West-Orange Cove CSD
The first six
weeks has 24
instructional
days 8/27 –
9/28
Major Concepts


9/3 No School
6th Grade Science – 1st Six Weeks

During week 1 and 2, students will follow standard safety
practices during laboratory and field investigations. Also,
students will practice appropriate use and conservation of
resources, including disposal, reuse, or recycling of materials.
In the various labs students will use a variety of tools and
safety equipment.
During week 3 and 4, students will use scientific inquiry
methods during field and lab investigations
During week 5, students will know the differences between
elements and compounds
Processes






Week 1 and 2
August 27 - 31
Learning Standards
Scientific investigation and
reasoning. The student, for
at least 40% of instructional
time, conducts laboratory and
field investigations following
safety procedures and
environmentally appropriate
and ethical practices. The
student is expected to:
demonstrate safe practices
during laboratory and field
investigations as outlined in
the Texas Safety Standards;
6.1A
practice appropriate use and
conservation of resources,
including disposal, reuse, or
recycling of materials.6.1B
Scientific investigation and
reasoning. The student
knows how to use a variety of
tools and safety equipment to
Instruction
In order to use time, resources, and hold students
accountable for their own learning, we must agree to:

Notebooking (separate .ppt files sent to show
various ways notebooking1 is used). Also, other
file is sent separate to this planning guide
regarding organization and types of entries.

SMART objective posted and used daily

Developing Effective Science Lessons

Creating a Positive Learning Environment

Using technology and interactive games to
support student engagement.

Collaborative grouping

Formative assessment in science and other
formative assessment strategies that will work
depending the needs of your class(once you are
in the page, click on each formative assessment
strategy to get more details)

