Download MMS Science 6 Sequencing Map

Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Timeline
Marking Period 1
Week 1-6
Marking Period 2
Week 7-12
Marking Period 3
Week 13-18
Marking Period 4
Week 19-24
Marking Period 5
Week 25-30
Medical
Biotechnology
Environmental
Biotechnology
“Improving our Quality of
Life”
“Preserving and Restoring
our environment”
Human interactions
impact the spread of
diseases.
The movement of
tectonic plates, and
soil has gradually and
dramatically changed
the surface of the
Earth.
Human actions have
directly impacted the
rainforests of the
world.
How does our current
knowledge help us
effectively use Earth's
natural resources?
How does the work of a
scientist include the
human footprint?
Technological Innovations
Global Food Chain
Bio-Fuel
(Overarching
Topic or Concept)
“E3: Making life Easy,
Effective and Efficient”
“Sustaining and improving
food production regionally
and globally”
“Sustainable power for
human benefit”
Enduring
Understanding
Science has been
developed over many
years through trial and
error and passing on
information to make
things better for
humanity.
Soil is made by the
weathering of rock.
Technologies are
being developed as
alternatives to fossil
fuels.
How does research and
development help
maintain food
accessibility?
How does the use of
energy resources affect
you and your
community?
1. What natural
and unnatural
events can
cause
weathering?
2. What are the
ingredients and
processes in
making rocks?
3. How are
different Earth
materials
acquired in the
creation of soil.
1. How does a
scientist use the
geologic time
scale to
determine the
age of rocks?
2. How does the
use of fossil
fuels affect the
development of
biofuels?
3. What are the
advantages and
disadvantages
of biofuels?
Big Idea
Essential
Questions
Scaffolding
Questions
How does research and
technology impact society?
1. How do scientists
contribute to the
advancement of society
through discovery and
innovation?
2. What scientific
claims, explanations,
and principals help to
further our
understanding of the
world?
3. How do scientists
use technology to
create solutions to
problems?
Rev 15, 4/16/10
How do relationships
cause change in our
world?
Marking Period 6
Week 30-36
Sustainable Systems
“Adopting a sustainable
quality lifestyle for
ourselves and our
posterity”
1. How does the
1. How do the
1. How do the
relationship
properties of the
relationships in
between living
layers of the
an ecosystem
and non-living
earth assist in
affect its
things affect
plate tectonics?
function?
ecosystems?
2. How do the
2. How have
2. How are
movements of
humans
diseases spread?
the tectonic
impacted the
3. How do
plates change
rainforest in the
diseases affect
the surface of
past and present
populations?
the earth?
ecosystems?
3. How can a
3. What are the
major
values of the
geological event
rainforest?
affect and
ecosystem?
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
GLCEs
S.IP.06.11 Generate scientific
questions based on
observations, investigations,
and research.
S.IP.06.12 Design and conduct
scientific investigations.
S.IP.06.13 Use tools and
equipment (spring scales, stop
watches, meter sticks and tapes,
models, hand lens,
thermometer, models, sieves,
microscopes) appropriate to
scientific investigations.
S.IA.06.12 Evaluate data,
claims, and personal
knowledge through
collaborative science discourse.
S.IA.06.13 Communicate and
defend findings of observations
and investigations using
evidence.
.
S.RS.06.12 Describe
limitations in personal and
scientific knowledge.
S.RS.06.13 Identify the need
for evidence in making
scientific decisions.
S.RS.06.16 Design solutions to
problems using technology.
S.RS.06.19 Describe how
science and technology have
advanced because of the
contributions of many people
throughout history and across
cultures.
E.SE.06.61 Describe the Earth
as a magnet and compare the
magnetic properties of the
Earth to that of a natural or
manufactured magnet. *
E.SE.06.62
Explain how a
compass works using
the magnetic field of
Rev 15, 4/16/10
E.SE.06.11 Explain how
physical and chemical
weathering lead to erosion
and the formation of soils and
sediments.
E.SE.06.13 Describe how soil
is a mixture made up of
weather eroded rock and
decomposed organic material.
