2017 – 2018 Pacing Calendar – 6th

Grade Science

August 2017 September 2017 October 2017 November 2017 Week M Tu W Th F Unit Week M Tu W Th F Unit Week M Tu W Th F Unit Week M Tu W Th F Unit

1 2 3 4 1 2 7 2 3 4 5 6 3 1 2 3 4 7 8 9 10 11 3 4 5 6 7 8 2 8 9 10 11 12 13 3 12 6 7 8 9 10 5 14 15 16 17 18 4 11 12 13 14 15 2 9 16 17 18 19 20 4 13 13 14 15 16 17 5

1 21 22 23 24 25 1 5 18 19 20 21 22 2 10 23 24 25 26 27 4 20 21 22 23 24 2 28 29 30 31 2 6 25 26 27 28 29 3 11 30 31 4 14 27 28 29 30 6

December 2017 January 2018 February 2018 March 2018 Week M Tu W Th F Unit Week M Tu W Th F Unit Week M Tu W Th F Unit Week M Tu W Th F Unit

1 6 1 2 3 4 5 1 2 8 1 2 9 15 4 5 6 7 8 6 18 8 9 10 11 12 7 22 5 6 7 8 9 8 26 5 6 7 8 9 9 16 11 12 13 14 15 6 19 15 16 17 18 19 7 23 12 13 14 15 16 8 12 13 14 15 16 17 18 19 20 21 22 6 20 22 23 24 25 26 7 24 19 20 21 22 23 9 27 19 20 21 22 23 10

25 26 27 28 29 21 29 30 31 8 25 26 27 28 9 28 26 27 28 29 30 10

April 2018 May 2018 Week M Tu W Th F Unit Week M Tu W Th F Unit

29 2 3 4 5 6 10 1 2 3 4 11 30 9 10 11 12 13 10 34 7 8 9 10 11 11 31 16 17 18 19 20 11 35 14 15 16 17 18 12 32 23 24 25 26 27 11 36 21 22 23 24 25 12 33 30 11 28 29 30 31

Staff Development

Year at a Glance

Science Grade 6 YAG – 9 weeks

First Semester Second Semester

1st Nine Weeks 3rd Nine Weeks

Unit 01: Science Safety and Procedures (5 days for the entire unit)6.1A,  6.4A,  6.4B

Unit 02: Physical Properties of Matter (17 days for the entire unit)6.1A,  6.2A,  6.2C,  6.2D,  6.2E,  6.4A,  6.6A,  6.6B,  6.6C

Unit 03: Elements (12 days for the entire unit)6.1A,  6.2D,  6.2E,  6.4A,  6.5A,  6.5B

Unit 07: Force and Motion (12 days for the entire unit)6.1A,  6.2A,  6.2B,  6.2C,  6.2D,  6.2E,  6.3A,  6.4A,  6.8A,  6.8B,  6.8C, 6.8D,  6.8E

Unit 08: Solar System and Exploration (12 days for the entire unit)6.2C,  6.2E,  6.3B,  6.3C,  6.3D,  6.4A,  6.11A,  6.11B,  6.11C

Unit 09: Earth Materials (12 days for the entire unit)6.2E,  6.3B,  6.3C,  6.4A,  6.10A,  6.10B

2nd Nine Weeks 4th Nine Weeks

Unit 04: Compounds (13 days for the entire unit)6.1A,  6.1B,  6.2A,  6.2D,  6.2E,  6.4A,  6.5C,  6.5D

Unit 05: Energy Resources (6 days for the entire unit)6.1B,  6.4A,  6.7A,  6.7B

Unit 06: Conservation of Energy (14 days for the entire unit)6.1A,  6.2A,  6.2E,  6.3B,  6.4A,  6.4B,  6.9A,  6.9B,  6.9C

Unit 10: Plate Tectonics (13 days for the entire unit)6.3B,  6.3C,  6.3D,  6.4A,  6.10C,  6.10D

Unit 11: Taxonomic Groups (15 days for the entire unit)6.1A,  6.2D,  6.2E,  6.3A,  6.4A,  6.12A,  6.12B,  6.12C,  6.12D

Unit 12: Ecosystems (8 days for the entire unit)6.2D,  6.2E,  6.4A,  6.12E,  6.12F

Last Updated 06/05/2015 Page 1 of 1Print Date 08/04/2017   Printed By Jason Merik, WILLIS ISD

Week 1 TCMPC Unit 1: Science Safety and Procedures Days: 5

Content TEKS:

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

(B) Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye / face wash, a fire blanket, and a

fire extinguisher.