Use of the 5E scientific model:
o Engage
o Explore
2012 - 2013
Demonstrate safe practices during laboratory and field investigations as outlined
in the Texas Safety Standards
Plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment
and technology;
Design and implement experimental investigations by making observations,
asking well-defined questions, formulating testable hypotheses, and using
appropriate equipment and technology;
Collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers;
Construct tables and graphs, using repeated trials and means, to organize data
and identify patterns; and
Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
Resources
Products,
Projects, Labs
Assessment
Gateways to Science
http://www.utdanacenter.org/scie
ncetoolkit/downloads/safety/texa
s-safety/texas-safety-4th-ch3.pdf
This chapter discusses personal
protective equipment, which
students wear during some
science activities, and
emergency safety equipment,
which should be available in
laboratories where students use
chemicals
Science TEKS Toolkit
Jefferson Lab
Science Education: Teacher
resources
http://theteachingthief.blogs
pot.com/2011/10/sciencesafety-videos.html
Safety video and rap
1.2. Safety T.E 5
EXPLORE
Use lab station
cards found in CD
BLM 4 and 5 or
included in SMART
Notebook file
EXPLAIN
Students will record
information in a
chart to summarize
the purpose of the
safety equipment.
Also, teacher must
have facilitation
questions found in
TE 6 – TE8 ready for
students to use as a
guide to make
observations.
ELABORATE allow
students to create
their own “bad
science” cartoons,
bumper stickers, or
Have students
Identify the purpose
of specific safety
equipment. Use
pictures found in
http://www.utdanacen
ter.org/sciencetoolkit/
downloads/safety/tex
as-safety/texassafety-4th-ch3.pdf
Give students the list
of various safety
rules. Students will
select rules and they
will write an
explanation for the
reasons for having
this rule. As an
extension, students
may write a poem,
rap, or create a
poster to expand on a
safety rule.
West-Orange Cove CSD
conduct science inquiry. The
student is expected to:
use appropriate tools to
collect, record, and analyze
information, including
journals/notebooks, beakers,
Petri dishes, meter sticks,
graduated cylinders, hot
plates, test tubes, triple beam
balances, microscopes,
thermometers, calculators,
computers, timing devices,
and other equipment as
needed to teach the
curriculum; 6.4A
use preventative safety
equipment, including
chemical splash goggles,
aprons, and gloves, and be
prepared to use emergency
safety equipment, including
an eye/face wash, a fire
blanket, and a fire
extinguisher. 6.4B
o
o
o
6th Grade Science – 1st Six Weeks
Explain
Elaborate
Evaluate
Vocabulary Week 1
Safety, safety equipment, safety rules, safety symbols,
goggles, aprons, and gloves, eye or face wash, fire
blanket, and fire extinguisher
During the first week of school, the teacher will
implement activities to get to know students, establish
rules and expectations in the science classroom and
lab, and to introduce students to the world of science in
the middle school.
ENGAGE: Get input from students about what they like
and not like about science or use T-char included in CD
BLM 1 or SMART Notebook file
ENGAGE: Create a KWL chart to find out what students
know and want to know about science in the 6th grade.
Leave the L (learned) column blank to use at the end of
the year. You may want to create a KWL per topic as a
formative assessment to adjust based on
misconceptions and/or not mastering a particular
concept.
The teacher will facilitate students’ discussions in a
collaborative approach to set the expectations of
working in groups and engaging in project-based
learning (PBL). To help you start using PBL,
4teachers.org has age-appropriate, customizable
project checklists for written reports, multimedia
projects, oral presentations, and science projects. The
use of these checklists keeps students on track and
allows them to take responsibility for their own learning
through peer- and self-evaluation. Go to
http://pblchecklist.4teachers.org/index.shtml
and select Science 5-8. Follow the instructions on the
page. Based on the menu options, have tables or
groups of students decide the criteria to have as part of
the class’ expectations for each other. Once the criteria
are selected, have the groups decide on 3-4 items to
expand on each of the criteria. To maintain
engagement, once a group decides on a particular item,
ask other groups whether they agree or disagree and
why.
2012 - 2013
posters to illustrate
the safety rules.
ELABORATE:
Students will read
and discuss a safety
contract given by
the teacher or the
one found in CD
BLM 7. Each
student must sign
and date contract.
Also, involve parents
if able.
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
Discuss with the class the expectations for notebooking
and how scientists use it for different purposes. Visit
http://www.sciencenotebooks.org/ for an interactive
discussion of how scientists use notebooking before,
during, and after an investigation. Also, refer to
PowerPoint presentations sent with this planning guide
to choose slides that are appropriate to discuss with
students.
Develop guidelines for notebooking/journaling or use
the one included in CD BLM 2 or in SMART Notebook
file
ENGAGE students daily by using the following
http://theteachingthief.blogspot.com/2011/10/sciencesafety-videos.html
Have students view this safety rap video and then
EXPLORE AND EXPLAIN: hold a class discussion
sharing appropriate and inappropriate actions in the
science lab. If available, students create own video or
role play showing safe and unsafe practices.
ENGAGE
Use the story “Sponge Bob and the Bikini Bottom Gang
Learn Safety Rules” and do activity listed. Then,
discuss safety rules with students, allow time for them
to read the paragraphs and identify the broken safety
rules by underlining each one. When finished, discuss
each example and make a list of the correct safety rules
as a class on a poster.
ENGAGE
Use the attached Safety PowerPoint presentation to
review safety procedures, safety symbols, and safety
equipment.
2012 - 2013
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Week 2
Learning Standards
Scientific investigation
and reasoning. The student
knows how to use a variety
of tools and safety
equipment to conduct
science inquiry. The student
is expected to:
use appropriate tools to
collect, record, and analyze
information, including
journals/notebooks, beakers,
Petri dishes, meter sticks,
graduated cylinders, hot
plates, test tubes, triple
beam balances,
microscopes, thermometers,
calculators, computers,
timing devices, and other
equipment as needed to
teach the curriculum; 6.4A
use preventative safety
equipment, including
chemical splash goggles,
aprons, and gloves, and be
prepared to use emergency
safety equipment, including
an eye/face wash, a fire
blanket, and a fire
extinguisher. 6.4B
Instruction
Resources
Vocabulary Week 2
Journals/notebooks, beakers, Petri dishes, graduated
cylinders, hot plates, test tubes, triple beam balances,
microscopes, thermometer, timing devices, SI unit,
volume, Celsius, Kelvin, conversion,
http://jc-schools.net/PPTsscience.html#Grades6-12
Jefferson County Schools
In order for students to understand using appropriate
tools to collect, record, and analyze information, they
need to review physical properties of matter in order to
connect how the various tools are used.
http://www.slideshare.net/hseuf
ert/science-tools-presentation
Science tools PowerPoint
presentation
ENGAGE daily using one of the following

Demonstrate one of the lab station cards in CD BLM
10 and 11 or in the SMART Notebook file attached to
engage students in discussing properties of matter.
Also, allow students to describe the tools used to
describe these properties and how to properly use
each tool
Gateways to science

http://www.sks-science.com/middle-school-sciencesupplies-p2-5829.html
Use this website to show students various measuring
equipment that are available. Use the left side to
browse lab supply and measuring equipment

Use Tools Sort to have teams sort words and
pictures. Each team will EXPLAIN their rationale.
Have enough copies for various teams/tables.

The importance of the SI (International System of
Units) The Metric Program helps implement the
national policy to establish the SI (International
System of Units, commonly known as the metric
system) as the preferred system of weights and
measures for U.S. trade and commerce. It provides
leadership and assistance on SI use and conversion
to federal agencies, state and local governments,
businesses, trade association, standards
development organizations, educators, and the
general public. Go to
http://www.nist.gov/pml/wmd/metric/metricprogram.cfm
Products, Projects, Labs
Assessment
Lab 1.4 Physical
Properties of Matter T.E
14 – 16
EVALUATE
Knowing that 95%
of the population in
the word uses the
metric system;
suppose there are
two scientists, one
is in the U.S and
one in Colombia,
South America.
Both scientists are
working on a cure
against marsh fever
or malarial disease.
What problems
might arise if they
shared their data?
Have lab equipment
available for students.
Use the Science tools
PowerPoint presentation
to assist students in the
EXPLORE and EXPLAIN
phase of various tools.
Students will create a
presentation to the class
explaining how the tool is
used and what physical
property of matter
determines.
Lab 1.8 Relating Mass
and Volume T.E 26 – 30.
EVALUATE: Have
students collaborate
to discuss the
answers to the
following questions:
Why do scientists
use a standard
measurement
system? What are
the SI units of
measure for length,
mass, volume,
density, time, and
temperature? How
are conversion
factors useful?
Reflection- A
student is working
on a science
laboratory
procedure to
separate salt, water,
gravel, and iron
West-Orange Cove CSD

6th Grade Science – 1st Six Weeks
http://www.nist.gov/public_affairs/kids/metricfacts.ht
m Just as global competition is heating up the way
Americans conduct business, sporting competition
has become increasingly international. The need for
a universal system of weights and measures is
clearly evident. Because the metric system is the
language of measurement used by 95 percent of the
world's population, the U.S. Department of
Commerce and its Metric Program offer these
Sporting Fast Facts to help make the transition a little
easier.
EXPLORE: Have various lab equipment set out for
students to rotate. You want to set up equipment in
stations based on equipment used to measure mass,
volume, temperature, time, make observations and
calculations and others as you see fit. Students draw
and describe tools.
Use the SMART Notebook file to find interactive science
tools to play a game in recognizing various tools.
Students take turns EXPLAINING the purpose of each
tool.
2012 - 2013
shavings What tools
would be
appropriate to use
in order to collect
data? What would
not be used?
West-Orange Cove CSD
Week 3 -4
September 10 - 21
Learning Standards
Week 3-4
Scientific
Investigation and
reasoning. The student uses
scientific inquiry methods
during laboratory and field
investigations. The student is
expected to:
collect and record data using
the International System of
Units (SI) and qualitative
means such as labeled
drawings, writing, and graphic
organizers 6.2 C
design and implement
experimental investigations
by making observations,
asking well-defined
questions, formulating
testable hypotheses, and
using appropriate equipment
and technology;
6.2B
Matter and Energy. The
student knows matter has
physical properties that can
be used for classification. The
student is expected to:
calculate density to identify
an unknown substance
6.6B
6th Grade Science – 1st Six Weeks
Instruction
Vocabulary
Scientific method, observation, inference, experiment,
hypothesis, data, procedure, conclusion, constant, variable,
independent variable, dependent variable, controlled
experiment.
ENGAGE students daily by

Reviewing the processes of scientific investigations by
participating and discussing the Inquiry Board. Using the
inquiry board will support students to determine a testable
experiment and figuring out a testable question.

Defining and understanding the steps of the Scientific
Method.
Once students understand the Inquiry Board; then, EXPLAIN
the function of the control and the variables in an experiment. If
students struggle with this concept, take time to address
Variables in a Science Project to make sure students have a
very good understanding of this concept.
Also, explain how graphs, tables, and charts differ and how
scientists present their data using graphs, tables, charts. Use
this link to engage students in graphing activities- Graphs
and/or use a PowerPoint presentation to EXPLORE various
data analysis tools.
Teachers will facilitate students’ learning and discovery to
reinforce skills and concepts by


Making observations, using inference and prediction skills
as teacher shows students the concept of pressure in the
demonstration Egg in a Bottle or have students do own by
using the Bottled Egg procedures with no fire.
Classifying items based on a selected characteristic. Shoe
Classification Lab – Use SMART Notebook file
As an introduction activity to the classification of living
animals, students can classify shoes. This is a group
activity in which your students gain an understanding of the
importance of classification in science using materials
much closer to home. Begin the activity by asking students
to take off their shoes. Alternatively, you can assign
Resources
Scientific Method for
Students- Tutorial for the
Scientific Method
Graphs- Students engage in
graphing activities.
2012 - 2013
Products, Projects,
Labs
Assessment
Lab 1.9 Defining
Density T.E 31 - 32
EVALUATE
Students will
demonstrate
mastering and
understanding of the
scientific method by
creating a comic
strip, poster, rap,
poem, or story. Use
the following criteria
as a reference.
Lab 1.10 Applying
Density T.E 33 – 35
Students will reflect
in their journals as
the teacher performs
the Egg in a Bottle or
the Bottled Egg
demonstration. See
Student Task
Density of an
Unknown Liquid Lab.
Students will
calculate density to
identify an unknown
substance. See the
list of substances
included; however,
teacher can add
more. Also, the
amount of liquid and
the units can be
modified based on
readiness of the
students.
ELABORATE: Using
newspapers (may
assign this as
homework the day or
week before),
students find and cut
out various types of
graphs, tables and
charts. Have
students work in
groups to create a
Reflection- During
an electromagnet
Lab students tested
how the number of
coils affected the
number of paper
clips the
electromagnet could
pick up . Identify the
independent
variable, dependent
variable and
constant in the
experiment.
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
homework the day prior that instructs students to bring a
spare pair of shoes to school (this avoids discomfort
students may have taking shoes off in class).
Read more: Classification Activities for Middle
School | eHow.com
http://www.ehow.com/info_7893043_classificationactivities-middle-school.html#ixzz1yljmGKg2
2012 - 2013
poster to display
findings. Also, have
students write a
short explanation of
each.
West-Orange Cove CSD
Week 5
September 24 - 28
Learning Standards
Week 5
Matter and energy. The
student knows the differences
between elements and
compounds. The student is
expected to:
know that an element is a
pure substance represented
by chemical symbols
6.5 A
differentiate between
elements and compounds on
the most basic level 6.5C
6th Grade Science – 1st Six Weeks
Instruction
Vocabulary
Matter, element, pure, compound, mixtures, formula,
molecule, Periodic Table, atom, chemical symbols,
substance
ENGAGE students daily by

Reviewing the concept of matter and how it can be
classified. Also, review mixtures and solutions. Use
the columns of Physical Properties and Mixtures and
Solutions in this Jeopardy game to have students
brainstorm about what they already know from 5 th
grade.

Viewing the video clip Elements and Compounds or
selected parts of Elements, Compounds, Mixtures and
Separation Techniques. It shows the basic
fundamental particles of matter.

Once students have an understanding of elements,
ENGAGE by using "Meet The Elements"- Boing Boing
Video. An animated music video from They Might Be
Giants. This animated, upbeat ode to the periodic table
of elements and how they form our world, appears on
the new TMBG kids' album "Here Comes Science."
Video directed by Feel Good Anyway. Students will
discuss elements in our everyday life.

Using the Elements, Compounds, Mixtures
PowerPoint presentation to learn more about this
concept. At the end, students will have an opportunity
to see everyday examples; students will work in
groups to answer using current knowledge of science
concepts. Have them write their responses in their
science journals.
Teachers will facilitate students’ learning and discovery to
reinforce skills and concepts

EXPLORE / EXPLAIN- Students will read about
elements and Compounds. If able, use a computer lab
to conduct research about elements and compounds.
Students must write a report including key facts about
each term and the distinguishing factors that make
Resources
http://www.brightstorm.com/s
cience/chemistry/matter/elem
ents-compounds/#
Background knowledge for
the teacher
http://www.tcfawcett.com/ips/
Chemistry/elements_lab.pdf
Elements Lab
http://www.chem.purdue.edu/
gchelp/atoms/elements.html
Elements, Compounds, and
Mixtures
2012 - 2013
Products, Projects,
Labs
ELABORATE
Elements Lab
Students will use
their knowledge
about elements to
write an acrostic
poem. Use the
suggested format to
guide students
thinking.
Students will create
a Venn diagram to
compare and
contrast elements
and compounds.
Assessment
EVALUATE
Students will
complete Matter
Flow Chart using the
word bank given or
add words as
necessary. Then,
students will use this
flow chart to write
down a paragraph
about elements,
compounds and
mixtures
Give students
various problems
where students
identify elements,
compounds, and
mixtures. Use ThinkPair-Share to show
students’ learning.
Students reflect on
own learning in their
journal after
discussion.
Reflection –
Elements and
Compounds
research report
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
them unique. At the end of the research report,
provide students with notes.

