Topic 1
Why is it important to use the scientific method to acquire new information and analyze the world
around us? (Number of sessions: 24)
SC.6.N.1.2 (view) (Number of sessions: 5)
Explain why scientific investigations should be replicable.
SC.6.N.1.3 (view) (Number of sessions: 5)
Explain the difference between an experiment and other types of scientific investigation, and explain the relative
benefits and limitations of each.
SC.6.N.2.2 (view) (Number of sessions: 5)
Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are
encountered.
SC.6.N.3.3 (view) (Number of sessions: 5)
Give several examples of scientific laws.
SC.6.N.3.4 (view) (Number of sessions: 4)
Identify the role of models in the context of the sixth grade science benchmarks.
SC.6.N.2.1 (view) (Number of sessions: 5)
Distinguish science from other activities involving thought.
SC.6.N.1.4 (view) (Number of sessions: 5)
Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students
conducting the same investigation.
SC.6.N.2.3 (view) (Number of sessions: 5)
Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and
possess varied talents, interests, and goals.
SC.6.N.3.1 (view) (Number of sessions: 5)
Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is
not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it
is used in everyday life.
SC.6.N.1.1 (view) (Number of sessions: 5)
Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigation of various types, such as systematic observations or
experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
SC.6.N.1.5 (view) (Number of sessions: 5)
Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that
fit evidence.
SC.6.N.3.2 (view) (Number of sessions: 5)
Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the
natural world. Thus, scientific laws are different from societal laws.
LAFS.68.RST.1.3 (view) (Number of sessions: 5)
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
LAFS.68.RST.3.7 (view) (Number of sessions: 5)
Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
LAFS.68.WHST.1.2 (view) (Number of sessions: 5)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with
relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use
appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use
precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a
formal style and objective tone. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
LAFS.6.SL.1.3 (view) (Number of sessions: 5)
Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and
evidence from claims that are not.
LAFS.68.WHST.3.9 (view) (Number of sessions: 5)
Draw evidence from informational texts to support analysis reflection, and research.
LAFS.6.SL.1.2 (view) (Number of sessions: 5)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how
it contributes to a topic, text, or issue under study.
LAFS.6.SL.2.4 (view) (Number of sessions: 5)
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.6.SL.2.5 (view) (Number of sessions: 5)
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to
clarify information.
LAFS.68.RST.1.1 (view) (Number of sessions: 5)
Cite specific textual evidence to support analysis of science and technical texts.
LAFS.68.RST.1.2 (view) (Number of sessions: 5)
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
knowledge or opinions.
LAFS.68.RST.2.4 (view) (Number of sessions: 5)
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6 8 texts and topics.
LAFS.68.RST.3.8 (view) (Number of sessions: 5)
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
LAFS.68.RST.3.9 (view) (Number of sessions: 5)
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic.
LAFS.68.WHST.2.4 (view) (Number of sessions: 5)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.68.WHST.3.7 (view) (Number of sessions: 5)
Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
LAFS.68.WHST.3.8 (view) (Number of sessions: 5)
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
LAFS.68.WHST.4.10 (view) (Number of sessions: 5)
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.68.WHST.2.5 (view) (Number of sessions: 5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
LAFS.68.WHST.2.6 (view) (Number of sessions: 5)
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
LAFS.68.WHST.1.1 (view) (Number of sessions: 5)
Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal
style. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.68.RST.2.5 (view) (Number of sessions: 5)
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole
and to an understanding of the topic.
LAFS.68.RST.2.6 (view) (Number of sessions: 5)
Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a
text.
MAFS.6.SP.2.5 (view) (Number of sessions: 5)
Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations.
Describing the nature of the attribute under investigation, including how it was measured and its units of
measurement. Giving quantitative measures of center (median and/or mean) and variability (interquartile range
and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the
overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of
center and variability to the shape of the data distribution and the context in which the data were gathered.
LAFS.6.SL.1.1 (view) (Number of sessions: 5)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to
discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial
discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific
questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
MAFS.6.EE.3.9 (view) (Number of sessions: 5)
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write
an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought
of as the independent variable. Analyze the relationship between the dependent and independent variables using
graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed,
list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship
between distance and time.
