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SIXTH GRADE SCIENCE
Month
DCI
Disciplinary Core Ideas
(DCI)
Learning Activities
August/September
Lab Skills
Lab Safety
Demonstrate understanding
and use interrelationships
among central scientific
concepts to revise explanations
and to consider alternative
explanations
Use mathematical, physical
and computational tools to
build conceptual-based models
and to pose theories
Understand how scientists use
design technology to solve
problems
Assessment
Interdisciplinary
connections
Teacher
Observation
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
Class
Discussion
Explain how to conduct a
science experiment
Notes and
study guides MATH:
Understand how to make
6.RP.1; 6NS.1
tables and graphs to make
Labs
6.NS.2
sense of data in a science
6.EE.1
experiment
Tests
.9
6.SP.1
Explain the rules for laboratory Quizzes
.2
safety
.3
Homework
.4
.5.a,b,c,d
Technology:
8.2.4.C.1
21st. Century Careers:
9.1.8.B.2
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
September/October
Cell Theory and
Structure
MS-LS1-1 Conduct an investigation to
provide evidence that living
things are made of cells; either
one cell or many different
number and types of cells
MSLS1.A
*Within cells, special
structures are responsible for
particular functions, and that
the cell membrane forms the
boundary that controls what
enters and leaves the cell.
*In multicellular organism, the
body is a system of multiple
subsystems.
Explain the parts of cell theory
Identify the parts of the
compound microscope
Diagram and build different
models of both the plant and
animal cell
Recognize that cells differ in
size, shape, function, and
organization
Teacher
Observation
Class
Discussions
Notes and
Study
Guides
Labs
Quizzes
Identify the parts of a cell and
explain the function of each
part
Tests
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Homework
MS-LS1-2 Develop and use a model to
describe the function of a cell
as a whole and ways parts of a
cell contribute to its function.
Explain how cells of onecelled organisms differ from
many celled organisms
Internet
Explain differences among
tissues, organs, and organ
systems.
MS-LS1-3 Use argument supported by
evidence for how the body is a
system of interacting
subsystems composed of cells.
Videos
Technology:
8.1.4.A.5
21st Century Life and
Careers:
9.1.8.A.1
MS-PS1-1
Develop models to describe
the atomic composition of
simple molecules and extended
structures.
PS1-A
Substances are made from
different types of atoms, which
combine with one another in
various ways.
Atoms form molecules that
range in size from tow to
thousands of atoms.
Identify what elements and
compounds are
Explain the organic molecules
in living things
November/December/
January
Photosynthesis
Ecosystems/Biomes
Food Webs
MS-LS1-6 Construct a scientific
explanation based on evidence
for the role of photosynthesis
in the cycling of matter and
flow of energy into and out of
organisms.
MS-LS1-7 Develop a model to describe
how food is arranged through
chemical reactions forming
new molecules that support
growth and/or release energy
as this matter moves through
an organism.
LS1.C
Plants, algae (including
phytoplankton) and many other
microorganisms use the energy
from light to make sugars
(food) from carbon dioxide
from the atmosphere and water
through the process of
photosynthesis. Sugars can be
used immediately or stored for
growth or later use.
Describe the process of
photosynthesis and its
relationship to respiration
Teacher
Observation
Class
discussions
Describe the process of
photosynthesis and its
relationship to respiration.
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
Notes and
MATH:
study guides 6.RP.1; 6NS.1
6.NS.2
Labs
6.EE.1
.9
Quizzes
6.SP.1
.2
Tests
.3
.4
.5.a,b,c,d
Technology:
8.2.8.A.1
Social Studies:
6.1.8.C.4.b
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
PS3.D
The chemical reaction by
Relate visible light to pigments
which plants produce complex in plants that are necessary for
food molecules requires an
photosynthesis.
energy input (the sun) to occur.
MS-LS2-1 Analyze and interpret data to
provide evidence for the
effects of resource availability
on organisms and populations
of organisms in an ecosystem.
LS2.A
*Organisms and populations of
organisms are dependents on
their environmental
interactions both with other
living things and with
nonliving factors.
*In any ecosystem organisms
and populations with similar
requirements for food, water,
oxygen or other resources must
compete with each other for
limited resources, which may
limit their growth and
reproduction.
MS-LS2-2 Construct an explanation that
predicts patterns of interactions
Through a variety of ways
discuss and predict how
predators will reduce certain
populations in an ecosystem.
Analyze how mutually
beneficial relationships within
an ecosystem, impacts that
ecosystem.
Dissection of an owl pellet to
investigate animals in a
specific food web
among organisms across
multiple ecosystems.
MS-LS2-3 Develop a model to describe
the cycling of matter and flow
of energy among living and
nonliving parts of an
ecosystem.
