Science Curriculum
Framework
6th Grade
2006-2007
Science Curriculum Framework 2006-2007
1
Table of Contents
Table of Contents
1
Mission Statement and Belief Statement
2
Acknowledgement
3
Introduction
4
Student Participation in TEKS-Based Inquiry and the BISD Science Fair
5
Scope & Sequence
6
Curriculum Frameworks
First Six Weeks
7-9
Second Six Weeks
10-12
Third Six Weeks
13-14
Fourth Six Weeks
15-16
Fifth Six Weeks
17-18
Sixth Six Weeks
19-20
Appendix
Texas Essential Knowledge and Skills
Subchapter A.
Elementary
Subchapter B.
Middle School
Subchapter C.
High School
Texas Assessment of Knowledge and Skills Objectives
Fifth Grade, Eighth Grade, Tenth Grade, and Eleventh Grade
Science TEKS Toolkit Excerpts
Materials and Safety Equipment List Checklist for Science Field Investigations
Science Facility Safety Checklist Laboratory Safety Survey
Assessment Methods and Web-Based Resources
Recommended/Exemplar Labs
National Science Education Standards
Science Curriculum Framework 2006-2007
1
Brownsville Independent School District
Mission Statement
The mission of the Brownsville Independent School District, an international
community respected for its rich cultural heritage is to produce responsible,
well-rounded graduates
Who - have the ability to pursue a post-secondary education and/or
career -possess a capability for independent learning and
thinking with a competitive edge in a multi-cultural, multi-lingual
world
By - identifying and maximizing physical, financial, and human
resources and -Unifying community and school commitment to
excellence in education and equal educational opportunity.
Brownsville Independent School District
Belief Statement









Excellence is our common goal.
Parental responsibility is an integral factor in student success.
Belief in self is fundamental to success.
Everyone deserves respect as a human being.
Perseverance and hard work are essential for success.
Change creates opportunities for growth.
Truthfulness is important for effective communication.
Public schools are an extension of the community.
Sensitivity is essential for understanding the needs of others.




Great achievements follow high expectations.
Cooperation is necessary to get things done.
Active listening is essential for effective communication.
Successful students are active participants in the learning process.
Science Curriculum Framework 2006-2007
2
Acknowledgement
The Brownsville Independent School District gratefully acknowledges the
contributions given by the Science teachers who participated in the
development of this secondary Science curriculum framework. Science
teachers from the following campuses assisted in the development of the
framework:
 Besteiro Middle School
 Cummings Middle School
 Faulk Middle School
 Garcia Middle School
 Lucio Middle School
 Oliveira Middle School
 Perkins Middle School
 Stell Middle School
 Stillman Middle School
 Vela Middle School
 Secondary Science Curriculum Specialists
Science Curriculum Framework 2006-2007
3
Introduction
Texas Legislation requires that all Texas school districts develop,
implement, and evaluate a comprehensive educational program aimed at
student mastery of the Texas Essential Knowledge and Skills as defined in
Chapter 112.
The purpose of this Secondary Science Curriculum Framework is to
match learning experiences to the Texas Essential Knowledge and Skills and
provide a sequence of objectives and lab activities that are also aligned,
including the 40% lab requirement for all High School Science courses.
Brownsville ISD also requires the 40% lab minimum curriculum requirement for
all Middle School Science courses.
In addition, this document includes sample activities and required
“RECOMMENDED/EXEMPLAR” labs to be taught in each course. These labs
are not intended to be the only labs taught in each course, but are provided
to ensure consistency in high-quality instruction throughout the district. They
should further serve to avoid overemphasis in one area while neglecting
another, and thus, focus on student needs.
Pre-AP accommodations are indicated throughout the document,
either as additional TEKS added to the course to meet the needs of the PreAP course sequence, or emphasized TEKS that need to be taught with added
depth to the Pre-AP student in order to prepare them for the AP or Dual
Enrollment course. Adaptations for other special populations will be made as
needed, but the basic curriculum is the same for all students.
The textbook provided by the state is a resource for teaching the
course, not the curriculum. Although the textbook “covers” all TEKS for the
course, it does not necessarily provide instructional support for teaching the
TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is
highly recommended that teachers use a variety of additional resources
from multiple sources in order to meet the TEKS requirements. Some of these
resources may include, but are not limited to the required
Recommended/Exemplar Labs, FOSS kits (which should be taught in their
entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot
Activities and Vistas provided through the Charles A. Dana Center Science
Toolkit.
Science Curriculum Framework 2006-2007
4
This curriculum framework is primarily a working document that
prescribes what is to be taught in a given subject or area of study. It gives
both structure and direction to the educational program. As a formal
document, it is an official statement of the curriculum and a teacher’s guide
to instruction.
Student Participation in TEKS-Based Inquiry and
the BISD Science Fair
Research, inquiry and invention are essential skills successful students
must develop as they grow academically. Students must be able to discuss
and evaluate social, technological and scientific issues evident today and
trends influencing the future. A challenge for educators is to exploit the
natural curiosity all students possess. Allowing time, opportunity and support
during school hours for student-based inquiry permits learners to expose their
misconceptions and pursue the “why” questions they have. Students should
plan investigations and conduct research that can help them test their ideas,
interpret differing points of view and justify consequent discoveries. Students
are much more likely to internalize and remember concepts learned if they
are actively involved with them, rather than passively observing them take
place.
TEKS-based investigations enable students to effectively learn and use
content-area concepts and skills. Through these types of direct investigations
students are able to “maximize their ability to make sense of the world and to
learn more about it.” (Science for All Americans) Therefore, it is a BISD
requirement that all students participate in a research-based inquiry project
at the sixth, seventh, and eighth grades. Participation at other grades or
courses is highly recommended since successful research projects take two
to four years. When students are engaged in research-based inquiry, they are
involved in using a rich variety of primary and secondary source materials
and the Science Process Skills as required by law in the Science TEKS.
A successful classroom science investigation may be developed into a
research-based inquiry project and entered in the Science Fair. Students who
choose to enter the fair will be able to create investigations from among
fifteen different categories. The Science Fair will be held annually in the fall,
allowing teachers and students to prepare for one science competition per
year following the rules of the Intel International Science and Engineering
Fair, www.sciserv.org/isef . All students will have the opportunity to complete
an original investigation. Individual campuses, teachers and students will be
able to choose which projects to enter in the Science and Engineering Fair.
Science Curriculum Framework 2006-2007
5
6th Grade Scope and Sequence 2006-2007
Six
Weeks
TAKS
TEKS
Ch.
Concepts
Obj.1: Nature
of Science*
6.1-6.4
Intro. To
Science
Safety; measurements (length, mass, volume & density); proper use
of scientific tools & equipment; scientific & process skills
Obj.5: Earth
6.14 B;
6.5B
16
Identify relationships between groundwater & surface water in a
watershed; explain & illustrate the interactions between the matter &
energy in the water cycle & in the decay of biomass such as in a
compost bin
st
1
2nd
Obj.3:
Structures &
Properties of
Matter
6.7A,B;
6.8A,B
Obj.5: Space
6.13A,
B 6.5B
1-2
3rd
Demonstrate new substances can be made when two or more
substances are chemically combined & compare the properties of
the new substances to the original substances; classify substances
by their physical & chemical properties; define matter & energy;
explain & illustrate the interaction between matter & energy in the
water cycle & in the decay of biomass such as in a compost bin
6.6B;
6.9A
6.10B,
C
6.11AC
 Water from Trees: Sci. Explorer pg. 403
 Soil Testing: Sci. Explorer pp. 416-417
 Groundwater Contamination: Trouble in Fruitvale: SEPUP
Labs
 Ice Cream Lab:
http://teachers.kidzonline.org/skwalsh/Lithosphere/ice%20cream
%20lab.htm
 S’mores Lab: See Appendix
 Oobleck Lab:
http://education.jlab.org/beamsactivity/6thgrade/oobleck/oobleck.pdf
 Vernier MS Science with Calculators: Experiments 13-15
16
3, 9
Demonstrate that changes in motion can be measured & graphically
represented; identify energy transformations occurring during the
production of energy for human use such as electrical energy to heat
energy or heat energy to electrical energy
 Ballon Racer Lab (Rocket Car): See Appendix
 Forces & Motion:
http://school.discovery.com/lessonplans/programs/forcesandmoti
on
 Take a Walk Lab: See Appendix
 Keeping Comfortable: Sci. Explorer pg. 312
4, 5
Determine that all organisms are composed of cells that carry on
functions to sustain life; identify how structure compliments function
at different levels of organization including organs, organ systems,
organisms & populations





