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6th Grade Science
Quarter 3, 2017
Ms. L. Luckasavitch
Room SS15
Email: [email protected]
Course Description:
The goal of Science 6 is to provide students with the foundation of knowledge to understand, construct, and
reinforce scientific concepts. The topics covered will include an overview of science and the scientific method,
plate tectonics, earthquakes, volcanoes, minerals and rocks, weathering and erosion, geologic time, freshwater
systems, the ocean, weather and climate, human impact on the environment, and our solar system. To this
regard, students will actively engage in hands-on exploration of these topics. Students will learn how to think
like scientists while applying the concepts of observing, measuring, communicating, classifying, predicting,
inferring, hypothesizing, and experimenting.
Science Explorer: Earth’s Changing Surface. Wysession, Michael. Prentice Hall. 2007
Science Explorer: Earth’s Waters. Jenner, Jan and Thomas R. Wellnitz. Prentice Hall. 2007
Science Explorer: Weather and Climate. Brooks Simons, Barbara. Prentice Hall. 2007
Ringed Binder
Pens, pencils, erasers
Units of Study:
Unit 5 – History of Earth (3 weeks)
Ch. 4: A Trip Though Geologic Time
Essential Questions: How has the Earth changed over time, what caused those changes, and how did it affect
both the geology of Earth and the biology present?
Objectives: Students will understand how fossils and rock strata are used to determine Earth’s past
environments and organisms. They will also understand the major events that took place within Earth’s
geological time scale.
Desired outcomes: The students will be able to…
1. Describe the different types of fossils and explain how they formed.
2. Explain how the fossil record is used to describe organisms and environments of the past.
3. Use the law of superposition, rock changes, and index fossils to explain how scientists determine the
relative ages of rocks within a layer.
4. Explain how and why scientists use the geological time scale.
5. Describe the structure of the geological time scale and how the time periods are defined.
6. Describe what took place during early Earth, Precambrian time, and the 3 eras in terms of geological
events and development of life.
Unit 6 – Earth’s Waters (4 weeks)
Ch. 1 Earth: The Water Planet; Ch. 2 Freshwater Resources and Ch. 4 Ocean Zones
Essential Questions: How is water recycled? How is water currently wasted? How can we better conserve
water for future use? What kind of relationship do humans have with our oceans?
Objectives: Students will describe the distribution of water on Earth and they will explain how humans use
water and pollute it.
Desired outcomes: The students will be able to…
1. Explain the distribution and movement of Earth’s water.
2. Classify the different surface water systems, describe how they are related, and explain their importance.
3. Describe the movement and importance of underground water systems.
4. Explain the current use and conservation of water.
5. Discuss the sources of, and solutions for, water pollution.
6. Describe how humans try to control the movement of water and use it to generate electricity.
7. Discuss how humans use and abuse our oceans.
Unit 7 – Weather and Climate (5 weeks)
Ch. 1: The Atmosphere, Ch. 2: Weather Factors, Ch. 3: Weather Patterns, Ch. 4: Climate and Climate
Change; Ch. 3 Ocean Motions
Essential Questions: What generates and propagates our weather? What are the causes and effects of
climate change?
Objectives: Students will understand how the Earth is heated, how that heat is distributed, wind formation,
cloud formation, and the different forms of precipitation. They will understand how storms form, forecasting
weather events, how the Earth’s climate has changed throughout history, and factors that have influenced
climate change.
Desired outcomes: The students will be able to…
1. Describe the composition of Earth’s atmosphere.
2. Explain how the atmosphere is important to living things.
3. Define air pressure and explain how increasing altitude affects air pressure.
4. Describe what happens to the sun’s energy when it reaches Earth.
5. Describe the three ways in which heat is transferred.
6. Explain what causes winds, and the local breezes - sea breezes and land breezes.
7. Describe the cause and effect of global winds.
8. Define humidity and explain how it is measured.
9. Explain cloud formation.
10. Differentiate between the common forms of precipitation and the conditions needed for each to form.
11. Describe the different types of air masses and explain how they form fronts.
12. Describe the main types of storms and their formation.
13. Describe how the weather is predicted.
14. Interpret weather maps.
15. Describe the factors that influence temperature and precipitation, when discussing the climate of a
16. Explain the relationship between ocean currents and climate.
17. Describe how scientists are able to study ancient climates.
18. Describe and explain the changes that occurred on Earth’s surface during an ice age.
19. State the factors can cause climate change.
20. Describe events that can cause short-term climate changes.
21. Explain how human activities might be affecting the temperature of Earth’s atmosphere.
Formative Assessments
(homework, quizzes, textbook assignments, labs, projects, presentations)
Summative Assignments
(tests, scientific literature assessments, labs, projects, presentations, etc.)
Next Generation Science Standards Performance Expectations
MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time
scale is used to organize Earth's 4.6-billion-year-old history.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's
surface at varying time and spatial scales.
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from
the sun and the force of gravity.
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's
mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on
the environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and percapital consumption of natural resources impact Earth's systems.
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses
results in changes in weather conditions.
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns
of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures
over the past century.
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects.