks (DOK):
Objectives and Skills
SC.8.E.5.3(3): Distinguish
the hierarchical relationships
between planets and other
astronomical bodies relative
to solar system, galaxy, and
universe, including distance,
size, and composition.
SC.8.E.5.1(2): Recognize
that there are enormous
distances between objects in
space and apply our
knowledge of light and
space travel to understand
this distance.
SC.8.E.5.2(1): Recognize
that the universe contains
many billions of galaxies
and that each galaxy
contains many billions of
stars.
Pacing (Days)
13
Traditional
6.5
Block
Standards Notes:
Nature of Science Benchmarks should be taught ALL year.
Instructional Resources:
(Select benchmark
specific resource)
Science Fusion
Earth Science Textbook
Unit 2 Lesson 1: Structure of
the Universe
SC.8.E.5.3, SC.8.E.5.2
Galaxy Zoo
http://www.galaxyzoo.org/
CPALMS Resources
SC.8.E.5.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/182
7
SC.8.E.5.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/182
8
SC.8.E.5.3
http://www.cpalms.org/Public/
PreviewStandard/Preview/182
9
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
SC.8.E.5.1, SC.8.E.5.3
Lab: Comparing the
Distance Between Planets (or
similar)
http://msnucleus.org/member
ship/html/k6/uc/solar_system/2/ucss2_2a
.html
Activity: Time Travel to the
Edge of the Universe and
Back (See “middle school
extension” )
http://www.pbs.org/deepspac
e/classroom/activity1.html
Activity: Citizen Science:
Galaxy Zoo Earth Science
textbook pages 50-51.
Reading Strategy: graphic
organizer, People in Science:
Hakeem Oluseyi
Astrophysicist Earth Science
textbook pages 62-63.
Clarification: SC.8.E.5.1, SC.8.E.5.2,
SC.8.E.5.3 Students will compare and/or
contrast the relative distance, relative size,
and general composition of astronomical
bodies in the universe. Students will
describe distances between objects in
space in the context of light and space
travel. Students will describe that the
universe contains billions of galaxies and
stars.
Content Limits: SC.8.E.5.1, SC.8.E.5.2,
SC.8.E.5.3 Items assessing astronomical
bodies are limited to planets, stars, moons,
asteroids, nebulae, galaxies, dwarf planets,
and comets. Items will not assess the order
of the planets from the Sun in our solar
system in isolation.
Items will not require memorization of
quantitative astronomical data. Items will
not assess the specific chemical
composition of astronomical bodies.
Items will not require calculations but may
require comparison or use of quantitative
data, including tables
20
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): solar system, planet, star, galaxy, light-year, universe, astronomical
units (AU), dwarf planet,
Science Fusion
Physical
SC.8.E.5.5(2): Describe and
SC.8.E.5.5
Clarification: SC.8.E.5.5, SC.8.E.5.6
Earth Science Textbook
properties of
classify specific physical
Activity: Star Absolute and
Students will describe and/or classify
SC.8.E.5.5
stars
properties of stars: apparent
Apparent Magnitudes
physical properties of stars: apparent
Unit 2 Lesson 2: Stars
magnitude (brightness),
http://www.dvusd.org/cms/li
magnitude, temperature (color), size, and
SC.8.E.5.6
Structure of
temperature (color), size,
b07/AZ01901092/Centricity/ absolute brightness. Students will evaluate
Unit 3 Lesson 3: The Sun
the sun
and luminosity (absolute
Domain/3817/star%20magnit models of solar properties and/or explain
(omit page 114)
brightness).
ude.pdf
solar characteristics, including rotation,
structure of the Sun, convection, sunspots,
SC.8.E.5.6(1): Create
solar flares, and prominences.
SC.8.E.5.6
SC.8.E.5.5
models of solar properties
Activity: Edible Model of the Content Limits: SC.8.E.5.5, SC.8.E.5.6
Video: Star Size Comparison
including: rotation, structure https://www.youtube.com/wat Sun
Items addressing stars will focus on main
of the Sun, convection,
http://sunearthday.nasa.gov/2 sequence stars and their properties. Items
ch?v=HEheh1BH34Q (2:33)
sunspots, solar flares, and
007/materials/solar_cookie.p will not assess stages of stellar evolution.