ESE.06.12 Explain how
waves, wind, water, and
glacier movement, shape and
reshape the land surface of
the Earth by eroding rock in
some areas and depositing
sediments in other areas.
P.EN.06.11
Identify kinetic or potential
energy in everyday
situations (for
example: stretched
rubber band, objects
in motion, ball on a hill, food
energy).
E.SE.06.14 Compare
different soil samples based
on particle size and texture.
E3.1c Explain how the size
and shape of grains in a
sedimentary rock indicate the
environment of formation
(including climate) and
deposition.
E3.1d Explain how the crystal
sizes of igneous rocks
indicate the rate of cooling
and whether the rock is
extrusive or intrusive.
E3.1e Explain how the
texture (foliated, nonfoliated)
of metamorphic rock can
indicate whether it has
experienced regional or
contact metamorphism.
S.RS.06.15 Demonstrate
E.ST.06.31 Explain how
rocks and fossils are used to
understand the age and
geological history of the
Earth (timelines and relative
dating, rock layers).
E.ST.06.41 Explain how
Earth processes (erosion,
mountain building, and
glacier movement) are used
for the measurement of
geologic time through
observing rock
layers.
E.ST.06.42 Describe how
fossils provide important
evidence of how life and
environmental conditions
have changed.
E2.2B-Identify differences in
the origin and use of
renewable (e.g., solar, wind,
water, biomass) and
nonrenewable (e.g. Fossil
fuels, nuclear) sources of
energy.
S.IP.06.15 Construct charts
and graphs from data and
observations.
S.IA.06.11 Analyze
information from data tables
and graphs to answer
scientific questions.
S.IP.06.16 Identify patterns
in data.
S.IA.06.15 Use multiple
sources of information to
evaluate strengths and
weaknesses of claims,
arguments, or data.
S.IA.06.14 Draw conclusions
from sets of data from
multiple trials of a scientific
L.EC.06.41 Describe how
human beings are part of the
ecosystem of the Earth and
that human activity can
purposefully, or accidentally,
alter the balance in
ecosystems.
L.EC.06.42 Predict possible
consequences of
overpopulation of organisms,
including humans, (for
example: species extinction,
resource depletion, climate
change, pollution
S.RS.06.18 Describe what
science and technology can
and cannot reasonably
contribute to society.
).
S.RS.06.14 Evaluate
scientific explanations based
on current evidence and
scientific principles.
(State of Michigan
Reproductive Health
Curriculum)
E.SE.06.51 Explain plate
tectonic movement and
how the lithospheric plates
move centimeters each
year.
E.SE.06.52 Demonstrate
how major geological
events (earthquakes,
volcanic eruptions,
mountain building) result
from these plate motions.
E.SE.06.53 Describe
layers of the Earth as a
lithosphere (crust and
upper mantle), convecting
mantle, and dense metallic
core.
E3.3A-Explain how plate
tectonics accounts for the
features and processes
(sea floor spreading, midocean ridges, subduction
zones, earthquakes and
volcanoes, mountain
ranges) that occur on or
near the Earth’s surface.
E3.3B-Explain why
tectonic plates move using
the concept of heat
flowing through mantle
convection, coupled with
the cooling and sinking of
aging ocean plates that
result from their increased
density.
S.RS.06.15 Demonstrate
scientific concepts through
various illustrations,
performances, models,
exhibits, and activities.
P.EN.07.31 Identify
examples of waves, including
sound waves, seismic waves,
and waves on water.
P.EN.07.32 Describe how
waves are produced by
L.EC.06.21 Describe
common patterns of
relationships between
and among populations
(competition,
parasitism, symbiosis,
predator/prey).
L.EC.06.22 Explain
how two populations of
organisms can be
mutually beneficial and
how that can lead to
interdependency.
L.EC.06.23 Predict
how changes in one
population might affect
other populations based
upon their relationships
in the food web.
L.EC.06.32 Identify the
factors in an ecosystem
that influence changes
in population size.
L.EC.06.41 Describe
how human beings are
part of the ecosystem of
the Earth and that
human activity can
purposefully, or
accidentally, alter the
balance in ecosystems.
L.EC.06.42 Predict
possible consequences
of overpopulation of
organisms, including
humans, (for example:
species extinction,
resource depletion,
climate change,
pollution).
Reflection
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
the Earth, and how
a compass is used
for navigation on
land and sea.
Key
Vocabulary
Alternative Explanation of
Data
Confirmation of Observation
Conflicting Interpretations
Displacement of Results
Ethics in Science
Evaluation of Science Process
Experimental Control
Faulty Reasoning
Filtering
Hypothesis
Hypothesis testing
Mass
Research Question
Risk and Benefit
Scientific Interpretation
Scientific Method
Scientific Skepticism
Theoretical Model
Tolerance of ambiguity
Magnetic Field
Navigation
Poles
Rev 15, 4/16/10
scientific concepts through
various illustrations,
performances, models,
exhibits, and activities.
S.IP.06.14 Use metric
measurement devices in an
investigation
investigation.
Bacteria
Bias
Kinetic Energy
Potential Energy
Resource Depletion
Soil Fertility
Humus
Soil
Clay
Sand
Weathering
Erosion
Bias
Debris
Earth Processes
Earth Systems
Earth’s Age
Erosion Resistance
Evidence from
Fossil Record
Fossils
Geologic Evidence
Geologic History
Particle Size
Relative Dating
Fossil fuels
Biofuels
Cellulosic Ethanol
Corn Ethanol
Biodiesel
Alternative fuels
Biomass
Nonrenewable Resources
Renewable Resources
Solar energy
Wind Energy
Nuclear energy
Conservation of Energy
Abrasion
Glacier Movement
Mechanical Weathering
Chemical Weathering
Ice Wedging
Rock Cycle
Rock Layers
Rocks
Sedimentary Deposition
Sedimentary Rock
Sedimentation
Sediments
Timelines
Igneous Rock
Metamorphic Rock
S.RS.06.11 Evaluate the
strengths and weaknesses of
claims, arguments, and data
S.RS.06.15 Demonstrate
scientific concepts through
various illustrations,
performances, models,
exhibits, and activities.
Atoms
Bias
Transformation
Characteristics of Life
Egg Cell
Reproductive System
Sexual Reproduction
Sperm
Sperm Cell
Microscope
Slide
Amplification
Slide Cover
Arm
Lens
Eye piece
Clips
Eye dropper
Wet Mount
Virus
Bacteria
Infectious Disease
Transmission
Cholera
Yellow Fever
Malaria
vibrations in matter.
P.EN.07.33 Demonstrate how
waves transfer energy when
they interact with matter (for
example: tuning fork in water,
waves hitting a beach,
earthquake knocking over
buildings).
S.RS.06.17 Describe
the effect humans and
other organisms have
on the balance of the
natural world.
Bias
Convection in Mantle
Crust
Direction of a Force
Direction of a Motion
Earthquakes
Geologic Force
Geologic Shift
Geological Events
Lithosphere
Lithospheric Plates
Metallic Core
Plate Tectonic
Rock Layer Movement
Energy Source
Upper Mantle
Volcanic Eruptions
Bias
Body Plan
Pollution
Resource Depletion
Predation
Predator
Prey
Producers
Species Extinction
Unity of Life
Species Extinction
Earth’s Crust
Earth’s Layers
sound wave
seismic waves
waves
Vibration
Inner core
Outer Core
L.OL.06.51 Classify
producers, consumers, and
decomposers
based on their source of
food (the source of energy
and building materials). *
L.OL.06.52 Distinguish
between the ways in
which consumers and
decomposers obtain
energy.
Earth’s Atmosphere
Earth’s Climate
Consumers
Decomposer
Mutualism
Parasite
Classification of
Organisms
Species
Species Diversity
Ecosystem
Ecological Role
Fungus
Interdependence of
Organisms
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Minerals
Particle Size
Dengue Fever
Abiotic Components
Biotic Components
Closed Systems
Community
Ecological Role
Population
Recycling of Matter
Symbiosis
(State of Michigan
Reproductive Health
Curriculum)
Formative
Assessments
Thinking maps
comparing past
solutions to present
solutions.
Exit Slip on how the
scientific method
works
Quizzes- steps of the
scientific method
Labs learning how to
use measurement
tools and metric
measurement.
Thinking map on
comparing types
of rocks and their
formation
Exit Slip on
qualities of soils
Quizzesformation of soil.
Lab- Soil Particle
Lab
Crayon Rock Lab
Thinking mapsExit SlipChecking
understanding of
geologic time.
Quizzesknowledge of
biofuels
Labs- showing
how index fossils
work.
Comparison on
diseases using
double-bubble
thinking map.
Exit Slips- Human
affect on the
ecosystem.
Quizzes- How a
disease spreads.
Exit Slip on
Tectonic plates.
Quizzes- over
boundaries and
their effects on the
surface of the
earth.
Labdemonstrating the
density differences
in crustal plates.
Unit
Summative
Assessment
Digital Poster on
Invention
Power Point
Website on
Biofuels
Realistic Fiction,
incorporating
diseases
Power Point
Rev 15, 4/16/10
Thinking mapcause and effect of
human
interactions with
the rainforest.
Exit Slip on Food
Chains and web
differences
Quizzes- How all
plants and animals
are connected in
the rainforest.
Creation of the
rainforest in the
hallway with
descriptions of
how humans give
and take from the
forest.
Photo Story on
effects on the
rainforest.
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Resources &
Materials
Computers
MS Word
BrainPop Website
Teachers Domain
Middleschoolscience.c
om
Discovery Streaming
Scales
Stopwatches
Rules
Calculators
Beaker
Test tubes
Graduated cylinder
Compasses
Flaming Money Demo
Alcohol
Water
Dollar Bill
Matches
Tongs
Salt
Pie Plates
Drops on a Penny
Pennies
Pipettes
Tin foil
Liquid Soap
Magnetic Field Demo
Iron Filings
Mineral Water
Cow Magnet
Exploring Magnets
Rev 15, 4/16/10
BrainPop Website
Teachers Domain
Middleschoolscienc
e.com
Discovery
Streaming
Computer
Power point
Internet Access
Rock Cycle
Rock Samples
Mineral Samples
Magnifying Glasses
Strike plates
Hardness Scale
Iron Nails
Pennies
Crayon Rock Lab
Crayons
Crayon Sharpener
Pie Plates
Hot plate
Tin Foil
Soil Particle Sz
Lab
Soil
Sand
Clay
Pebbles
Test tubes
Test tube stoppers
Permanent markers
Water
BrainPop Website
Teachers Domain
Middleschoolscienc
e.com
Discovery
Streaming
MS Word
Publisher
Internet Access
Computer
Biofuel Lab
Ziploc Bag
Corn Meal
Sugar
Active Yeast
Cellulose material
Fossil Lab
Dixie Cups
Plaster of Paris
Small Shells
Petroleum Jelly
Q-tips
Food coloring
Fossil Samples
Magnifying glasses
Pam Spray
BrainPop Website
Teachers Domain
Middleschoolscienc
e.com
Discovery
Streaming
Internet access
Computers
Power point
BrainPop Website
Teachers Domain
Middleschoolscienc
e.com
Discovery
Streaming
Power Point
Tectonic Plate Map
World Map
Reproductive
Health Curriculum
Slinky Lab
Slinky
Meter Stick
Stopwatch
Introducing
Microscopes
Microscope
Slides
Slip covers
Eye Dropper
Water
Volcano Model
Modeling clay
Volcano Lab
Vinegar
Baking soda
Volcano moulds
Eye Dropper
BrainPop Website
Teachers Domain
Middleschoolscienc
e.com
Discovery
Streaming
Internet access
Headphone w/
microphones
Photo story
The Lorax by Dr.
Seuss
Owl Family
Survival
Black Beans
Forks
White beans
Masking Tape
Colored pencils
Biotic/Aboitic
Collage
Magazines
Glue
Scissors
Poster board
Additional
Resources:
Dare to Care for a
Grizzly Bear
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Additional
Information
Bar Magnets
Humus
Horseshoe magnets
Test tube rack
Cow Magnets
Iron
Aluminum Foil
Paper Clips
Iron Nails
Scientific Inquiry will be interwoven in all the units and taught throughout the year.