Elements vs. Compounds. Refer to Elements,
Compounds, Mixtures PowerPoint presentation. In
this case, we want students to use concrete items to
differentiate between elements and compounds. Then
use the Periodic Table as a tool to help revise
students’ thinking of Elements and Compounds.
2012 - 2013
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
6th Grade Science Introduction.
(1) Science, as defined by the National Academy of Science, is the "use of evidence to construct testable explanations and predictions of
natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is
described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science
because they deal with phenomena that are not scientifically testable.
(2) Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational
evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories
are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that
scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and
technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that
involve the application of scientific information.
(3) Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. National standards in science are
organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas,
the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology.
These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
SMART Objective
In the book, Learning by Doing, P. 126, Richard DuFour, Rebecca DuFour, Thomas Many, and Robert Eaker, talk about SMART goals and how
establishing these goals will assist stakeholders in creating a collaborative effort oriented by results.
According to Dufour et al, SMART objectives are Strategic and Specific, Measurable, Attainable, Results-Oriented, Timebound. For our
purposes in the classroom, we will use SMART objectives in the following manner:
Standards-based – use the wording of the TEK
Makes a connection – find a way to connect to everyday situation
Attainable - do students feel they can learn the concept?
Results oriented – how will students know they have learned the concept?
Tell – Students are able to tell what they are learning
The objective does not have to change every day as you write it on the board or keep it in a prominent place. Keep in mind that by posting
the learning objective in this manner and using with the students before, during, and after the lesson then the students will know the what,
how, and why of the learning. Besides, using the standard will support the students learn the vocabulary they are expected to know and
master by the end of the lesson.
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Some Examples of Formative Assessments in Science
(Source: Science Formative Assessments by Page Keeley)
Concept Cartoons
(p.71)
Familiar Phenomenon Probe/
Friendly Talk Probe
(p.85 & 102)
Interest Scale
(p.115)
I Used to Think…Now I Know
(p.119)
KWL (and its variations)
(p.128)
Pass the Question
(p.149)
Popsicle Stick Questioning
(p.158)
R.E.R.U.N.
(p.172)
Sticky Bars
(p.178)
Terminology Inventory Probe
(p.180)
-cartoon of people sharing their ideas on common, everyday phenomenon/concept
-students choose the cartoon they agree with most and explain their reasoning
-used to assess and address misconceptions, diagnostic
-see: www.conceptcartoons.com for examples
-a dialogue between characters addressing a concept
-students choose the character they agree with most and explain their reasoning
-used to assess and address misconceptions, diagnostic
-students use sticky notes to indicate their interest in a subject on a low to high scale (e.g. a
thermometer with the heading “How Hot is the Topic?”)
-kinesthetic, student interest
-at the end of a lesson, students reflect and compare what they knew at the beginning of a lesson to
what they know after a lesson
-metacognition, assessment as learning
KWL – what I know, what I wonder, what I learned
OWL – what I observed, what I wonder, what I learned
KWLH – KWL + H = how I learned it
-students begin to respond to a question; halfway through, they exchange responses and complete,
modify, or change each other’s responses
-can be done in pairs and then exchanged with another pair
-cooperative learning
-names of students are written on a popsicle stick
-pull popsicles sticks for name of student to call on (e.g. for questioning)
-reflection/exit card for a lab activity
-recall (summarize), explain the purpose, results (describe their meaning), uncertainties
(list/describe), new things you learned
-to answer a multiple choice question, students write their responses on a sticky note, hand in to
their teacher, teacher posts answers to show the variety of answers from all students
-diagnostic, metacognition
-give a list of terms to students
-students use a checklist to indicate what they know of a term using a range from “I have never
heard of the this” to “I clearly know what it means and can describe it”
-students revisit the list at the end of learning
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
-ask students to reveal their understanding by providing a description, drawing a picture, etc.
Synectics
(p.186)
Traffic Light Cups
(p.201)
A&D Statements
Annotated Student Drawings
Commit and Toss
Concept Card Mapping Concept
Missed Conception
-“the fitting together of different and apparently irrelevant elements”
-analogies/metaphors
e.g. a physical change is like a milkshake because different ingredients are put together and
combined to make something different but each ingredient can still be physically separated
-teacher can assess student’s conceptual understanding of a concept
-link to Marzano’s “identifying similarities and differences” instructional strategy
-red, yellow, and green stackable party cups
-used to signal whether a group does not need help from the teacher (green), needs some feedback
or assistance (yellow), or does not know what to do next (red)
-allows teacher to circulate and differentiate the process based on readiness
Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first part