(This will need to be
prominences.
df
Items will not assess the specific chemical
downloaded from youtube
composition of stars.
using a website such as
keepvid.com)
ExploreLearning Gizmos:
SC.8.E.5.5
SC.8.E.5.6
Lesson Plan: The Sun
• H-R Diagram
http://www.sciencenetlinks.co • Star Spectra
m/lessons.php?BenchmarkID=
4&DocID=166
Video: Could a Solar Flare
Destroy the Earth?
http://videos.howstuffworks.c
om/howstuffworks/4670could-a-solar-flare-destroythe-earth-video.htm (1:51)
CPALMS Resources
SC.8.E.5.5
http://www.cpalms.org/Public/
PreviewStandard/Preview/183
1
SC.8.E.5.6
http://www.cpalms.org/Public/
PreviewStandard/Preview/183
Revised 8/17/15
21
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
2
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): star, apparent magnitude, luminosity(absolute brightness), convection,
convection zone, radiation zone, core, nuclear fusion, sunspots, solar flares, prominences
Revised 8/17/15
22
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 3
Unit Title: The Solar System
Body of Knowledge: Earth and Space Science
Big Idea 5: Earth in Space and Time
Based on days Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 17/150
Schedule Type
Essential Questions
How have people modeled the solar system? (Lesson 1)
Why is gravity important in the solar system? (Lesson 2)
What is known about the terrestrial planets? (Lesson 4)
What is known about the gas giant planets? (Lesson 5)
What is found in the solar system besides the sun, planets, and moons? (Lesson
6)
Essential
Content
Compare and
contrast
Geocentric
and
Heliocentric
models
Scientific
knowledge
changes
The Law of
Universal
Gravitation
Properties of
terrestrial
Revised 8/17/15
Benchmarks (DOK):
Objectives and Skills
SC.8.E.5.7(2): Compare and
contrast the properties of
objects in the Solar System
including the Sun, planets,
and moons to those of Earth,
such as gravitational force,
distance from the Sun,
speed, movement,
temperature, and
atmospheric conditions.
SC.8.E.5.4(3): Explore the
Law of Universal
Gravitation by explaining
the role that gravity plays in
the formation of planets,
stars, and solar systems and
in determining their
motions.
Instructional Resources:
(Select benchmark
specific resource)
Science Fusion
Earth Science Textbook
Unit 3
Lesson 1: Historical Models
of the Solar System
Lesson 2: Gravity and the
Solar System
Lesson 4: The Terrestrial
Planets
Lesson 5: The Gas Giant
Planets
Lesson 6: Small Bodies in the
Solar System
SC.8.E.5.8
Heliocentric and Geocentric
models
http://www.universetoday.com
/36487/difference-betweengeocentric-and-heliocentric/
Pacing (Days)
17
Traditional
8.5
Block
Notes: Nature of Science Benchmarks should be taught ALL year.
The following benchmarks below are included in the Earth Science Course
Description, but are not (assessed) on the FCAT 2.0 Science Assessment.
SC.6.N.2.3: (Not Assessed)
SC.6.N.3.2: (Not Assessed)
SC.6.N.3.3: (Not Assessed)
Instructional Strategies:
(recommended activities
and labs)
Field trip ideas BC Planetarium
 Fox Observatory in
Markham Park
SC.8.E.5.7,
Activity: Citizen Science:
Solar System Discoveries
Earth Science textbook pages
82-83.
SC.6.N.2.3
Reading Strategy: graphic
organizer People in Science:
A. Wesley Ward Geologist
Earth Science textbook pages
136-137.
Strategy: Compile data from
all planets into one data table.
See benchmark for what to
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
Clarification: SC.8.E.5.7, SC.8.E.5.4,
SC.8.E.5.8 Students will compare and/or
contrast the characteristics of objects in
the Solar System. Students will identify
and/or explain the role that gravity plays
in the formation and motion of planets,
stars, and solar systems. Students will
compare and/or contrast various historical
models of the Solar System.
Content Limits: SC.8.E.5.7, SC.8.E.5.4,
SC.8.E.5.8 Items will not require the use
of the formula for the Law of Universal
Gravitation or the gravitational
constant. Items may assess the presence,
absence, and/or relative thickness of
planetary atmospheres, but not the
chemical composition of the atmosphere.