Rev 15, 4/16/10
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Unit #1S.IP.06.11 Generate scientific questions based on observations, investigations, and research.
S.IP.06.12 Design and conduct scientific investigations.
S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models,
sieves, microscopes) appropriate to scientific investigations.
S.IP.06.14 Use metric measurement devices in an investigation.
S.IP.06.15 Construct charts and graphs from data and observations.
S.IP.06.16 Identify patterns in data.
Inquiry Analysis
S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions.
S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.
S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.
S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.
S.IA.06.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data.
S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
S.RS.06.12 Describe limitations in personal and scientific knowledge.
S.RS.06.13 Identify the need for evidence in making scientific decisions.
S.RS.06.14 Evaluate scientific explanations based on current evidence and scientific principles.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
S.RS.06.16 Design solutions to problems using technology.
S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world.
S.RS.06.18 Describe what science and technology can and cannot reasonably contribute to society.
S.RS.06.19 Describe how science and technology have advanced because of the contributions of many people throughout history and
across cultures
Rev 15, 4/16/10
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Unit #2
L.OL.06.51 Classify producers, consumers, and decomposers
based on their source of food (the source of energy and building materials). *
L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy.
E.SE.06.11 Explain how physical and chemical weathering lead to erosion and the formation of soils and
sediments.
E.SE.06.12 Explain how waves, wind, water, and glacier movement, shape and reshape the land surface of the
Earth
by eroding rock in some areas and depositing sediments in other areas.
E.SE.06.13 Describe how soil is a mixture made up of weather eroded rock and decomposed organic material.
E.SE.06.14 Compare different soil samples based on particle size and texture.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and
activities.
Rev 15, 4/16/10
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Unit #3
P.EN.06.11
Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in
motion, ball on a hill, food energy).
P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller
coasters, pendulums).
P.EN.06.41 Explain how different forms of energy can be transferred from one place to another by radiation, conduction, or
convection.
P.EN.06.42 Illustrate how energy can be transferred while no energy is lost or gained in the transfer.
Earth in Space/Time
E.ST.06.31 Explain how rocks and fossils are used to understand the age and geological history of the Earth (timelines and relative
dating, rock layers).
E.ST.06.41 Explain how Earth processes (erosion, mountain building, and glacier movement) are used
for the measurement of geologic time through observing rock layers.
E.ST.06.42 Describe how fossils provide important evidence of how life and environmental conditions have changed.
Reflection
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
Rev 15, 4/16/10
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Unit #4
P.CM.06.11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms
or molecules.
P.CM.06.12 Explain how mass is conserved as a substance
L.EC.06.11 Identify and describe examples of populations, communities, and ecosystems including the Great
Lakes region. *
L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism,
symbiosis, predator/prey).
L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to
interdependency.
L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can
purposefully, or accidentally, alter the balance in ecosystems.
(State of Michigan Reproductive Health Curriculum)
L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example:
L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in
the food web.
L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size.
species extinction, resource depletion, climate change, pollution).
Rev 15, 4/16/10
Milwood Magnet School
Curriculum Sequencing Map
6 Grade Science
Unit #5
E.SE.06.62 Explain how a compass works using the magnetic field ofthe Earth, and how a compass is used for
navigation on land and sea.
Ecosystems
E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result
from these plate motions.
E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense
metallic core.
E.SE.06.61 Describe the Earth as a magnet and compare the magnetic properties of the Earth to that of a natural or
manufactured magnet. *
L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism,
symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and
how that can lead to interdependency.
L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in
the food web.
L.EC.06.32 Identify the factors in an ecosystem that influence changes in population size. L.EC.06.41 Describe
how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally,
alter the balance in ecosystems.
L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example:
species extinction, resource depletion, climate change, pollution).
Reflection
Unit #6S.RS.06.17 Describe the effect humans and other organisms have on the balance of the natural world
Rev 15, 4/16/10