Identify some changes in traits that can occur over several
generations through natural occurrence & selective breeding; identify
cells as structures containing genetic material; interpret the role off
genes in inheritance
 DNA Chain Letter: See Appendix
http://www.successlink.org/gti/gti_lesson.asp?lid=2716
 Cell Membranes and Permeability Lab: Sci. Explorer Lab
Manual pg. 23
 Skittles Lab: See Appendix
 Finger Printing Lab:
http://school.discovery.com/lessonplans/programs/whodidit
6th
Obj.2: Living
Systems &
Environment
FOSS Variables Kit: ????
Science Lesson Plans: www.col-ed.org/cur/science.html
Pickle Lab:
Gummy Bear Lab: See Appendix




5th
Obj.2: Living
Systems &
Environment




Identify characteristics of objects in our solar system including the
sun, planets, meteorites, comets, asteroids, & moons; describe
types of equipment & transportation needed for space travel
4th
Obj.4: Force
& Motion
Recommended Labs/Websites
4, 5
Science Curriculum Framework 2006-2007
Speeding Around the Sun: Sci. Explorer pp. 560-561
Be a Rocket Scientist Lab: Sci. Explorer: pg. 568
Solar Systems Adventure Lab
Solar Heating: Sci. Explorer Lab Manual pg. 45
Microscope Lab: Sci. Explorer Lab Manual pp. 17-22
Egg-speriment with a Cell: Sci. Explorer pg. 157
A Magnified View of Life: Sci. Explorer pp. 148-149
Jell-O Cell
Plant Cell Investigation (Onion and Celery cells)
6
6th Grade Scope and Sequence 2006-2007
Time Frame: 1st Six Weeks (page 1 of 3)
Unit Concepts:
Earth Science:
TAKS Objective:
Notes:
Obj.1: Nature of Science Researched based inquiry project
required for sixth grade.
Concept and Process TEKS
Required Recommended Lab
(Pickle Dissection Lab)
and
Suggested Instructional Activities
Integrating Concepts & Processes
(reinforced TEKS in parentheses)
6.14 B; 6.8 B;
6.1 – 6.4
(6.14) Science concepts. The
student knows the structures
and functions of Earth
systems. The student is
expected to:
(B) identify relationships
between groundwater and
surface water in a
watershed
(6.8) The student knows that
complex interactions occur
between matter and energy.
The student is expected to:
(B) explain and illustrate the
interactions between
matter and energy in the
water cycle and in the
decay of biomass such as
in a compost bin; and
Activity: The student will identify
relationships between groundwater and
surface water in a watershed such as:
 Create a model of a watershed and
identify limitations.
 Use a model of a watershed in order
to analyze and interpret information
and construct reasonable
explanations.
Activity: The student will demonstrate
an understanding of the interactions
between matter and energy in the water
cycle and in the decay of biomass:

Implement and collect data on a
composting system.

Practice using a scientific method
while using safe laboratory
procedures.

Make wise choices in recycling
materials
Suggested Resources
(Use of additional & various resources from
multiple sources is necessary to meet the
TEKS)
 Prentice Hall Science Explorer:
Chapter 12
 Middle School Science &
Engineering Fair Guidelines and
Information booklet
 Snapshot Activities 6.5b, 6.14 b
http://www.utdanacenter.org/scie
ncetoolkit/instruction/snapshots/6
.php
 Water Cycle Game
 Science Explore Safety Manual
 www.geology.com
Science Curriculum Framework 2006-2007
7
Time Frame: 1st Six Weeks (page 2 of 3)
Concept and Process TEKS
(reinforced TEKS in parentheses)
6.14 B; 6.8 B;
6.1 – 6.4
Science Processes:
6.1 – 6.4
(40% Course Requirement
minimum)
Ongoing / Integrated with
concepts throughout unit.
Required Recommended Lab:
Pickle Dissection Lab
and
Suggested Instructional Activities
Integrating Concepts & Processes
Recommended Lab: Pickle Dissection
Lab
Science Project: (optional at 6th grade)
 Choose a limited subject, ask a
question; identify or originate/define
a problem to study.
 Review published materials related to
problem or question.
 Evaluate possible solutions and make
hypothesis.
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to meet
the TEKS)
 http://www.ngdc.noaa.gov/mgg/
mggd.html
 http://www.usgs.gov/education/l
earnweb/ice.html
 http://www.exploratorium.edu/c
ooking/pickles/index.html
(pickle lab)
 http://www.science-class.net/
(covers all objectives)
 http://sln.fi.edu/tfi/hotlists/hotlis
ts.html
 http://education.jlab.org/vocabh
angman/index.html (covers
science vocabulary)
 http://sciencespot.net/Media/m
maniabearlab.pdf (gummy bear
lab)
ISEF Science Fair:
 http://www.sciserv.org/isef/teac
hers/index.asp
STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations.
Science Curriculum Framework 2006-2007
8
Alignment and Correlations Charts
Time Frame: 1st Six Weeks (page 3of 3)
TEKS/TAKS Correlations*
5th
Grade TAKS
Prior
Subsequent
6th Gr.
Correlation
Knowledge
Knowledge
TEKS
TEKS
TEKS
6.14 b
Objective 4
6.13 a, b
Objective 4
5.5 a, b
7.13 a b
6.5 a
Objective 2
5.5 a, b
7.5 a
6.8 b
7.8 , b
Processes:
Objective 1
5.1 a, b
7.1 a, b
6.1 a, b
5.2 a, b, c, d, e
7.2 a, b, c, d, e
6.2 a, b, c, d,
5.3 a, b, c, d, e
7.3 a, b
e
5.4 a, b
7.3 c, d, e
6.3 a, b, c, d,
7.4 a, b
e
6.4 a, b
*Refer to Appendix for complete TEKS and TAKS objectives.
Eighth TAKS
Correlation
Objective 5
Objective 5
Objective 2
Objective2
Objective 1
Pre-AP Course Curricular Requirements**
Required Pre-AP Course TEKS Additions
8.13 b,
c
Resources:
8th Grade Textbook
Snapshot Activities: http://www.tenet.edu/teks/snapshots/index.html?8th
**Also see Appendix for Pre-AP/AP Alignment Chart
Science Curriculum Framework 2006-2007
9
Time Frame: 2nd Six Weeks (page 1 of 3)
Unit Concepts:
Structures and Properties of
Matter
TAKS Objectives:
Obj.3: Structures and Properties of
Matter
Concept and Process TEKS
6.7 A,B; 6.8 A,B
Required Recommended Lab:
Ice-Cream Lab
and
Suggested Instructional Activities
Integrating Concepts & Processes
(6.7) Science concepts. The
student knows that
substances have physical and
chemical properties. The
student is expected to:
Activity: The student will demonstrate
that new substances are chemically
combined and compare the properties of
the new substances to the original
substances:
(reinforced TEKS in parentheses)
(A) demonstrate that new

substances can be made
when two or more
substances are chemically
combined and compare
the properties of the new
substances to the original 
substances; and
Plan and implement investigations
about chemical changes while using
safe laboratory practices and
making wise choices in the use of
resources.

Analyze, interpret and communicate
valid conclusions about the
outcomes of chemical combinations.
(B) classify substances by
their physical and
chemical properties.
Predict outcomes of chemical
combinations.
Notes:
Researched based inquiry project
required for sixth grade.
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to meet
the TEKS)
 Prentice Hall Science Explorer
Grade 6:
 Chapters 1, 2
 Snapshot Activities 6.7 a, b, 6.8
a, 6.6b
http://www.utdanacenter.org/sc
iencetoolkit/instruction/snapsho
ts/6.php
 Vista, “Systems: Something
New! Is It Different?”
http://www.utdanacenter.org/sc
iencetoolkit/downloads/vistas/6
systems.pdf
Science Curriculum Framework 2006-2007
10
Time Frame: 2nd Six Weeks (page 2 of 3)
Concept and Process TEKS
Required Recommended Lab:
Ice-Cream Lab
and
Suggested Instructional Activities
Integrating Concepts & Processes
(reinforced TEKS in parentheses)
6.7 A,B; 6.8 A,B
(6.8) The student knows that
complex interactions occur
between matter and energy.
The student is expected to:
Activity: The student will classify
substances by their physical and
chemical properties:
 http://teachers.kidzonline.org/s
kwalsh/Lithosphere/ice%20cre
am%20lab.htm

Research and communicate
information on families of
elements.
 http://education.jlab.org/beams
activity/6thgrade/oobleck/over
view.html

Collect data by observing and
measuring using scientific tools
while using safe laboratory
practices and making wise choices
in the use of resources.

Chart physical and chemical
properties according to similarities.
(A) define matter and energy.
(B) Explain and illustrate the
interactions between
matter and energy in the
water cycle and in the
decay of biomass such as
in a compost bin
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to meet
the TEKS)
Activity: The student will demonstrate
an understanding that complex
interactions occur between matter and
energy: Construct reasonable
explanations from direct and indirect
evidence
Science Curriculum Framework 2006-2007
11
Alignment and Correlations Charts
Time Frame: 2nd Six Weeks (page 3 of 3)
TEKS/TAKS Correlations*
5th
Grade
Prior
Subsequent
6th Gr.
TAKS
Knowledge
Knowledge
TEKS
Correlation
TEKS
TEKS
6.7 a
Objective 3
5.7 b
6.7 b
Objective 3
5.7 a
6.8 a
Objective 3
5.7 a
6.8 b
Objective 3
Proceses:
Objective 1
5.1 a, b
7.1 a, b
6.1 a, b
5.2 a, b, c, d, e
7.2 a, b, c, d, e
6.2 a, b, c, d,
5.3 a, b, c, d, e
7.3 a, b
e
5.4 a, b
7.3 c, d, e
6.3 a, b, c, d,
7.4 a, b
e
6.4 a, b
*Refer to Appendix for complete TEKS and TAKS objectives.
Eighth TAKS
Correlation
Objective 3
Objective 3
Objective 3
Objective 1
Science Curriculum Framework 2006-2007
12
Time Frame: 3rd Six Weeks (page 1 of 2)
Unit Concepts:
Space
TAKS Objectives:
Obj.5: Space
Concept and Process TEKS
Required Recommended Lab:
Be a Rocket Scientist Lab
and
Suggested Instructional Activities
Integrating Concepts & Processes
(reinforced TEKS in parentheses)
6.13 A,B; 6.5 B
6.1 – 6.4
(6.13) Science concepts.
The student knows
components of our solar
system. The student is
expected to:
Activity: The student will demonstrate
an understanding of the components of
our solar system:
(A) identify characteristics of
objects in our solar
system including the
Sun, planets, meteorites,
comets, asteroids, and
moons; and
(B) describe types of
equipment and
transportation needed for
space travel.
(6.5) The student knows that
systems may combine with
other systems to form a
larger system
(B) Describe how the
properties of a system are
different from the
properties of its parts
 Create a model of our solar system
and identify the limitations of the
model.
Notes:
Researched based inquiry project
required for sixth grade.
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to meet
the TEKS)
 FOSS: “Planetary Science”
 Snapshot Activities 6.13 A,B;
6.5 A
http://www.utdanacenter.org/sci
encetoolkit/instruction/snapshots
/6.php
 Evaluate the impact of space research  http://www.nasa.gov/home/inde
on society.
x.html?skipIntro=1
 Research astronauts and astronomers
that have made important
contributions to our understanding of
the solar system.
 Describe the relationship between
human body systems in space.