Items may assess the relationship between
distance from the Sun and the length of
year and/or the relationship between
23
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
planets
Properties of
gas giant
planets
Properties of
Small Bodies
in the Solar
system
SC.8.E.5.8(2): Compare
various historical models of
the Solar System, including
geocentric and heliocentric.
SC.6.N.2.2(2): Explain that
scientific knowledge is
durable because it is open to
change as new evidence or
interpretations are
encountered.
SC.6.N.2.3 (Not Assessed)
Recognize that scientists
who make contributions to
scientific knowledge come
from all kinds of
backgrounds and possess
varied talents, interests, and
goals.
SC.6.N.3.2 (Not Assessed)
Recognize and explain that a
scientific law is a
description of a specific
relationship under given
conditions in the natural
world. Thus, scientific laws
are different from societal
laws.
SC.6.N.3.3 (Not Assessed)
Give several examples of
scientific laws,
Revised 8/17/15
SC.8.E.5.4
Gravity and Orbits
Simulator
http://phet.colorado.edu/en/si
mulation/gravity-and-orbits
Universal Law of
Gravitation
http://csep10.phys.utk.edu/astr
161/lect/history/newtongrav.ht
ml
Kepler’s Laws
http://www.unm.edu/~astro1/1
01lab/lab3/lab3.html
Comet Simulator (Use Sun,
planet and Comet setting)
https://phet.colorado.edu/sims/
my-solar-system/my-solarsystem_en.html
SC.8.E.5.4, SC.8.E.5.7
Inner Planets
Video Lesson with assessment
http://studyjams.scholastic.co
m/studyjams/jams/science/sola
r-system/solar-systeminner.htm
Planetary Distance and Size
Comparison
http://sciencenetlinks.com/inte
ractives/messenger/psc/Planet
Size.html
Outer Planets
Video lesson and assessment
http://studyjams.scholastic.co
m/studyjams/jams/science/sola
r-system/solar-systemouter.htm
Inner or Terrestrial Planets
https://www.e-
include. Use information to
answer compare/contrast
questions.
Digital Activity: Identifying
Surface features of Mercury
http://www.sciencenetlinks.co
m/tools.php?DocID=113&Gra
de=6-8
WebQuest Solar System
Planetary Vacation
http://www.asdk12.org/depts/
Science/PlanetWalkWEBQUE
ST.HTM#top
Reading strategy: Read
passage and Answer question:
“What are sources of light
pollution in your area?” Focus
on Florida: Florida
Stargazing Earth Science
textbook pages 150-151.
ExploreLearning Gizmos:
SC.8.E.5.4
 Gravity Pitch
 Orbital Motion: Kepler’s
Law
 Gravitational Force
SC.8.E.5.7, SC.8.E.5.8
 Solar System
 Solar System Explorer
 Comparing Earth and Venus
 Solar System
distance from the Sun and average
surface temperature. Items will not
require memorization of quantitative
astronomical data. Items may refer to but
will not assess the relative size of the
Sun. Items will not assess the relative
distance of objects in our solar system
from the Sun. Items will not assess the
change in velocity dependent upon
distance from the Sun for a single planet.
Items will not assess characteristics of the
Sun in isolation. Items may assess the
concept of eccentricity of orbital paths of
astronomical bodies in terms of the
differing shapes of orbits, but not specific
values of eccentricity or the term
eccentricity. Items may assess the general
properties of specific planets, but will not
assess characteristics of inner and outer
planets as groups.
Clarification SC.6.N.2.2
Students will explain that scientific
knowledge may change as new
evidence is discovered or new scientific
interpretations are formed. Students
will explain that scientific explanations
are based on empirical evidence, logical
reasoning, predictions, and
modeling. Students will identify
instances in the history of science in
which scientific knowledge has
changed as a result of new evidence.
Content Limits: SC.6.N.2.2
Items will not require identification of
the scientist(s) and/or details associated
with a particular event/discovery. Items
will not use the term durable.
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6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
education.psu.edu/astro801/co
ntent/l11_p4.html
Planetary Fact Data Table
(NASA)
http://nssdc.gsfc.nasa.gov/plan
etary/factsheet/
Small Bodies of the Solar
System (NASA)
http://science.nasa.gov/planeta
ry-science/focus-areas/smallbodies-of-the-solar-system/
CPALMS Resources
SC.8.E.5.4
http://www.cpalms.org/Public/
PreviewStandard/Preview/183
0
SC.8.E.5.7
http://www.cpalms.org/Public/
PreviewStandard/Preview/183
3
SC.8.E.5.8
http://www.cpalms.org/Public/
PreviewStandard/Preview/183
4
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): solar system, heliocentric, geocentric, corona, gravity, solar nebula,
terrestrial planets, astronomical unit, gas giants, planetary ring, moons, asteroids, nebulae, galaxies, dwarf planets, and comets.