MAFS.6.SP.2.4 (view) (Number of sessions: 5)
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Know: (Number of sessions: 5)
What is needed to plan and carry out scientific investigations of various types. Scientific investigations should be
replicable.
Know: (Number of sessions: 5)
The difference between an experiment and other types of scientific investigations. How results and explanations
are derived from among a different groups of students dong the same investigation. Science involves creativity, not
just in designing experiments, but also in creating explanations that fit evidence.
Know: (Number of sessions: 5)
Scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered
Scientists come from all walks of life and possess varied talents, interests, and goals.
Know: (Number of sessions: 5)
Examples of scientific laws. A scientific law is a description of a specific relationship under given conditions in the
natural world. Scientific laws are different from societal laws.
Know: (Number of sessions: 4)
When it is appropriate to use a model.
Do: (Number of sessions: 5)
Plan and carry out a scientific investigations of various types, such as systematic observations or experiments,
identifying variables, collect, organize, and interpret data, make preditions and defend conclusions.
Do: (Number of sessions: 5)
Explain the difference between an experiment and other types of investigations, and explain the benefits and
limitations of each. Discuss, compare, and negotiate methods used, and explanations among groups of students
conducting the same investigation. Use creativity in designing experiments as well as creating explanations that fit
evidence.
Do: (Number of sessions: 5)
Students should be able to research and develop a basic explanation of who a scientist can be.
Do: (Number of sessions: 5)
Explain the difference between a scientific law and scientific theory.
Do: (Number of sessions: 4)
Use appropriate models when necessary.
What is needed to plan and carry out scientific investigations of various types and be replicable?
(Number of sessions: 5)
Why and when are different investigations necessary? (Number of sessions: 5)
What makes scientific knowledge durable? (Number of sessions: 5)
How are theories and laws used within science and different from those used in everyday life? (Number
of sessions: 5)
What are the different types of models? (Number of sessions: 4)
GIZMO: (Number of sessions: 5)
Growing Plants - Explore the effects of variables, design a controlled experiment, and collect data from multiple
trials.
GIZMO: (Number of sessions: 3)
Measuring Volume- Measure and observe the volume in a graduated cylinder
GIZMO: (Number of sessions: 3)
Force and Fan-Laws of Motion and exploring the resistance force and how they compare to the laws
Achieve 3000 (Number of sessions: 6)
It's Lights Out For Some Bulbs, Wanted: Unknown Plants and Animals, Losing a Home, Not Losing Hope, Fun
Without Computers? LOL, Science Goes to Washington
GIZMO: (Number of sessions: 5)
Effect of Environment on New Life Forms - Scientific method, control conditions, and observe outcome.
GIZMO: (Number of sessions: 3)
Measuring Motion- Estimation and calculating speed and motion
GIZMO: (Number of sessions: 3)
Building Pangea- Continental Drift Theory and evidence that helps to support the theory
GIZMO: (Number of sessions: 5)
Pattern Finder - Observe and test your hypothesis. Adjust your hypothesis based on outcomes.
GIZMO: (Number of sessions: 3)
Graphing Skills- Create a bar graph with x and y axis labeled. Plot points on bar graph.
GIZMO: (Number of sessions: 3)
Reaction Time 1- (Graphs and Statistics) Read and interpret data; range, mode, and median
GIZMO: (Number of sessions: 3)
Triple Beam Balance- Observe and find the mass of objects using a virtual triple beam balance
When One Question Leads to Another (Number of sessions: 5)
The process of reviewing the same question multiple times.
http://student.societyforscience.org/article/when-one-question-leads-to-another
Science Fair Project (Number of sessions: 10)
Scientist, Replication (Number of sessions: 5)
Dependent Variable, Independent Variable, Experiment, Observation, Investigation, Hypothesis,
Variable (Number of sessions: 5)
Experiment, variables, hypothesis (Number of sessions: 5)
Law, Theory (Number of sessions: 5)
Model (Number of sessions: 4)
Science Fair (Number of sessions: 10)
Students participating in science fair should begin their projects during this unit due to the focus on the scientific
method.
All Language Arts, Math, and Reading Standards are at the beginning of the map and are supported
during the entire year. (Number of sessions: 10)