District 11 Educational Support Services
Science



Grade 6 Science 61-64: Course Overview
 Course Number: SCM.61 - SCM.64
Overview
This course emphasizes concept and skill development and contains a balance of physical, biological, earth/space, and environmental science topics. Each unit focuses on applying the Scientific Process in one major scientific concept, which is developed through a thematic approach. The major concepts include: Science and Technology; Microorganisms; Investigating Matter; Chemical Changes; Energy and You; Temperature and Heat; Our Changing Earth; and Human Body and Health Topics, including the Endocrine, Skeletal, and Muscular Systems, Diseases, and Health-related Careers. Students construct their own understanding through an inquiry-based approach. Activities include open-ended investigations, small-group discussions, exploratory writing and reflective reading tasks, and long-range projects. Assessment activities are varied and teach as well as evaluate comprehension and performance.
Prerequisite: None
Course Length: 1   Period Length: 1   Grade Level:  6  Credit per Semester: 0
For Teachers
 Semester 1
 Semester 2
Prior Grade
Next Grade

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Curriculum Map for 2009/2010 School Year - New this year

Grade Level

Quarter 1

Quarter 2

Quarter 3

Quarter 4

6th

Nature and History of Science, Safety, Scientific Process (2 weeks)

 

All matter is made up of atoms, which are far too small to see directly through a light microscope. The atoms of any element are alike but are different from atoms of other elements, giving them unique properties. Atoms themselves are made up of even smaller particles. (4 weeks)

 

Atoms may stick together in well-defined molecules or may be packed together in large arrays. Different arrangements of atoms into groups compose all substances. (3 weeks)

 

 

Distinguish between and explain the relationships of mass, weight, volume and density. (4 weeks)

 

There are different forms of energy and those forms of energy can be changed from one form to another, but total energy is conserved energy is conserved.(5 weeks)

Complex interrelationships exist between Earth’s structure, and natural processes over time  that are constructive  and  destructive (6 weeks)

 

 

Earth’s natural resources provide the foundation for all of the physical needs of human society. Many of these resources are non-renewable on human time scales while others can be renewed or recycled. (3 weeks)

 

Water on Earth is distributed and circulated through oceans; glaciers, rivers, ground water; and the atmosphere. (3 weeks)

 

Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species.(2 weeks)

 

Organisms interact with one another in various ways providing a flow of energy and matter in an ecosystem (2 weeks)

 

Health  (2 weeks)

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  • Scientists investigate the world around them and communicate to others through the scientific process.
  • The scientific process is the basis of an integrated approach to understanding our world. (topic/problem, testable question, hypothesis, procedure)
  • Scientists use a plan to carry out an investigation (variables, control, data, observations, investigations).
  • Scientists select, appropriate tools to collect, organize, and record data using the metric system in tables, charts, and graphs. Scientists analyze data for reliability, validity to form conclusions. Scientists analyze data to infer past and predict future events.
  • Scientists ask questions based on their investigations and these questions can lead to new investigations.
  • Scientists communicate the results of their investigations in many formats and appropriate ways.
  • Experiments must be controlled and have reproducible results.
  • Safety is a primary concern with all laboratory techniques.
  • All matter exists in specific states (e.g. solid, liquid, gas, plasma) and has characteristic chemical and physical properties. Matter can be separated using procedures based on characteristic properties.
  • Elements are pure substances that can not be broken down by routine laboratory procedures; compounds are pure substances that are formed by the combination of elements in definite proportions. All forms of matter are composed of one or more of the elements.
  • The Periodic Table of Elements is both a tool and an organized arrangement of the elements that demonstrates the underlying atomic structure of the elements.
  • There are measurable properties of kinetic and potential energy. Energy cannot be created nor destroyed.
  • Different simple machines produce different mechanical advantages.
  • The world population uses both renewable and nonrenewable resources.
  • The world is affected by the interrelationship of science and technology. New technology continually impacts human activity. New technology continually impacts human activity.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • What is a testable question that leads to a proposed hypothesis, and how are testable question developed?
  • How do scientists design a plan for investigating a testable questions? 
  • How does knowledge of independent/manipulated and dependent/responding variables impact investigations?
  • How do scientists measure systems?
  • How do scientists interpret and evaluate data? How do scientists infer/predict past and future events? How can models help us predict future outcomes?
  • What new questions have arisen based on unexpected results of the investigation? What are some different sources and methods a scientist uses to collect and record data?
  • How is scientific information effectively communicated to specific audiences?
  • What is the difference between a physical and chemical change?
  • How do controlled/uncontrolled variables affect the outcomes of experiments? How do you identify, compare, and control variables in an investigation?
  • How can substances be separated chemically or physically?
  • How can matter be classified?
  • What does the arrangement of elements in The Periodic Table of Elements tell us about an element?
  • How can force and motion be identified and measured?
  • How do you recognize the advantages of different simple machines?
  • How can we recognize changes in energy?
  • What are the differences between and uses of renewable and nonrenewable resources?
  • What are the advantages and disadvantages of using technology to solve problems?
  • How has technology influenced the way people work? What are advantages/disadvantages are created by new technology? How do people use science and technology in their professional lives?
  • How do controlled/uncontrolled variables affect the outcomes of experiment?
  • How does bias, opinion, and evidence affect the way science is communicated in various media?
  • What are safe laboratory practices?

Standards
 

Grade 6 Essential Vocabulary
 

Visual Thesaurus - use the approved District 11 login and password to the right. Login: ms68@d11.org  
Password: d112009

atom
calculate
constructive
consumer
density

destructive
electron
erosion
food web
gravity
hypothesis

kinetic energy
matter
molecule
neutron
periodic table
potential energy

 procedure
producer
proton
rate
relationship
safety		 species
speed
transfer
variable
velocity
volume

Teaching content specific vocabulary is part of the District 11 Secondary Literacy Plan. Research confirms that students need at least 6 opportunities through varied activities to experience new vocabulary in order to acquire a conceptual understanding. The following activities are endorsed by the Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy to Improving Vocabulary. Instead of looking at a dictionary first, follow the 6 steps to insure students have a full understanding. Read more about Research on Teaching Vocabulary.

  • Step 1: Teacher provides a description, explanation, or example of the term

  • Step 2: Student restates the description, explanation, or example in his/her own words

  • Step 3: Student designs a visual representation

Use the suggested Vocabulary Activities for Steps 4-6.

  • Step 4: Student completes activities that provide practice for using terms in writing

  • Step 5: Students review and discuss word meanings 

  • Step 6: Students practice words with games 

Sample Units

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

   
   

Parents

When parents ask their teenagers what happened at school, they often get very vague responses. You can demonstrate your support of your child's learning by asking specific questions like, "What topic are you studying this week in science? Share the topics you are interested in and why. While driving together, there are games you can play to foster good communication.  Ask your teen to pick a science topic and quiz you by posing questions for you to answer. Don't be intimidated if your child outscores you. Teaching information to someone else is the best way to remember information.  You will be giving your teen an opportunity to demonstrate his or her understanding of science information, and boost his or her confidence in learning.

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