of A & D Statements, students may choose to agree or disagree with a statement or identify
whether they need more information. In addition, they are asked to describe their thinking
about why they agree, disagree, or are unsure. In the second part of the FACT, students
describe what they can do to investigate the statement by testing their ideas, researching what
is already known, or using other means of inquiry.
“If a picture is worth a thousand words, perhaps drawing and visualizing can help science
students enhance their learning potential” (National Science Teacher Association [NSTA],
2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visually
represent and describe student’s thinking about a scientific concept.
Commit and Toss is an anonymous technique used to get a quick read on the different ideas
students have in the class. It provides a safe, fun, and engaging way for all students to make
their ideas known to the teacher and the class without individual students being identified as
having “wild” or incorrect ideas. Students are given a question. After completing the question,
students crumple their paper up into a ball and, upon a signal from the teacher, toss the paper balls
around the room until the teacher tells them to stop and pick up or hold on to one paper.
Students take the paper they end up with the share the ideas and thinking that are described
on their “caught” paper, not their own ideas.
Card Mapping is a variation on the familiar strategy of concept mapping (Novak, 1998). Instead of
constructing their own concept maps from scratch, students are given cards with the concepts
written on them. They move the cards around and arrange them as a connected web of knowledge.
They create linkages between the concept cards that describe the relationship between concepts.
Moving the cards provides an opportunity for students to explore and think about different linkages.
A Missed Conception is a statement about an object or phenomenon that is based on a commonly
held idea noted in the research on students’ ideas in science. Students are asked to analyze a
statement, describe why some people may believe it is true, describe what one could do to help
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
someone change his or her “missed conception” in favor of the scientific idea, and reflect on their
own ideas in relation to the statement.
Two-Minute Paper
The Two-Minute Paper is a quick and simple way to collect feedback from students about their
learning at the end of an activity, field trip, lecture, video, or other type of learning experience.
Students are given two minutes to respond to a predetermined prompt in writing.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CHYQFjAC&url=http%3A%2F%2Fdpcdsbcla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2
QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Name ________________________
Science Safety Rules
The Bikini Bottom gang has been learning safety rules during science class. Read the
paragraphs below to find the broken safety rules and underline each one. How many
can you find?
SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a
chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the
safety rules they had learned in science class. The teacher passed out the materials and
provided each person with an experiment book.
SpongeBob and Gary flipped through the book and decided to test the properties of
a mystery substance. Since the teacher did not tell them to wear the safety goggles, they
left them on the table. SpongeBob lit the Bunsen burner and then reached across the flame
to get a test tube from Gary. In the process, he knocked over a bottle of the mystery
substance and a little bit splashed on Gary. SpongeBob poured some of the substance into
a test tube and began to heat it. When it started to bubble he looked into the test tube to see
what was happening and pointed it towards Gary so he could see. Gary thought it smelled
weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little
bit of the substance. They were worried about running out of time, so they left the test tube
and materials on the table and moved to a different station to try another experiment.
Patrick didn’t want to waste any time reading the directions, so he put on some
safety goggles and picked a couple different substances. He tested them with vinegar (a
weak acid) to see what would happen even though he didn’t have permission to
experiment on his own. He noticed that one of the substances did not do anything, but the
other one fizzed. He also mixed two substances together to see what would happen, but
didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and
decided to do that test. He ran over to that station and knocked over a couple bottles that
SpongeBob had left open. After cleaning up the spills, he read the directions and found
the materials he needed. The only test tube he could find had a small crack in it, but he
decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube
over the flame. He forgot to move his notebook away from the flame and almost caught it
on fire.
Before they could do another experiment, the bell rang and they rushed to put
everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube
before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger,
but decided he didn’t have time to tell the teacher about it. Since they were late, they
skipped washing their hands and hurried to the next class.
Worksheet created by T. Trimpe 2003 http://sciencespot.net/
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
SAFE SCIENCE:
Lab Safety Awareness
Major General Laboratory Safety Rules and Reasons
RULE
 Never eat or drink in the lab.
 Never eat or drink from laboratory glassware.
 Do not run or play roughly in the lab.
 Do not play practical jokes in the lab.
 Do not perform experiments unless instructed by your teacher. Don’t mix chemicals for “fun.”