LS2-B
Food webs are models that
demonstrate how matter and
energy is transferred between
producers, consumers and
decomposers as the three
groups interact within an
ecosystem.
MS-ESS3- Apply scientific principles to
3
design a method for
monitoring and minimizing a
human impact on the
environment.
Build and evaluate models of
Food webs in different biomes.
(Including marine) using
different and varied activities.
Discuss and analyze the impact
that global warming has had on
different biomes and the
organisms in that biome.
Relate seasonal changes in
ecosystems to the movement
of Earth around the Sun.
Discuss different ways in
which humans can affect
specific food webs and biomes.
January/February
CELL GROWTH
AND HEREDITY
MS-LS3-1 Develop and use a model to
describe why structural
changes to genes, located on
chromosomes, may affect
proteins that may result in
harmful, beneficial or neutral
effects to the structure and
function of the organism.
LS3.A
Describe mitosis and explain
the importance
Teacher
observation
Explain the differences
between mitosis and its end
products
Class
discussion
Name the cells involved in
fertilization and explain how
fertilization occurs
Genes are located in the
chromosomes of cells with
each chromosome pair
Describe the process of DNA
containing two variants of each replication
of many distinct
genes.(Inheritance of Traits)
Explain how cancer is related
LS3.B
to the cell cycle
In addition to variations that
arise from sexual reproduction, Describe Mendel’s
genetic information can be
experiments
altered because of mutations.
Variation of Traits)
Explain how probability
dictates the results of genetic
MS-LS3-2 Develop and use a model to
crosses using Punnett squares.
describe why asexual
reproduction results in
Explain and investigate the
offspring with identical
role that chromosomes play in
information and sexual
inheritance
reproduction results in
offspring with genetic
Describe the genetic code
variation.
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
Notes and
MATH:
study guides 6.RP.1; 6NS.1
6.NS.2
Labs
6.EE.1
Quizzes
.9
6.SP.1
Tests
.2
.3
.4
.5.a,b,c,d
Health:
2.2.6.B.2
2.2.6.D.1
Technology:
8.1.8.E.1
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
Explain how mutations occur
Describe patterns of
inheritance in humans
MS-LS1-8 Gather and synthesize
information that sensory
receptors respond to stimuli by
sending messages to the brain
for immediate behavior or
storage as memories
Genes determine our ability to
taste the chemical PTC and
how humans respond to these
sensory stimuli.
LS1-D
Describe the relationship
between genes and the science
of picky eaters
Each sense receptor responds
to different inputs
(electromagnetic, mechanical,
chemical), transmitting them
as signals that travel along
nerve cells to the brain. The
signals are then processed in
the brain, resulting in
immediate behaviors or
memories.
Describe the relationship
between genes and
environment.
February/March
CLASSIFICATION
TAXONOMY
MS-LS1-4 Use argument based on
empirical evidence and
scientific reasoning to support
an explanation for how
characteristic animal behaviors
and specialized plant structures
Affect the probability of
successful reproduction of
animals and plants respectively
Describe the characteristics of
living things
Teacher
observation
Identify what living things
need to survive
Class
discussion
Give examples that show the
need for classification systems
Notes and
MATH:
study guides 6.RP.1; 6NS.1
6.NS.2
Labs
6.EE.1
Quizzes
.9
6.SP.1
Tests
.2
.3
.4
.5.a,b,c,d
Describe Aristotle’s system of
classification
Explain Linnaeus’s system of
classification
Explain how taxonomic keys
are used
LS1.B
Animals engage in
characteristic behaviors that
increase the odds of
reproduction.
Describe the relationship
between classification and
evolution
Name the four kingdoms in
Domain Eukarya
Identify characters an members
of each kingdom
List reasons scientific names
are more useful to scientists
than common names.
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
Technology:
8.1.4.A.5
21st. Century Life and
Careers:
9.1.8.B.2
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
March/April
EVOLUTION/BIO
DIVERSITY
MS-LS2-4 Construct an argument
supported by empirical
evidence that changes to
physical or biological
component of an ecosystem
can lead to shifts in all its
populations.
MS-LS4-3 Analyze displays of a pictorial
data to compare patterns of
similarities in the
embryological development
across multiple species to
identify relationships not
evident in the fully formed
anatomy.
Identify how the atmosphere of
early earth differs from today
and connect the development
of modern atmosphere to
development of animal species
Discuss different theories
about how life might have
begun and evolved on planet
Earth
Discuss evolution using
Darwin’s finches to explain
evolutionary concepts.
Discuss how and why animal’s
isolated on islands (Galapagos,
Madagascar) might have
developed independently.