Illustrate analogies between the
human body system and the solar
system
 http://www.nasa.gov/externalfla
sh/sts-121_front/index.html
 http://www.eduplace.com/rdg/ge
n_act/advent/solar.html
 http://stardate.org/nightsky/moo
n/
 http://imagine.gsfc.nasa.gov/doc
s/teachers/teachers_corner.html
 http://www.windows.ucar.edu/
Science Curriculum Framework 2006-2007
13
Alignment and Correlations Charts
Time Frame: 3rd Six Weeks (page 2 of 2)
TEKS/TAKS Correlations*
5th
6th Gr.
TEKS
6.13 a
6.13 b
6.5 b
Grade
TAKS
Correlation
Objective 4
Objective 4
Objective 2
Prior
Knowledge
TEKS
5.12 c
5.12 d
5.5 b
Subsequent
Knowledge
TEKS
7.5 b
Proceses:
Objective 1
5.1 a, b
7.1 a, b
6.1 a, b
5.2 a, b, c, d, e
7.2 a, b, c, d, e
6.2 a, b, c, d,
5.3 a, b, c, d, e
7.3 a, b
e
5.4 a, b
7.3 c, d, e
6.3 a, b, c, d,
7.4 a, b
e
6.4 a, b
*Refer to Appendix for complete TEKS and TAKS objectives.
Eighth TAKS
Correlation
Objective 5
Objective 5
Objective 2
Objective 1
Science Curriculum Framework 2006-2007
14
Time Frame: 4th Six Weeks (page 1 of 2)
Unit Concepts:
Force and Motion
TAKS Objective:
Obj.4: Force and Motion
Concept and Process TEKS
(reinforced TEKS in parentheses)
6.6 B; 6.9 A;
6.1 – 6.4
(6.9) The student knows that
obtaining, transforming, and
distributing energy affects the
environment. The student is
expected to:
(A) identify energy
transformations occurring
during the production of
energy for human use such
as electrical energy to heat
energy or heat energy to
electrical energy;
(6.6) Science concepts. The
student knows that there is a
relationship between force and
motion. The student is
expected to:
(B) demonstrate that changes
in motion can be measured
and graphically
represented
Required Recommended Labs:
Rocket Racer Lab
Keeping Comfortable
and
Suggested Instructional Activities
Integrating Concepts & Processes
Activity: The student will illustrate the
effects of obtaining, transforming, and
distributing energy on the environment:
 Evaluate promotional campaigns of
hybrid cars or solar powered devices.
Notes:
Researched based inquiry
project required for sixth grade.
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to
meet the TEKS)
 http://www.middleschoolscienc
e.com/balloonracers.htm
(Rocket Racer)
 Keeping Comfortable/Science
Explorer pg. 312
 http://www.middleschoolscienc
e.com/walk.html
 http://school.discovery.com/less
onplans/programs/forcesandmot
ion/
 http://psrc.aapt.org/
 http://sln.fi.edu/tfi/hotlists/hotlis
ts.html
 http://www.eduplace.com/activit
y/
 http://www.d91.k12.id.us/hawth
/web%20site/lesson%20plans/w
eb%20pages/wind%20page/win
d%20energy.html
Science Curriculum Framework 2006-2007
15
Alignment and Correlations Charts
Time Frame: 4th Six Weeks (page 2 of 2)
TEKS/TAKS Correlations*
5th
Grade TAKS
Prior
Subsequent
6th Gr.
Correlation
Knowledge
Knowledge
TEKS
TEKS
TEKS
6.6 b
Objective 3
5.12 d
7.6 b
6.9 a
Objective 4
5.8 a
7.8 b
Processes:
Objective 1
5.1 a, b
7.1 a, b
6.1 a, b
5.2 a, b, c, d, e
7.2 a, b, c, d, e
6.2 a, b, c, d,
5.3 a, b, c, d, e
7.3 a, b
e
5.4 a, b
7.3 c, d, e
6.3 a, b, c, d,
7.4 a, b
e
6.4 a, b
*Refer to Appendix for complete TEKS and TAKS objectives.
Eighth TAKS
Correlation
Objective 4
Objectives 4
Objective 1
Science Curriculum Framework 2006-2007
16
Time Frame: 5th Six Weeks (page 1 of 2)
Unit Concepts:
Life Science Environmental
Science:
Bacteria
Plants
Animals
Ecosystems
TAKS Objective:
Obj.2: Living Systems & Environment
Concept and Process TEKS
(reinforced TEKS in parentheses)
6.10 B,C;
6.1 – 6.4
Required Recommended Lab,
Egg-speriment With a Cell Lab
and
Suggested Instructional Activities
Integrating Concepts & Processes
(6.10) Science concepts. The Activity: The student will demonstrate
student knows the relationship an understanding of the cell theory:
between structure and function
in living systems. The student  Use micro-slide viewers or
microscopes to view plant and
is expected to:
animal cells to create a chart that
(B) determine that all
compares and contrasts the
organisms are composed
organelles.
of cells that carry on
 Analyze and interpret data collected
functions to sustain life;
from observing egg yolk in high salt
and
content to construct reasonable
(C) identify how structure
explanations and communicate valid
complements function at
conclusions.
different levels of
organization including
organs, organ systems,
organisms, and
populations.
Notes: Researched based inquiry
project required for sixth grade.
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to
meet the TEKS)
 http://sln.fi.edu/tfi/hotlists/hotlis
ts.html
 http://www.biologylessons.sdsu.
edu/index.html
Science Curriculum Framework 2006-2007
17
Alignment and Correlations Charts
Time Frame: 5th Six Weeks (page 2 of 2)
TEKS/TAKS Correlations*
5th
Grade TAKS
Prior
Subsequent
6th Gr.
Correlation
Knowledge
Knowledge
TEKS
TEKS
TEKS
6.10 b, c
7.9 a
Proceses:
Objective 1
5.1 a, b
7.1 a, b
6.1 a, b
5.2 a, b, c, d, e
7.2 a, b, c, d, e
6.2 a, b, c, d,
5.3 a, b, c, d, e
7.3 a, b, c, d, e
e
5.4 a, b
7.4 a, b
6.3 a, b, c, d,
e
6.4 a, b
*Refer to Appendix for complete TEKS and TAKS objectives.
Eighth TAKS
Correlation
Objective 2
Objective 1
Science Curriculum Framework 2006-2007
18
Time Frame: 6th Six Weeks (page 1 of 2)
Unit Concepts:
Life Science:
Cells
Cell Processes
TAKS Objective:
Obj.2: Living Systems & Environment
Concept and Process TEKS
Required Recommended Lab,
Organism Dissection
and
Suggested Instructional Activities
Integrating Concepts & Processes
Activity: The student will predict that
the genetic material of organisms will
change the traits of species through
generations:
(reinforced TEKS in parentheses)
6.11 A-C;
6.1 – 6.4
(6.11) Science concepts. The
student knows that traits of
species can change through
generations and that the
instructions for traits are
contained in the genetic
material of the organisms. The
student is expected to:
(A) identify some changes in
traits that can occur over
several generations
through natural occurrence
and selective breeding;
 Create a model of a cell identifying
where genetic material is found.
Activity: Suggested Recommended
Lab: Modeling Mendel’s Pea
Experiment
Notes: Researched based inquiry
project required for sixth grade.
Suggested Resources
(Use of additional & various resources
from multiple sources is necessary to
meet the TEKS)
 http://school.discovery.com/less
onplans/programs/whodidit/
 http://www.successlink.org/gti/g
ti_lesson.asp?lid=2716
 http://www.nationalgeographic.
org/
 Adapted from an Access
 This activity allows students to
Excellence Activities Exchange
discover for themselves what Mendel
Lab www.accessexcellence.com
uncovered in his famous pea
experiments.
(B) identify cells as structures
containing genetic
material; and
(C) interpret the role of genes
in inheritance.
Science Curriculum Framework 2006-2007
19
Alignment and Correlations Charts
Time Frame: 6th Six Weeks (page 2 of 2)
TEKS/TAKS Correlations*
5th