 Avoid spilling material in the laboratory. If anything spills, call your teacher immediately. Ask the
teacher about the correct procedure for cleanup.
 If an accident occurs, report it to your teacher promptly.
 Keep equipment and work areas clean and organized.
 Be sure all gas jets or valves, electrical connections and water faucets are turned off when you are
through with them or at the end of the lab period.
 Wear eye protection, aprons or lab coats, closed-toe shoes and other safety protection as directed
by your teacher or the instructions in your book.
 Read labels on containers with care before using their contents.
 Carry microscopes and other pieces of equipment with both hands, using one hand to support the
instrument from underneath.
 Follow instructions with care about the handling and management of live animals.
 Follow safety instructions precisely as stated in your book and/or by your teacher.
 Always obtain permission from your teacher before experimenting on your own.
 Do not perform any activities that have not been approved by your teacher.
 Never use broken or chipped glassware. If you notice a chip, crack or break, inform your teacher
immediately. Dispose of the glassware in the proper container.
 Learn the meaning of every safety symbol used in the lab.
 Always wash your hands after each laboratory experiment, or whenever your hands have been
exposed to anything that might harm you.
 Wash your hands after handling animals or animal cages.
 Read instructions for an experiment several times.
 Be sure you understand each of them. Follow directions exactly. For example add acid to water,
not water to acid. If you are not sure about any part of the directions, ask your teacher for help.
 Never return chemicals to their original containers.
 Dispose of extra material you do not need according to your teacher’s directions.
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Egg in a Bottle
Concept: Pressure. Pressure changes work to force the egg into and out of the bottle.
Materials:
* hard boiled egg (NO SHELL)
* glass bottle with an opening that the egg will not slip into
* matches
* cotton balls (soak with rubbing alcohol or ethanol before use)
* 100 mLbeaker
* vinegar
* baking soda
* pie plate
Directions: To get the egg in the bottle:
1. Demonstrate that the egg will not fit into the bottle.
2. Light an alcohol soaked cotton ball on fire and drop the flaming cotton ball into the bottle.
3. QUICKLY place the egg on top of the bottle and watch the egg get pushed inside the bottle.
Alternative: Is is really necessary to have a combustion reaction to make this demo work? For many years
an erroneous explanatioin cited that the egg went into the flask as a result of using up the oxygen. Less
gas, less pressure, egg goes into the bottle. In recent years, several articles have been published which
state that this explanation is incorrect. Can we prove it?
Is it necessary to have a combustion reaction to get the egg into the bottle? Heat the empty bottle on a hot
plate for a short time (several minutes), remove the bottle from the hot plate, place the egg on top of the
bottle.
To get the egg out of the bottle:
1. Tip the bottle with the egg in it so that the egg lays near the opening of the bottle (try to aim the egg
pointing straight towards the opening of the bottle.)
2. Sprinkle about one teaspoon of baking soda all around the egg (especially on the sides).
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
3. Pour in (or better use a large turkey baster) about 30 ml of vinegar, and quickly flip the bottle upside
down with the egg closing the opening above the pie plate. This procedure may take a little practice to get
it down correctly.
Alternative: With the egg in position, holding the bottle upside down, use a hair dryer to heat the bottle.
This should force the egg out of the bottle.
Introduction: I have absolutely nothing to put this egg in, besides this bottle here. But there is no way
this egg is going to fit in that bottle, right? Well...let's try one more time.
Explanation: The process of combustion (the alcohol burning inside the bottle) causes air inside of the
bottle to heat up and expand. Some of the original air is forced out of the bottle before the egg is placed
on top. Before the egg is placed on top the air pressure is the same inside and outside of the bottle. When
the egg seals the top of the bottle, the flame goes out and the gases on the inside of the bottle begiin to
cool. The cooler molecules of gas, move less rapidly, causing less collisions of the gas molecules, which
results in less air pressure. However, the air pressure remains the same on the outside of the bottle. This
causes the air pressure on the outside of the bottle (which has a greater pressure than the inside of the
bottle) to push the egg through the tiny opening and into the bottle.
The reaction between the baking soda and vinegar produces the gas carbon dioxide. The pressure of the
carbon dioxide gas pushes the egg back out of the bottle. The gas is able to push the egg out of the bottle
because there are now more gas molecules, resulting in more collisions and a increase in air pressure.
Combustion:
alcohol + oxygen -----> carbon dioxide + water
C2H5OH + O2 ----> CO2 + H2O + heat
baking soda + vinegar -------> carbon dioxide + sodium acetate + water
Na(HCO3) + H(C2H3O2)-----> CO2 + Na (C2H3O2) +H2O
Safety: BE CAREFUL when you burn the cotton balls!!! Children should not do this experiment
Waste Disposal: Throw the egg away and dump the rest of the materials down the drain.
Source:
Original - Public Domain:
New alternatives and cotton balls - Fortman, J. CHEM 13 NEWS, April 2002, p. 5.
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Adcock, Louis H. The Egg in the Bottle Revisited: Air Pressure and Amontons' Law (Charles' Law) J.
Chem. Educ. 1998 75 1567. (December 1998)
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Eggs-Periments: Bottled Egg
First get permission to use kitchen equipment and eggs.
YOU WILL NEED