LS2.C
Ecosystems are dynamic in
nature: their characteristics can
vary over time. Disruption to
any physical or biological
component of an ecosystem
can lead to shifts in all its
populations.
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Discuss concepts and specific
examples of how and why
these animals have changed
and evolved over time.
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
WHST 6-8 1.a.b.c.e
WHST 6-8 2.a.b.d
MS-LS2-5 Evaluate competing design
solutions for maintaining and
ecosystems services.
LS4.D
Discuss ocean diversity using
the coral reefs as an example
of biodiversity.
(Biodiversity and Humans)
Changes in biodiversity can
influence humans’ resources,
such as food, energy, and
medicines, as well as
ecosystem services that
humans rely on- for example,
water purification and
recycling.
Construct an explanation based
on evidence that describes how
genetic variations of traits in a
population increase some
MS-LS4-4 individual’s probability of
Discuss how animals change
surviving and reproducing in a and adapt to their
specific environment.
environments
LS4.B
MS.LS4-6
LS4.C
Natural selection leads to the
predominance or certain traits
in a population, and the
suppression of others.
Use mathematical
representations to support
explanations of how natural
selection may lead to increase
and decreases of specific traits
in population over time
(Adaptation) Adaptation by
natural selection acting over
generations is one important
process by which species
change over time in response
to changes in environment
conditions. Traits that support
successful survival and
reproduction become more
common; those that do not
become less common. Thus,
the distribution of traits in a
population changes.
Natural Selection Simulation:
different traits are selected and
use models to simulate what
would happen in different
circumstances.
Age of Earth
MS-ESS1- Construct a scientific
4
explanation based on evidence
from rock strata for how the
geologic time scale is used to
organize Earth’s 4.6billion
year old history.
ESS1.C
The geologic time scale
interpreted from rock strata
provides a way to organize
Earth’s history. Analysis of
rock strata and the fossil record
provide only relative dates, not
an absolute scale.
MS-LS4-1 Analyze and interpret data for
patterns in the fossil record
that document the existence,
diversity, extinction and
change of life forms
throughout the history of life
on Earth under the assumption
that natural laws operate today
as in the past.
Fossils
MS-LS4-2 Apply scientific ideas to
construct an explanation for
the anatomical similarities and
LS4.A
May/June
VIRUSES
BACTERIA
differences among modern
Fossils
organisms and between
modern and fossil organisms to
infer evolutionary relationships
Discuss the differences
Anatomical similarities and
between invertebrates and
differences between various
vertebrates
organisms living today and
between them and organisms
in the fossil record enable the
Compare and contrast
reconstruction of evolutionary vertebrate skeletons vertebrate
history and the inference of
skeletons
lines of evolutionary descent.
MS-LS1-1 Conduct an investigation to
provide evidence that living
things are made of cells; either
one cell or many different
numbers and types of cells
FUNGI
LS1-A
KINGDOM
PROTISTA
All living things are made up
of cells, which is the smallest
unit that can be said to be
alive. An organism may
consist of one single cell
(unicellular) or many different
cells (multicellular)
Explain how viruses differ
from living things
Describe the structure of
viruses, and explain how
viruses reproduce and cause
disease
Explain the use of vaccines in
viral diseases
Describe some helpful viruses
Explain how cells of bacteria
differ from those of eukayotes
Class
discussion
LA:
RST.6-8
1,2,3,4,5,6,7,8,9
Notes and
WHST 6-8 1.a.b.c.e
study guides WHST 6-8 2.a.b.d
Labs
Quizzes
Tests
MATH:
6.RP.1; 6NS.1
6.NS.2
6.EE.1
.9
6.SP.1
.2
.3
.4
.5.a,b,c,d
Describe characteristics of
bacterial cells
MS-LS3-2 Develop and use a model to
describe why asexual
reproduction results in
offspring with identical genetic
information and sexual
reproduction results in
offspring with genetic
variation.
LS1-B
Organisms reproduce either
sexually or asexually, and
transfer their genetic
information to their offspring.
Describe the ways that bacteria
reproduce (Fission and
conjugation)
Describe conditions in which
bacteria thrive and reproduce
Explain how infectious disease
spread
Describe treatments for
bacterial and viral diseases
Identify characteristics shared
by all protists
Describe three groups of
protists
Compare and contrast protist
groups
Describe cause and effects of
saltwater and freshwater algae
blooms and their effects on the
environment
Visual and
Performing Arts:
1.1.5.C.2
Health:
2.2.6.D.2
2.3.6.A.1
WORLD LA:
7.1.NH.A.1
7.1.NH.A.4
Identify characteristics shared
by all fungi
Classify fungi into groups
based on their method of
reproductions