Concept Specificity Instructional Notes

Demonstrate safe practices during laboratory and field investigations Use appropriate tools to collect, record, and analyze information Use proper preventative safety equipment **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 2 TCMPC Unit 2: Physical Properties of Matter Days: 17+

Content TEKS:

6.6 Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

(A) Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting

(B) Calculate density to identify an unknown substance. Supporting

(C) Test the physical properties of minerals, including hardness, color, luster, and streak.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Compare metals, nonmetals, and metalloids (6.6A)

Physical properties **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 3 TCMPC Unit 2: Physical Properties of Matter Days: 17+

Content TEKS:

6.6 Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

(A) Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting

(B) Calculate density to identify an unknown substance. Supporting

(C) Test the physical properties of minerals, including hardness, color, luster, and streak.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Compare metals, nonmetals, and metalloids (6.6A)

Physical properties Calculate density to identify an unknown substance (6.6B)

Volume – regular shaped object, irregularly shaped (water displacement)

Mass – using triple beam balance or spring scale

Density – formula and identify unknown, density doesn’t change when the quantity changes

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 4 TCMPC Unit 2: Physical Properties of Matter Days: 17+

Content TEKS:

6.6 Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

(A) Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting

(B) Calculate density to identify an unknown substance. Supporting

(C) Test the physical properties of minerals, including hardness, color, luster, and streak. Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam

balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Calculate density to identify an unknown substance (6.6B)

Volume – regular shaped object, irregularly shaped (water displacement)

Mass – using triple beam balance or spring scale

Density – formula and identify unknown, density doesn’t change when the quantity changes

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 5 TCMPC Unit 2: Physical Properties of Matter Days : 17+

Content TEKS:

6.6 Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

(A) Compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability. Supporting

(B) Calculate density to identify an unknown substance. Supporting

(C) Test the physical properties of minerals, including hardness, color, luster, and streak.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Calculate density to identify an unknown substance (6.6B)

Volume – regular shaped object, irregularly shaped (water displacement)

Mass – using triple beam balance or spring scale

Density – formula and identify unknown, density doesn’t change when the quantity changes

Test the physical properties of minerals (6.6C)

Hardness, color, luster, streak **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in

activities for Content TEKS

Week 6 TCMPC Unit 3: Elements Days : 12+

Content TEKS:

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (A) Know that an element is a pure substance represented by chemical symbols. (B) Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Know that an element is a pure substance (6.5A)

Represented by chemical symbols

Capital letter or capital followed by lowercase **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 7 TCMPC Unit 3: Elements Days : 12+

Content TEKS:

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (A) Know that an element is a pure substance represented by chemical symbols. (B) Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Know that an element is a pure substance (6.5A)

Represented by chemical symbols

Capital letter or capital followed by lowercase Recognize a limited number of elements comprise of the largest portions of Earth, living matter, oceans, and the atmosphere (6.5B)

Solid Earth

Living matter

Oceans Atmosphere

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 8 TCMPC Unit 3: Elements Days : 12+

Content TEKS:

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (A) Know that an element is a pure substance represented by chemical symbols. (B) Recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Recognize a limited number of elements comprise of the largest portions of Earth, living matter, oceans, and the atmosphere (6.5B)

Solid Earth

Living matter

Oceans Atmosphere

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 9 TCMPC Unit 4: Compounds Days : 13+

Content TEKS:

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (C) Differentiate between elements and compounds on the most basic level. Supporting (D) Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Differentiate between elements and compounds (6.6C)

Elements are pure substances made of one kind of atom, building blocks

Compounds are pure substances made of 2 or more elements

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 10 TCMPC Unit 4: Compounds Days 13 +

Content TEKS:

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (C) Differentiate between elements and compounds on the most basic level. Supporting (D) Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Differentiate between elements and compounds (6.6C)

Elements are pure substances made of one kind of atom, building blocks

Compounds are pure substances made of 2 or more elements **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 11 TCMPC Unit 4: Compounds Days 13+ Content TEKS:

6.5 Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (C) Differentiate between elements and compounds on the most basic level. Supporting (D) Identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Identify that formation of a new substance using the evidence of a possible chemical change (6.5D)

Physical change

Chemical Change **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 12 TCMPC Unit 5: Energy Resources Days 6+ Content TEKS:

6.7 Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: (A) Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. (B) Design a logical plan to manage energy resources in the home, school, or community

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: (A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Research and debate the advantages and disadvantages of different energy resources (6.7A)

Indefinite resources

Renewable over a relatively short period

Essentially nonrenewable

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 13 TCMPC Unit 5: Energy Resources Days 6+ Content TEKS:

6.7 Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: (A) Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. (B) Design a logical plan to manage energy resources in the home, school, or community

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: (A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Research and debate the advantages and disadvantages of different energy resources (6.7A)

Indefinite resources

Renewable over a relatively short period

Essentially nonrenewable Design a logical plan to manage energy resources (6.7B) **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 14 TCMPC Unit 6: Conservation of Energy Days 14+ Content TEKS:

6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: (A) Investigate methods of thermal energy transfer, including conduction, convection, and radiation. (B) Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting (C) Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. (B) Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Concept Specificity Instructional Notes

Investigate methods of thermal energy transfer (6.9A)

Conduction

Convection

Radiation **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 15 TCMPC Unit 6: Conservation of Energy Days 14+ Content TEKS:

6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: (A) Investigate methods of thermal energy transfer, including conduction, convection, and radiation. (B) Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting (C) Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. (B) Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Concept Specificity Instructional Notes

Investigate methods of thermal energy transfer (6.9A)

Conduction

Convection

Radiation Investigate and verify that thermal energy moves in a predictable pattern (6.9B)

From warmer to cooler **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 16 TCMPC Unit 6: Conservation of Energy Days 14+ Content TEKS:

6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: (A) Investigate methods of thermal energy transfer, including conduction, convection, and radiation. (B) Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting (C) Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. (B) Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Concept Specificity Instructional Notes

Demonstrate energy transformations (6.9C)

Transfer between forms

Examples **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 17 TCMPC Unit 6: Conservation of Energy Days 14+ Content TEKS:

6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: (A) Investigate methods of thermal energy transfer, including conduction, convection, and radiation. (B) Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting (C) Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. (B) Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Concept Specificity Instructional Notes

Demonstrate energy transformations (6.9C)

Transfer between forms

Examples **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 18 TCMPC Unit 7: Force and Motion Days 12+

Content TEKS: 6.8 Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) Compare and contrast potential and kinetic energy. Supporting (B) Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. (C) Calculate average speed using distance and time measurements. Supporting (D) Measure and graph changes in motion. Supporting (E) Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (B) Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. (C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Compare and Contrast Potential and Kinetic Energy (6.8A)

Stored energy

Energy of motion

Transformation (relationship) between potential and kinetic energy **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 19 TCMPC Unit 7: Force and Motion Days 12+

Content TEKS: 6.8 Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) Compare and contrast potential and kinetic energy. Supporting (B) Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. (C) Calculate average speed using distance and time measurements. Supporting (D) Measure and graph changes in motion. Supporting (E) Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (B) Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. (C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Identify and describe changes in motion of an object when acted upon by unbalanced forces (6.8B)

Balanced forces

Unbalanced forces

Acceleration Calculate average speed (6.8C)

Formula

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 20 TCMPC Unit 7: Force and Motion Days 12+

Content TEKS: 6.8 Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) Compare and contrast potential and kinetic energy. Supporting (B) Identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. (C) Calculate average speed using distance and time measurements. Supporting (D) Measure and graph changes in motion. Supporting (E) Investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. (B) Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. (C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Measure and graph changes in motion (6.8D)

Distance over time

Speed over time

Interpreting and comparing graph lines Investigate how the amount of force needed to move and object can be changed (6.8E)

Inclined plane Pulley

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 21 TCMPC Unit 8: Solar System and Exploration Days 12+

Content TEKS:

6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: (A) Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. (B) Understand that gravity is the force that governs the motion of our solar system. Supporting (C) Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Describe the physical properties, locations, and movements of objects that comprise the solar system (6.11A)

Physical properties

Location

Movement

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 22 TCMPC Unit 8: Solar System and Exploration Days 12+

Content TEKS:

6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: (A) Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. (B) Understand that gravity is the force that governs the motion of our solar system. Supporting (C) Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Understand that gravity is the force that governs the motion of our solar system (6.11B)

Pulling force

Larger objects have more gravity

Gravitational relationships between objects in solar system

Motion – revolution, orbit, elliptical paths

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 23 TCMPC Unit 8: Solar System and Exploration Days 12+

Content TEKS:

6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: (A) Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets. (B) Understand that gravity is the force that governs the motion of our solar system. Supporting (C) Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(C) Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. (E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Describe the history and future of space exploration (6.11C)

History

Types of equipment currently used

Future **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 24 TCMPC Unit 9: Earth Materials Days 12+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (A) Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. (B) Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Build a model to illustrate the structural layers of the Earth (6.10A)