Revised 8/17/15
25
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 4
Unit Title: The Earth-Moon-Sun System
Body of Knowledge: Earth and Space Science
Big idea 5: Earth in Space and Time
Essential Questions
How are Earth’s days, years, and seasons related to the way Earth moves in
space? (Lesson 1)
How do Earth, the moon, and the sun affect each other? (Lesson 2)
What causes tides? (Lesson 3)
Essential
Content
Seasons
Gravitational
attraction
Moon phases
Eclipses
Tides
Revised 8/17/15
Benchmarks (DOK):
Objectives and Skills
SC.8.E.5.9 (3): Explain the
impact of objects in space
on each other including: the
Sun on the Earth including
seasons and gravitational
attraction the Moon on the
Earth including phases,
tides, and eclipses and the
relative position of each
body
Instructional Resources:
(Select benchmark specific
resource)
Science Fusion
Earth Science Textbook
Unit 4
Lesson 1: Earth’s Days, Years,
and Seasons
Lesson 2: Moon Phases and
Eclipses
Seasonal Changes animation
http://www.classzone.com/boo
ks/earth_science/terc/content/vi
sualizations/es1704/es1704page
01.cfm?chapter_no=visualizatio
n
Lesson Plan: Seasons on Earth
http://www.pbslearningmedia.o
rg/resource/ess05.sci.ess.earths
ys.lp_seasons/seasons-on-earth/
Moon Phase Calendar
http://stardate.org/nightsky/moo
n
2001010
2001020
Based on Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 15/150
Schedule Type
Pacing (Days)
Traditional
15
Block
7.5
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
*The following standards below are included in the Earth Science Course
Description, but are not (assessed) on the FCAT 2.0 Science Assessment.
Instructional Strategies:
(recommended activities
and labs)
Benchmark
Clarifications/Learning goals (BC)
and Content Limits (CL)
Modeling activity: Reason for
the Seasons, See #3 in the
Directions section
http://education.nationalgeogra
phic.com/education/activity/the
-reason-for-theseasons/?ar_a=1
Clarification: SC.8.E.5.9 Students will
explain the effect of astronomical bodies
on each other including the Sun’s and/or
the Moon’s effects on Earth.
Modeling Moon Phases using
cookies
http://www.scienceclass.net/archive/scienceclass/Lessons/Space/Space%20
Cycles/Moon%20Phases/model
ing_moon_phases.pdf
Modeling Phases of the moon
using Styrofoam balls.
http://www.nasa.gov/centers/jpl
/education/moonphases20100913.html
Activity: Stop and Start the
Earth’s Tides Simulator and
Content Limits: SC.8.E.5.9 Items
addressing eclipses should be assessed at
the conceptual level and will not assess
specific vocabulary associated with
eclipses, such as umbra and penumbra
26
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
The Moon Tonight
http://www.shadowandsubstanc
e.com/
Solar Eclipse Video lesson
http://www.pbslearningmedia.o
rg/resource/ess05.sci.ess.eiu.tot
aleclipse/total-solar-eclipseanimation/
Solar eclipse visualization
http://www.classzone.com/boo
ks/earth_science/terc/content/vi
sualizations/es2505/es2505page
01.cfm?chapter_no=visualizatio
n
Lunar Eclipse visualization
https://www.classzone.com/boo
ks/earth_science/terc/content/vi
sualizations/es2504/es2504page
01.cfm?chapter_no=visualizatio
n
Lunar Eclipse Essentials
Video Lesson
http://www.pbslearningmedia.o
rg/resource/npls12.sci.ess.eiu.lu
neclipse/lunar-eclipseessentials/
Lesson Plan: Tides and
Lunar Cycles
http://www.sitesalive.com/oil/t
g/private/oiltgtides.html
require students to discuss, in
groups or pairs, how gravity
affects the tides.
http://sunshine.chpc.utah.edu/L
abs/Tides/tides_simulator.html
Modeling Activity: Students
model the positions of the
Earth, moon and Sun and
explain what happens during
Neap Tides, Spring Tides, Solar
Eclipses and Lunar Eclipses
Citizen Science: Measuring
Shadows pages 176-177.