Grade TAKS
Prior
Subsequent
6th Gr.
Correlation
Knowledge
Knowledge
TEKS
TEKS
TEKS
6.11 a, b, c
Objective 2
5.9 a, b, c
7.10 a, b, c
Proceses:
Objective 1
5.1 a, b
7.1 a, b
6.1 a, b
5.2 a, b, c, d, e
7.2 a, b, c, d, e
6.2 a, b, c, d,
5.3 a, b, c, d, e
7.3 a, b
e
5.4 a, b
7.3 c, d, e
6.3 a, b, c, d,
7.4 a, b
e
6.4 a, b
*Refer to Appendix for complete TEKS and TAKS objectives.
Eighth TAKS
Correlation
Objective 2
Objective 1
Science Curriculum Framework 2006-2007
20
APPENDIX
Texas Essential Knowledge and Skills
Fifth Grade Science (Texas Essential Knowledge and Skills for Science
Subchapter A Elementary)
http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Texas Essential Knowledge and Skills for Science Subchapter B
Middle School
http://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html
Texas Essential Knowledge and Skills for Science Subchapter C
High School
http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html
Texas Assessment of Knowledge and Skills Objectives
Fifth Grade
http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr5Rdg_Mth_Sci.
pdf
Eighth Grade
http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf
Tenth Grade
http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr10Mth_Sci.pdf
Eleventh Grade
http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr11Mth_Sci.pdf
Science TEKS Toolkit Excerpts
http://www.utdanacenter.org/sciencetoolkit
Materials and Safety Equipment List
Checklist for Science Field Investigations
Science Facility Safety Checklist
Laboratory Safety Survey
Assessment Methods
Web-Based Resources
National Science Education Standards
http://www.nsta.org/standards
Science Curriculum Framework 2006-2007
21
Sixth Grade Recommended Labs
Six
Weeks
1st
TEKS
Recommended Lab
6.1-6.4
/ 6.8 b
Pickle Dissection Lab/
A World in a Bottle
Lab
Source
http://www.exploratorium.edu/cooking/pickl
es/index.html
Science Explorer pg 272
http://teachers.kidzonline.org/skwalsh/Lithos
phere/ice%20cream%20lab.htm
2nd
6.7 a,b;
6.8 a,b
Ice-Cream Lab
3rd
6.13
a,b; 6.5
b
Be A Rocket Scientists
Lab
Science Explorer pg 568
4th
6.6 b;
6.9 a
Balloon Racer Lab /
Keeping Comfortable
http://www.middleschoolscience.com/balloo
nracers.htm
Science Explorer pg 312
5th
6.10 b,
c
Egg-speriment With a
Cell Lab
Science Explorer pg 157
6th
6.11
a,b,c
Organism Dissection
Science Explorer pg 226 or 240
Science Curriculum Framework 2006-2007
22
Gummy Bear Lab
Name ____________________________
Hypothesis: What do you think will happen to a gummy bear when you put it in water over
night?
Part A: Choose one gummy bear from the container on your table. Use the equipment available to
measure your gummy bear and record the data in the chart for Day 1.
Measurements:
The length of your gummy bear should be measured from the top of its head to the bottom of
its feet to the nearest tenth of a centimeter.
Measure the width at the widest point across the back of the bear to the nearest tenth of a
centimeter.
Measure the thickness from the front to the back at the thickest point to the nearest tenth of a
centimeter.
Calculate the volume by multiplying the length, width, and thickness. Round to the nearest
hundredth.
Measure the mass using a triple-beam balance or other scale to the nearest tenth of a gram.
Calculate the density by dividing the mass by the volume. Round answer to the nearest
hundredth.
Part B: Put the bear in a cup labeled with your name and class period. Add 50 ml of water to the cup
and allow it to sit overnight. On Day 2, remove the gummy bear from the cup of water and use a towel
to dry it off to prevent it from dripping all over the place. Repeat the measurements from Part A and
record your data in the correct portion of the chart. Determine the amount of change for each
measurement and record in the chart.
Experiment Data:
Day
Bear Color
Length
Width
Thickness
Volume
Mass
Density
1
2
Amount of
Change
Questions:
1
Was your hypothesis correct? Why or why not?
2
Which change is greater - volume or mass? Explain.
3
Was there a change in density? Why?
4
How do your results compare to those of your classmates?
T. Trimpe 2002 http://sciencespot.net/
Science Curriculum Framework 2006-2007
23
Teacher Notes:
This lab worksheet was created based on a gummy bear lab I found on the internet;
however, the website with the original lab is no longer available. I use the lab during
my Metric Mania unit when we are studying volume and mass. I did find another
gummy bear lab that explores diffusion with gummy bears and describes the lab in
terms of polymers. Go to
http://www.psrc.usm.edu/macrog/proposal/dreyfus/outcome/gelatin/bearlab.html to
view this lab and get ideas for extension lessons.
Materials - Each student will need:
1 gummy bear (may want extra for the students to eat after they have completed the
lab)
1 small cup of water (4 oz.)
Measuring tools - metric ruler and scale
Calculator (optional)
1 worksheet
NOTE: I have had good luck with Brachs brand of gummy bears, but be sure to test
your gummy bears before trying the lab with your students. Some gummy bears do
not absorb water well as others. If you find some that don’t work for the lab, save
them for treats after the lab!
Extra time?
Challenge your students to create an experiment with gummy bears. My students
have asked if they will “grow” larger if left for another day. Others wondered if the
temperature of the water had an effect on the rate of absorption. Some students
wanted to experiment with colored water and other liquids to see what would happen
to the gummy bears. Buy some extra and experiment!
T. Trimpe 2002 http://sciencespot.net/
Science Curriculum Framework 2006-2007
24
Physical and Chemical Changes Lab / S’Mores
Problem:
Hypothesis:
Materials:
1. Bunsen Burner
2. Skewers
3. Graham Crackers
4. Hershey Bars
5. Marshmallows
6. Goggles
7. Paper Plates / Napkins
Procedure:
Results:
Conclusion:
Science Curriculum Framework 2006-2007
25
Bunsen Burner Safety Procedure
1. Prepare all materials.
2. Put on goggles
3. Tie hair back, roll up sleeves.
4. Check gas valves. Close if open.
5. Connect hose securely to the main valve.
6. Close Bunsen Burner window.
7. Open Bunsen Burner gas supply valve, turn knob three times.
8. Open main gas valve.
9. Wait three seconds.
10. Light the burner.
11. Open window to focus the flame.
12. Use the Bunsen Burner.
13. Close gas supply valve on the burner, shut off the main gas valve.
14. Disconnect the hose.
15. Remove goggles.
16. Clean the lab area and return all equipment to its designated location.
Propane Tank Burner Procedure
1. Prepare all materials.
2. Put on goggles
3. Tie hair back, roll up sleeves.
4. Open gas supply valve ¼ turn.
5. Light the burner.
6. Use the burner.
7. Close the gas supply valve on the burner.
8. Remove goggles.
9. Clean the lab area and return all equipment to its designated location.
Science Curriculum Framework 2006-2007
26
Balloon Powered Race Cars
Objectives:



to create a balloon powered race car for maximum speed and distance
to incorporate Newton's Laws of Motion
to learn how to use the formula Speed= Distance / Time
Materials:




9 inch balloon is standard
pen barrel or straw
various materials to construct the racers
Grading Rubric (PDF)
Rules:






The car must be powered by no more than 2 balloons.
You can build the car out of anything.
It must have at least three wheels. Wheels are defined as anything that is round and
goes around.
The wheels can not be wheels from a toy car. They must be made out of something
that was not originally meant to be used as wheels.
The car may not leave the ground.
The car must be capable of traveling at least 5 meters.
Procedure:
1.
2.
3.
4.
5.
6.



You will bring in materials from home and assemble your car in class.
On race day we will set up a track in our classroom.
You will race in pairs against other classmates.
Cars that follow all of the rules will be eligible for awards.
Winning cars will be displayed in the lobby as well as on our web page!
These awards will be given in three categories.
Best Looking Car
Fastest Car (in first 5 meters)
Farthest Distance Traveled
Good Luck!
This activity was inspired by Mr. Bings Physical Science Class. This is his page:
http://www.ahsd25.k12.il.us/School%20Info/South/Southfiles/Bingaman/motion/balloon/racers.htm
Helpful Links:
http://pbskids.org/zoom/freeloads/ballooncar.html
http://www.kyrene.k12.az.us/schools/Pueblo/Tech/balloon_car.htm
http://www.alaska.faa.gov/flt_std/aved/teachers/Rcar.html
http://library.thinkquest.org/50109/projects/bcars.html
http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/lessons/other/rocket_car.
html
Science Curriculum Framework 2006-2007
27
Take a Walk!
by E.S. Belasic
Teacher Notes
Objectives:




to calculate the speed of our normal walk in meters/second
to graph our acceleration
to practice using the metric system.
to do statistical data analysis.
Procedure:
1. Measure out 15 meters.
2. At the 0, 5, 10, & 15 m, mark with masking tape.
3. One student will be at the 0m start mark, one at 5m, one at 10m, and finally one at
15m.
4. The student at the start line will hold their arm up in the air, the other 3 will be at their
places with stopwatches waiting for the signal.
5. As soon as the student is ready, he/she will lower their arm and start walking. The
other 3 will start their stopwatches at the same exact time.
6. Time will be recorded at the 5, 10, and 15m mark.
7. Rotate through until each one has had a turn.
Data:
Table 1: Walking Data (half page)
Student
Time for 5 m Time for 10 m Time for 15 m
(seconds)
(seconds)
(seconds)
speed=total
distance/ time
(meters/second)
1
2
3
4
Figure 1: Line Graph of Time vs. Distance for your group (whole page, 4 lines w/ key)
Figure 2: Stem and Leaf of Average Speed m/s for Whole Class (half page)
Science Curriculum Framework 2006-2007
28
Table 2: Summary Data Table of Average Speed m/s for whole class (half page)
n
max
min
range
sum
avg
median
Whole Class
Analysis/Results:
1.
2.
3.
4.
5.
6.
Look at your graph. Was your line a straight line? Explain why or why not.
What was your Average Speed ?
How long would it take you to travel 20 m?
How about 100m?
Look at your class data for average speed. What was the average speed?
How do you compare to the class average? Explain.
Conclusion:
2-3 sentences on what you learned
Science Curriculum Framework 2006-2007
29
DNA Chain Letter
Contributing Teacher: Scott McQuerry
Materials Needed:


A chain letter for the students (Figure 1) and a team/class roster (Figure 2). This
roster will contain all students, listed vertically, one row after another, with arrows
pointing towards each subsequent row of names. Each individual on the roster will
contain two arrows pointing towards two different students.
Paper and writing implement.
Objectives:
1. Identify and analyze different mutations within a strand of DNA.
2. Describe the path of inheritance for a mutation.
3. Analyze the repair mechanisms a cell undertakes to correct a mutation.
Time Allowance: At least 6 weeks
Description: This activity engages the students in an authentic model for DNA replication,
inheritance, mutation, and repair -- cells
Comments: Time allowance is at least 6 weeks to incorporate a class of 100 students. A
shorter time is possible if the instructor has a smaller class or if the roster is modified in any
way. The actual time for each individual student to participate within the activity is minimal,
ranging from 1-5 minutes.
Classroom Component
Steps to Implement this Lesson:
This activity must be initiated several weeks prior to the beginning of a unit on DNA. The
construction of the chain letter and a team roster is all that is required. Samples for both the
letter and the roster are provided. It is possible to amplify the students' curiosities
throughout this activity by adding an element of mystery at its beginning. By not informing
them of the purpose of the chain letter, many students will be eager to participate.
Assessment:
A
Student completes their copies and delivers the original letter to the instructor
within a 24 hour period.
B
Student completes their copies and delivers the original letter to the instructor
within a 24-48 hour period.
C
Student completes their copies and delivers the original letter to the instructor
within a 48-72 hour period.
D
Student completes their copies and delivers the original letter to the instructor
after a 72 hour period.
F
Student does not complete this activity, delivering no copies at all.
Science Curriculum Framework 2006-2007
30
Activities and Procedures:
In the first few days of school, I begin a chain letter with the students on my team. The
letter's message instructs the reader to make two handwritten copies and to pass them along
to two different individuals listed on a team roster that I provide. Each of the two new letters
is to be signed by the new author before their delivery. The original letter is then passed back
to the instructor. This final step is crucial, as it provides evidence for the progression of the
message and participation of the students throughout the roster.
The instructions within the letter's message, informs the students that they are to replicate the
copy they receive, character by character. Even if a word is misspelled within the text, the
student is to copy the error within their reproductions. This procedure allows for the chain
letter to be used as a model for DNA replication and the inheritance of mutations. When a
student misspells a word, the subsequent students will perpetuate the error by copying it into
their reproductions. Since each individual delivers two copies of the letter to different
students, the error will spread exponentially throughout the rows of students.
The error within the message of the text is analogous to a mutation within the DNA code.
After each student participates with this activity, and the documents are spread out for them
to observe, the students can map the path of errors that have been created and the mutation's
inheritance throughout successive "generations" of letters. Three different types of DNA
mutations can be observed in this activity. Some mistakes are simple misspelled words
(substitution mutations), or involve the addition of previously unwritten words (insertion
mutations), or perhaps entail the removal of a word (deletion mutations.) Although the
students may initially desire to "see who made the most mistakes," it remains an authentic
tool for students to become engaged with an analogous model for DNA inheritance.
At times, students overlook the instructions and correct the errors in the text. This, too, can
be used as an educational model. This time, it models the actions of DNA repair. Just as
mutations are being created, the cell's repair enzymes are constantly working to fix any
mutations that are discovered. Inadvertently, the students who have made these corrections
have become a part of the chain letter model. This activity has elicited the same amount of
interest among the student body for the past two years of its use.
Accommodations:
Size - Reduce the number of copies each individual is responsible for.
Time - Increase the amount of time for students to copy and deliver their letter.
Level of Support - Assign peer buddies to help students in their work.
Input - Demonstrate the purpose behind the activity.
Difficulty - Have students be the first in the roster to copy the letter; thus avoiding the
spelling/grammatical errors that will exist after distribution through the roster.
Output - Have another individual write for the student, while he/she dictates the letter.
Participation - Students can send copy blindly to future students by having the instructor
deliver the copies to other students.
Alternate Goals - Accept letters without the ATGC's.
Science Curriculum Framework 2006-2007
31
Substitute Curriculum - Instead of distributing the letters, some students may be learning
alternate skills in the computer lab.
Figure 1: Sample format for chain letter
(Insert Date)
Dear ________,
If you are reading this letter, you have been successfully incorporated into our DNA project.
Remember, it is very important to copy down everything on this letter exactly as you see it.
You will handwrite two identical copies of this letter and send it to your designated contact
individuals located on the student roster in class. Make certain to sign your name to each of
these copies before you send them. If you do not have any such individuals, you are to
handwrite two copies of this letter and deliver it, in person, to your teacher.
Make certain this letter gets delivered to your teacher.
ATCGGCTAAAGGCTTCAAGCGGGGGCTATATATAGCGCCCCGCGCTATCTAT
CGATCAGATAGCTACGCTACGAGCTACGACTAGCATCGACGATACTAGCTAC
TTCAAGCGGGGGCTATATATAGCGTTCAAGCGGGGGCTATATATAGCGCTAC
Sincerely,
Science Curriculum Framework 2006-2007
32
DNA Inheritance Lab
Activity: From One Generation to Another
OBJECTIVES:
 Simulate the transmission of genetic information from grandparents to parents to
children.
 Collect and interpret data on the diversity of patterns possible from such transmission.
 Relate the physical attributes of humans to the genetic information received from
previous generations.
MATERIALS:
 24 Skittles ® (6 red, 6 green, 6 yellow, 6 orange)
 6 Styrofoam cups
 1 felt-tip marker (black)
 4 crayons (in colors to match Skittles®
DIRECTIONS:
1. Label the 6 Styrofoam cups with the black felt-tip marker as follows: Grandfather 1,
Grandmother 1, Grandfather 2, Grandmother 2, Mother, and Father. Place the
cups on the table in an arrangement like that shown on page 3.
2. Place 6 red Skittles® in the Grandfather 1 cup and 6 green Skittles® in the
Grandmother 1 cup. Place 6 yellow Skittles® in the Grandfather 2 cup and 6 orange
Skittles® in the Grandmother 2 cup. (The Skittles® stand for the genes of each of the
grandparents, those “somethings” which determine the characteristics that the
grandparents will pass on to their children).
3. Without looking, select three Skittles® (genes) from the Grandfather 1 cup and three
from the Grandmother 1 cup. These genes represent the daughter of the first
grandparents, the daughter who will grow up to become a mother herself. Place them
in the cup marked Mother. The mother now has six genes, just as did each of her
parents.
4. Without looking, select three Skittles® (genes) from the Grandfather 2 cup and three
from the Grandmother 2 cup. Place them in the cup marked Father. The father now
has six genes, just as did each of his parents. Color the diagram to show the genes for
the Mother and the Father.
5. Assume that the Mother and Father have four children (Sarah, Brian, Cathy, and
Hugh) as shown in the diagram. To find Sarah’s genes, draw (without looking) three
genes each from the Mother and Father cups. Color the blanks in the space for Sarah
to match the colors for the genes you chose.
Science Curriculum Framework 2006-2007
33
6. Return all genes to the cups. (Return red and green genes to the cup labeled Mother
and yellow and orange genes to the cup labeled Father). Now select Brian’s genes.
Close your eyes when you select the genes. Color the diagram to show the genes for
Brian.
7. Repeat step #6 for each of the remaining tow children, Cathy and Hugh. Color in the
blanks for these two children on the diagram.
8. Summarize your data in the following table. In each box, write the number of genes
each child received from each grandparent. (The total should always be six).
Sarah
Brian
Cathy
Hugh
Grandfather 1 (red)
Grandmother 1 (green)
Grandfather 2 (yellow)
Grandmother 2 (orange)
Total
6
6
6
6
QUESTIONS:
1. Were any of the four children exactly alike?
If your answer was yes, what do you think would have happened if you had been
working with many hundreds of genes, instead of only six?
2. Why was it necessary to take three genes from the Mother cup and three from the
Father cup to make the total of six genes in each child?
3. Why was it necessary to return the genes to the cups of the Mother and the Father
each time?
4. Suppose the Skittles® actually were genes that controlled some very obvious
characteristic. Which of the children you created would look mot alike? Why?
Which of the children you created would most resemble a parent or grandparent?
Why?
GOING FURTHER:
Repeat the process described in steps 5, 6, and 7 of the directions 20 times. Record the
colors of the Skittles® selected each time on a tally list.
Science Curriculum Framework 2006-2007
34
DNA Inheritance Lab
Grandfather 1
Grandmother 1
Grandfather 2
Grandmother 2
Father
Mother
Sarah
Brian
Cathy
Science Curriculum Framework 2006-2007
Hugh
35
National Science Education Content Standards
For Grades 5-8
Content Standard
A: Science As Inquiry
Abilities to do scientific inquiry Understandings
about scientific inquiry
B: Physical Science
Properties and changes of properties in matter
Motions and forces Transfer of energy
C: Life Science
Structure and function in living systems
Reproduction and heredity Regulation and
Behavior Populations and ecosystems Diversity
and adaptations of organisms
D: Earth and Space
Science
Structure of the earth system Earth’s history Earth
in the solar system
E: Science and
Technology
Abilities of technological design Understandings
about science and technology
F: Science in Personal
Personal health Populations, resources, and
and Social Perspectives environments Natural hazards Risks and benefits
Science and technology in society
G: History and Nature
of Science
Science as a human endeavor Nature of science
History of science
Science Curriculum Framework 2006-2007
36