Inner and outer core

Mantle

Crust

Asthenosphere

Lithosphere **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 25 TCMPC Unit 9: Earth Materials Days 12+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (A) Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. (B) Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Build a model to illustrate the structural layers of the Earth (6.10A)

Inner and outer core

Mantle

Crust

Asthenosphere

Lithosphere Classify rocks by the process of their formation (6.10B)

Metamorphic

Igneous

Sedimentary

Rock Cycle

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 26 TCMPC Unit 9: Earth Materials Days 12+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (A) Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. (B) Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Classify rocks by the process of their formation (6.10B)

Metamorphic

Igneous

Sedimentary

Rock Cycle

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 27 TCMPC Unit 10: Plate Tectonics Days 13+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (C) Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American. (D) Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

Process TEKS:

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Identify major tectonic plates (6.10C) Describe how plate tectonics causes major geological events (6.10D)

Causes of the movement – convection currents in the mantle

Type of plates

Type of plate movement

Geological events

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 28 TCMPC Unit 10: Plate Tectonics Days 13+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (C) Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American. (D) Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

Process TEKS:

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Describe how plate tectonics causes major geological events (6.10D)

Causes of the movement – convection currents in the mantle

Type of plates

Type of plate movement

Geological events

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 29 TCMPC Unit 10: Plate Tectonics Days 13+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (C) Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American. (D) Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

Process TEKS:

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Describe how plate tectonics causes major geological events (6.10D)

Causes of the movement – convection currents in the mantle

Type of plates

Type of plate movement

Geological events

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 30 TCMPC Unit 10: Plate Tectonics Days 13+

Content TEKS: 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (C) Identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American. (D) Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

Process TEKS:

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(B) Use models to represent aspects of the natural world such as a model of Earth's layers.

(C) Identify advantages and limitations of models such as size, scale, properties, and materials.

(D) Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Describe how plate tectonics causes major geological events (6.10D)

Causes of the movement – convection currents in the mantle

Type of plates

Type of plate movement

Geological events

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 31 TCMPC Unit 11: Taxonomic Groups Days 15+

Content TEKS: 6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (A) Understand that all organisms are composed of one or more cells. (B) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. (C) Recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains. (D) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. Supporting

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Understand all organisms are composed of one or more cells (6.12A)

Introduce cell theory

Unicellular

Multicellular Recognize presence of a nucleus in a cell (6.12B)

Prokaryotic

Eukaryotic

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 32 TCMPC Unit 11: Taxonomic Groups Days 15+

Content TEKS: 6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (A) Understand that all organisms are composed of one or more cells. (B) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. (C) Recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains. (D) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that

further classify them in the currently recognized Kingdoms. Supporting Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Recognize presence of a nucleus in a cell (6.12B)

Prokaryotic

Eukaryotic Recognize the broadest taxonomic classification of living organisms (6.12C)

Domains **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 33 TCMPC Unit 11: Taxonomic Groups Days 15+

Content TEKS: 6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (A) Understand that all organisms are composed of one or more cells. (B) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. (C) Recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains. (D) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that

further classify them in the currently recognized Kingdoms. Supporting Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Recognize the broadest taxonomic classification of living organisms (6.12C)

Domains Identify the basic characteristics of organisms that are used for classification of organisms into the currently recognized (6.12D)

Characteristics

Kingdoms

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 34 TCMPC Unit 11: Taxonomic Groups Days 15+

Content TEKS: 6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (A) Understand that all organisms are composed of one or more cells. (B) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. (C) Recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains. (D) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. Supporting

Process TEKS:

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally

appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards.

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant

scientists. The student is expected to:

(A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides

of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Identify the basic characteristics of organisms that are used for classification of organisms into the currently recognized (6.12D)

Characteristics

Kingdoms **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 35 TCMPC Unit 12: Ecosystems Days 8+

Content TEKS:

6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (E) Describe biotic and abiotic parts of an ecosystem in which organisms interact. (F) Diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Describe parts of an ecosystem in which an organisms interact (6.12E)

Biotic

Abiotic **With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS

Week 36 TCMPC Unit 12: Ecosystems Days 8+

Content TEKS:

6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to: (E) Describe biotic and abiotic parts of an ecosystem in which organisms interact. (F) Diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

Process TEKS:

6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(D) Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.

(E) Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances,

microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

Concept Specificity Instructional Notes

Diagram the levels of organization within an ecosystem (6.12F)

Organism

Population

Community

Ecosystem

**With Process TEKS (Scientific Investigation and Reasoning Skills) embedded in activities for Content TEKS