ExploreLearning Gizmos:
 Seasons in 3D
 Summer and Winter
 Phases of the Moon
 Moonrise, Moonset, and
Phases
 Weight and Mass
 Beam to Moon (Ratios and
Proportions)
 3D Eclipse
 Tides
CPALMS Resources
http://www.cpalms.org/Public/
PreviewStandard/Preview/1835
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): rotation, day, revolution, year, season, equinox, solstice, waxing,
gibbous, crescent, eclipse, tides, tidal range, spring tides, neap tides
EARTH/SPACE Science
Revised 8/17/15
2001010
27
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
EARTH/SPACE Science Advanced
Unit#: 5
Unit Title: Space Exploration
Body of Knowledge: Earth and Space Science
Big Idea 5: Earth in Space and Time
Essential Questions
What can we learn from space images? (Lesson 1)
How do people explore space? (Lesson 2)
How has space exploration affected Florida? (Lesson 3)
Essential
Content
Benchmarks (DOK):
Objectives and Skills
Electromagnetic
spectrum
SC.8.E.5.10: Assess how
technology is essential to
science for such purposes as
access to outer space and other
remote locations, sample
collection, measurement, data
collection and storage,
computation, and
communication of
information. (Not Assessed)
SC.8.E.5.11: Identify and
compare characteristics of the
electromagnetic spectrum such
as wavelength, frequency, use,
and hazards and recognize its
application to an
understanding of planetary
images and satellite
photographs. (Not Assessed)
Detection of
electromagnetic
radiation
Satellite images
Space
exploration
Revised 8/17/15
Instructional
Resources:
(Select benchmark
specific resource)
Science
Fusion Earth Science
Textbook
Unit 5
Lesson 1: Images from
Space
Lesson 2: Technology
for Space Exploration
CPALMS
Resources
SC.8.E.5.10
http://www.cpalms.org/
Public/PreviewStandard
/Preview/1836
SC.5.E.5.11
http://www.cpalms.org/
Public/PreviewStandard
/Preview/1837
2001020
Based on days Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 3/150
Schedule Type
Pacing (Days)
Traditional
3
Block
1.5
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
* Unit 5 Lesson 3 is included at the end of the curriculum map.
*The following benchmarks below are included in the Earth Science Course
Description, but are (not assessed) on the FCAT 2.0 Science Assessment.
SC.8.E.5.10: (Not Assessed)
SC.8.E.5.11: (Not Assessed for 6th grade, but is assessed on the FCAT in 8th
Grade)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
SC.8.E.5.11
Electromagnetic Spectrum
Activity
http://galileo.phys.virginia.edu/E
ducation/outreach/8thgradesol/E
lectromagSpect.htm
Clarification: SC.8.E.5.11 Students will
describe and/or analyze common methods
and/or models used in different fields of
study. Students will identify the benefits
and/or limitations of the use of scientific
models. Students will identify how
technology is essential to science.
Content Limits: SC.8.E.5.11
Items assessing technology will focus on
the role of technology in science as
opposed to specific technologies.
Citizen Science: Exploring
Space pages 218-219.

Understanding the
Electromagnetic Spectrum
http://science.hq.nasa.gov/kids/i
magers/ems/index.html
People in Science: pages 234235
SC.8.E.5.10
WebQuest Mission to Mars
28
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
http://www.glencoe.com/sec/Te
ch_Ed/mars.shtml
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit: wavelength, electromagnetic spectrum, satellite, probe
2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 5
Unit Title: Space Exploration
Body of Knowledge: Earth and Space Science
Big Idea 5: Earth in Space and Time
Based on days Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 1/ ( 150)
Schedule Type
Traditional
1
Block
0.5
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
*The following benchmarks below are included in the Earth Science
Course Description, but are (not assessed) on the FCAT 2.0 Science
Assessment. SC.8.E.5.10: (Not Assessed)
Essential Questions
How has space exploration affected Florida? (Lesson 3)
Essential
Content
Benchmarks (DOK):
Objectives and Skills
Revised 8/17/15
SC.8.E.5.12: (Not
assessed) Summarize the
effects of space
exploration on the
economy and culture of
Florida.