Step 1
One peeled, hard-boiled egg
Plastic or glass bottle with an opening slightly smaller than the egg
Large bowl of hot water
Large bowl of ice water
HERE’S HOW
1. Put the bottle in the bowl of hot water for about five minutes.
2. Move the bottle to the bowl of ice water. Wet the egg and place it
pointed side down in the bottle opening. As the air inside the bottle
cools, the egg will slowly move into the bottle.
3. To remove the egg, hold the bottle upside down so the egg is near the
opening. Blow hard into the bottle with your mouth tight against the
opening. Point the bottle away from you: The egg flies out!
Step 2
WHY?
Hot air expands. Cold air contracts. When the air inside the bottle is
heated, the molecules, or tiny air particles, inside the bottle spread out,
increasing air pressure. As the air in the bottle cools, the air pressure
decreases. The greater outside air pressure pushes the egg into the
bottle. Blowing into the bottle raises the air pressure again. The air and
the egg rush out of the bottle.
Step 3
Text by Julie Vosburgh Agnone
Illustration by David Bamundo
http://kids.nationalgeographic.com/kids/activities/funscience/bottled-eggsperiment/
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Student Task
Review the vocabulary

Predicting: To tell in advance the outcome of a future event based on current
evidence or past experience.

Observation: Using one or more of your five senses to gather information about
the world.

Inference: Attempting to explain an observation. Statements that are inferences
often times begin with “perhaps” or “maybe”.
As the teacher begin the demonstration, prompt the students with the following:

Cotton balls will be ignited and placed in a glass bottle. A hard - boiled egg will be placed
in the opening of the bottle. Predict what will occur next.

Write at least five observations from this demonstration.

Write three possible inferences for what you observed in this experiment.
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Tools Sort
Length
Width
Height
Volume
Mass
Weight
Time
°C
Meter stick
Ruler
Graduated cylinder
Measuring cup
Measuring spoon
Beaker
Flask
Pan balance
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Triple-beam balance
Spring scale
Stopwatch Clock
Calendar
Meter
Thermometer
Kilometer
Liter
Gram
Second
M
km
Temperature
Mg
Kilogram
Centimeter
Year
Degrees Celsius
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Milligram
hr
Millimeter Minute
Cm
Milliliter
Kg
Week
Day
Hour
L
Decade
Century
mm
mL
Year
Month
g
Sec
min
Tape measure
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
2012 - 2013
Density of an Unknown Liquid
You are investigating three unknown liquids. However, you cannot open the container to smell
or touch the sample.
Scientists are able to know a particular substance based on its density. DENSITY is a physical
property of matter, as each element and compound has a unique density associated with it.
Density defined in a qualitative manner as the measure of the relative "heaviness" of objects
with a constant volume.
For example: A rock is obviously more dense than a crumpled piece of paper of the same size.
A Styrofoam cup is less dense than a ceramic cup.
Density may also refer to how closely "packed" or "crowded" the material appears to be - again
refer to the Styrofoam vs. ceramic cup.
The determination of density is a nondestructive physical process for distinguishing one
substance from another. Density is the ratio of a substance's mass to its own volume. (mass is
that for just the liquid)
d =
m
_____
=
V
mass
_________
Volume
In the metric system the unit of density for a liquid or solid is measured in g/mL or g/cm3. The
cm3 volume unit used with solids is numerically equal to mL volume unit used with liquids. That
is, 1 mL = 1 cm3. In this experiment you will determine the density of several liquids and
compare the physical properties of those liquids.
You have 3 containers labeled A, B, and C holding 0.10 L of each unknown liquid.
Create and execute a plan to figure out which container holds the liquid whose density
information is on the chart below.
Densities of Liquids
Type of Liquid
Density g/mL or g/cm3
Water
1.0 g/mL
Rubbing Alcohol 0.785 g/mL
Cooking Oil
0.92 g/mL
Mercury
13.6 g/mL
Gasoline
0.66 g/mL
Sea Water
1.03 g/mL
Corn Syrup
1.38 g/mL
Vinegar
1.01 g/mL
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
Experiment 3 - Density
2012 - 2013
Name_________________
Density of water
1. Look up the actual density of water: ________________
What are the units? ________
2. Weight of a dry 100-mL graduated cylinder
= ________________
3. Volume of water added to graduated cylinder
= ________________
4. Weight of graduated cylinder and water.
= ________________
5. Mass of water in the graduated cylinder
= ________________
6. Calculate the density of the water using the equation, d = m/V.
Show your work here:
density =__________
Rubbing alcohol or isopropyl alcohol
1. Look up the actual density of isopropyl alcohol: _____________ What are the units? ___________
2. Weight of a dry 100-mL graduated cylinder
= ________________
3. Volume of alcohol added to graduated cylinder
= ________________
4. Weight of graduated cylinder and alcohol.
= ________________
5. Mass of alcohol
= ________________
6. Calculate the density of the alcohol using the equation, d = m/V.
Show your work here:
density = _________
Cooking oil
1. Look up the actual density of vinegar: _____________
What are the units? _____________
2. Weight of a dry 100-mL graduated cylinder
= ________________
3. Volume of vinegar added to graduated cylinder
= ________________
4. Weight of graduated cylinder and vinegar.
= ________________
5. Mass of vinegar
= ________________
6. Calculate the density of the vinegar using the equation, d = m/V.
Show your work here:
density = _________
West-Orange Cove CSD
6th Grade Science – 1st Six Weeks
Name _______________
2012 - 2013
Date _____________
Elements Acrostic Poem
An acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a
word or line that tells something about that person or topic.
Example: An acrostic poem using the word "Sun."
Sometimes when we go to the beach, I will get sun burn.
Usually if I put Sun block on my skin, I will not burn.
Noon is when I'm really prone to burning.
Write an Acrostic Poem using the word below.
E
L
E
M
E
N
T
Powered by: The Online Teacher Resource (www.teach-nology.com)
© Teachnology, Inc. All rights reserved.