Instructional Resources:
(Select benchmark
specific resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
Science Fusion
Activity: Compare and
Contrast the information in
Unit5Lesson 3 to the article
below which can be found at
the provided link.
CPALMS Resources
NASA’s Kennedy Space
http://www.cpalms.org/Public/ Center (KSC) Information
PreviewStandard/Preview/183 http://www.space.com/177058
nasa-kennedy-spacecenter.html
(NOTE: Many changes have
occurred regarding the Space
Program in Florida since the
publishing of the textbook.)
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit:
Florida’s Space
Program
Pacing (Days)
Earth Science Textbook
Unit 5 Lesson 3: Space
Exploration in Florida
(Not Assessed)
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6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
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2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit#: 11
Unit Title: Weather and Climate
Body of Knowledge: Earth and Space Science
Big Idea 6: Earth’s Systems and Patterns
Based on days Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 2/ ( 150)
Schedule Type
Essential Questions
How can humans protect themselves against hazardous weather?
How have natural disasters affected Floridians?
Essential Content
Hazardous Weather
Safety and Weather
Benchmarks (DOK):
Objectives and Skills
SC.6.E.7.8 (Not
Assessed): Describe ways
human beings protect
themselves from
hazardous weather and
sun exposure.
Pacing (Days)
Traditional
2
Block
1
Standards Notes:
*Nature of Science Benchmarks should be taught ALL year.
*The following benchmarks below are included in the Earth Science Course
Description, but are (not assessed) on the FCAT 2.0 Science Assessment.
SC.8.E.5.10: (Not Assessed)
Instructional Resources:
(Select benchmark
specific resource)
Science Fusion
Earth Science Textbook
Unit 11 Lesson 4: Severe
Weather and Weather
Safety
Instructional Strategies:
(recommended activities
and labs)
Activity: Thunderstorms,
Tornadoes, Lightning: A
Preparedness Guide
http://www.nws.noaa.gov/os/sever
eweather/resources/ttl6-10.pdf
Benchmark
Clarifications/Learning goals
(BC) and Content Limits (CL)
N/A Not assessed
CPALMS
Resources
ExploreLearning Gizmos:
http://www.cpalms.org/P
• Ripple Tank
ublic/PreviewStandard/Pr
• Hurricane Motion
eview/1765
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit: thunderstorm, lightning, thunder, hurricane, storm surge, tornado
Thunderstorms and
SC.6.E.7.7 (Not
.
Science
Reading Strategy: Graphic
N/A Not assessed
Fusion
Tornadoes
Assessed): Investigate
organizer, People in Science: J.
Earth Science Textbook
how natural disasters
Marshall Shepherd, Meteorologist
Unit 11 Lesson 5: Natural and Climatologist, Earth Science
Hurricanes and
have affected human life
Disasters in Florida
Floods
in Florida.
Textbook pp. 694-695
Other Natural
Disasters
National Hurricane
Center
http://www.nhc.noaa.gov/
CPALMS
Revised 8/17/15
ExploreLearning Gizmos:
 Reading Topographic Maps
Weather Maps
30
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Resources
SC.6.E.7.7
http://www.cpalms.org/P
ublic/PreviewStandard/Pr
eview/1764
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit): sinkhole, wildfire, muck fire
Revised 8/17/15
31
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
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2001010
2001020
EARTH/SPACE Science
EARTH/SPACE Science Advanced
Unit: Family Life/Human Sexuality & HIV/AIDS
Based on days Total Contact Days (1 Day equals approximately 1 class period)
Pacing: 10 /186
Schedule Type
Essential Questions
What are strategies for making good decisions in regards to sexual health?
(Lesson 1)
What are ways students can make active or passive decisions? (Lesson 2)
What are ways to defend against and report sexual exploitation? (Lesson 3)
How do the reproductive systems of males and females differ? (Lesson 4)
What causes HIV? (Lesson 5)
What is the difference between HIV and AIDS and how are they connected?
(Lesson 5)
How is HIV contracted? (Lesson 5)
What behaviors put people at risk for contracting HIV? (Lesson 5)
What emotional and physical changes occur during puberty? (Lesson 6)
How can a person deal with the changes that occur during puberty and maintain
self-esteem? (Lesson 7)
What are ways to have positive productive relationships with family members?
(Lesson 8)
How does one develop and maintain good friendships? (Lesson 9)
Essential
Content
Family
Life and
Sexual
Health
Benchmarks (DOK):
Objectives and Skills
HE.6.C.1.1: Identify the effects of healthy and
unhealthy behaviors on personal health.
HE.6.C.1.2: Describe how the physical,
mental/emotional, social, and intellectual
dimensions of health are interrelated.
HE.6.C.1.4: Recognize how heredity can
affect personal health.
Revised 8/17/15
Pacing (Days)
Traditional
10
Block
5
Teacher Notes:
 Each Lesson should take 1 class period to complete.
 Worksheets for each lesson may be found at the end of each lesson.
Directions for Accessing Family Life and Sexual Health curriculum.





Access the following website
www.browardprevention.org
Locate and click on “Health and Wellness”
From drop down menu click on “Sexual Heath”
Click on the Green Apple, which will direct you to “Curriculum”
Choose the correct grade level.
Instructional
Resources:
(Select
benchmark
specific
resource)
Instructional Strategies:
(recommended activities and
labs)
Refer to
Broward Office
of Prevention
curriculum.
See Teacher
Notes section
Lesson 1: Introduction
Lesson 2: Decision Making
Lesson 3: Sexual Exploitation
Lesson 4: Reproductive System
Lesson 5: HIV & AIDS
Benchmark
Clarifications/Learning goals
(BC) and Content Limits (CL)
N/A
32
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
HE.6.C.2.10: Explain the influence of
for direction for
personal values and beliefs on individual
accessing
health practices and behaviors.
website.
HE.6.B.2.1: Determine strategies to improve
effective verbal and nonverbal communication
skills to enhance health.
HE.6.B.2.3: Demonstrate effective conflict
management and/or resolution strategies.
HE.6.B.3.2: Investigate circumstances that can
help or hinder healthy decision-making.
HE.6.B.3.6: Choose healthy alternatives over
unhealthy alternatives when making a
decision.
HE.6.P.1.1: Explain the importance of
assuming responsibility for personal health
behaviors.
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit):sexuality, confidentiality, exploitation, ovulation, ejaculation,
intercourse, fertilization, implantation, conception, circumcision, genitals, semen, acquired immune deficiency syndrome (AIDS), Human
Immunodeficiency Virus (HIV), immune, abstinence,
Family
Life and
Sexual
Health
HE.6.C.1.1: Identify the effects of healthy and
unhealthy behaviors on personal health.
Refer to
 Lesson 6: Puberty
HE.6.C.1.2: Describe how the physical,
Broward Office
N/A
 Lesson 7: Self Esteem
mental/emotional, social, and intellectual
of Prevention
 Lesson 8: Family
dimensions of health are interrelated.
curriculum.
HE.6.B.4.3: Determine strategies and skills
See Teacher
 Lesson 9: Friendship
needed to attain a personal health goal.
Notes section
HE.6.P.1.1: Explain the importance of
for direction for
assuming responsibility for personal health
accessing
behaviors.
website.
HE.6.P.1.2: Demonstrate healthy practices and
behaviors that will maintain or improve
personal health.
HE.6.P.2.2: Practice how to influence and
support others when making positive health
choices.
KEY TERMS (This list is not limited to all possible vocabulary within a specific unit):puberty, erection, menstruation, nocturnal emission, ovum, sperm,
family
Revised 8/17/15
33
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Florida Literacy Standards
Each unit will incorporate Florida Standards while covering the required content. The particular core standard implemented will depend on the
instructional strategy implemented.
LAFS.68.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts.
LAFS.68.RST.1.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 68 texts and topics.
LAFS.68.RST.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of
the topic.
LAFS.68.RST.2.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
LAFS.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
LAFS.68.RST.3.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
LAFS.68.RST.3.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a
text on the same topic.
LAFS.68.WHST.1.1: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
LAFS.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone. clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
LAFS.68.WHST.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on how well purpose and audience have been addressed.
LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly
and efficiently.
Revised 8/17/15
34
6TH Grade Science: Regular & Advanced Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
LAFS.68.WHST.3.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
LAFS.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research.
LAFS.68.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
LAFS.6.SL.1.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text,
LAFS.6.SL.1.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes;
use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.6.SL.2.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Revised 8/17/15