grade 6 science instructional pacing...
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Grade 6 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT: INDICATORS:
SUGGESTED PACING:
RESOURCES:
FIRST NINE WEEKS
Conservation of Energy, Part I
Lesson 1
6-5.1 Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy.
6-5.2 Explain how energy can be
transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
5 Days
McDougal SE/ATE pgs. 351-355; 358-361
• Explore p. 351 “How Can You Demonstrate Energy?”
Instructional Activities
Energy Detectives at Work http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_e
nergy2/cub_energy2_lesson01_activity2.xml#mats
Energy Transformation http://wwwbioc.rice.edu/pblclass/6th%20grade/Matter%20&%20Energy/energy_transformation.htm
Energy Conversion Lab Stations http://www.dentonisd.org/54520612114644827/lib/54520612114644827/EnergyConversionLab.pdf
Instructional Videos
Getting to Know Energy http://www.discoveryeducation.com/
Heat: The flow of energy from one thing to another (Segment 3) ETV Streamline SC
SCHOOL-BASED COMMON ASSESSMENT
Lesson 2
6-5.3 Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors.
6-5.4 Illustrate energy
transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
15 Days
McDougal SE/ATE pgs. 536-542, 544
Explore p. 536 “What Is The Source Of Magnetism?”
Investigate p. 538 “How Can You Make An Electromagnet?”
Instructional Activities
STC Magnets and Motors Kit, Lesson 7, “Creating Magnetism through Electricity”
STC Magnets and Motors Kit, Lesson 8, “Making Magnets with Electricity”
STC Magnets and Motors Kit, Lesson 12, “Making a Motor”
STC Magnets and Motors Kit, Lesson 14, “What is Inside an Electric Motor?”
STC Magnets and Motors Kit, Lesson 15, “How Does a Motor Work?”
S3 Science Module, 6-5.4, Lesson A
Instructional Videos:
ETV Streamline videos: o Junior Electrician: Current Electricity (Segments 1 and 6)
SC Streamline Video: “Getting to Know Electricity - Generators,
SC Streamline Video: Electricity and Magnetism: Magic of Magnets, Segment 3: Electromagnets
SCHOOL-BASED COMMON ASSESSMENT
Lesson 3
Grade 6 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT: INDICATORS:
SUGGESTED PACING:
RESOURCES:
FIRST NINE WEEKS (CONTINUED)
6-5.5 Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
5 Days
McDougal SE/ATE pgs. 396-401
Chapter Investigation: Insulators, pgs. 402-403
Instructional Activities
Cold Stuff http://education.jlab.org/beamsactivity/6thgrade/coldstuff/coldstuff.pdf
Investigating Heat Transfers http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf
Instructional Videos
Heat, Temperature, Energy (Discovery Education) Exploring Heat (Segment 3, Segment 8, Segments 11-14; Discovery Education)
SCHOOL-BASED COMMON ASSESSMENT
School-Based Unit Assessment, Conservation of Energy, Part I
Earth’s Atmosphere and Weather
LESSON 1
6-4.1 Compare the composition and structure of Earth’s atmospheric layers (including the gases and differences in temperature and pressure within the layers).
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
5 Days
McDougal SE/ATE pgs. 218-221
• Explore The Big Idea p. 205 “Internet Activity: Atmosphere”
• Investigate p. 208 “How Do You Know That Air Has Different Gases?”
Instructional Activities
FOSS Weather and Water Kit, Investigation 2, Part 2, Earth’s Atmosphere
Layers of the Atmosphere Activity http://mjksciteachingideas.com/pdf/AtmosphereLayers.pdf
Layers of the Atmosphere http://www.geosociety.org/educate/LessonPlans/Layers_of_Atmosphere.pdf
Layers of the Atmosphere Foldable http://www.campaignforcleanair.org/tl_files/cfca/docs/No_Idling_Toolkit/Lesson_Plans/Stage%201%20Activity%202%202%20Foldable.pdf
Instructional Videos
Composition of the Atmosphere (Discovery Education)
School-Based Common Assessment
Grade 6 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT: INDICATORS:
SUGGESTED PACING:
RESOURCES:
FIRST NINE WEEKS (CONTINUED)
LESSON 2
6-4.2 Summarize the
interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water.
6-4.3 Classify shapes and types of
clouds according to elevation and their associated weather conditions and patterns.
Scientific Inquiry 6-1: The student will
demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
10 Days
McDougal SE/ATE pgs. 210-211; 254-257; 264-267; 258-261
• Explore p. 254 “How Does Condensation Occur?”
• Investigate p.257 “How Does A Cloud Form?”
• Investigate p. 265 “How Much Rain Falls During A Storm?”
Instructional Activities
FOSS Weather and Water Kit, Investigation 6, Water in the Air
FOSS Weather and Water Kit, Investigation 7: The Water Planet
Water Cycle Foldable http://mamanakis-science.wikispaces.com/file/view/THEWATERCYCLE+foldable.pdf
S3 Science Module, 6-4.2, Lessons A-D
Head in the Clouds http://www.srh.noaa.gov/srh/jetstream/synoptic/ll_clouds1.htm
SCHOOL-BASED COMMON ASSESSMENT
FALL DISTRICT COMMON ASSESSMENT
Grade 6 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED PACING
RESOURCES
SECOND NINE WEEKS
Earth’s Atmosphere and Weather, Continued
Lesson 1 6-4.4 Summarize the relationship of
the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
6-4.5 Use appropriate instruments and
tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure).
6-4.6 Predict weather conditions and
patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar.
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
9 Days
McDougal SE/ATE pgs. 277-283, 285, 290, 293; 244, 387; 296-301
• Explore p. 277 “How Does Air Mass Form?
• Investigate p. 279 “Air Masses”
• Explore p. 235 “Hurricanes”
• Explore The Big Idea p. 275 “How Does Cold Air Move?”
• Explore The Big Idea p. 275 “How Does Weather Move?”
• 3 Minute Warm-Up “Transparency 21”
• Investigate p. 387 “How Does A Thermometer Work?”
• Investigate p. 302 “Design A Weather Center”
• Explore p. 296 “What Does A Weather Map Show?”
• Reteach (ATE) p.301
Instructional Activities
FOSS Weather and Water, Investigation 9: Weather and Climate
FOSS Weather and Water, Investigation 8: Air Pressure and Wind (Parts 1, 3, 4)
FOSS Weather and Water, Investigation 1: What is Weather? (Part 2)
FOSS Weather and Water, Investigation 6: Water in the Air (Part 2) Instructional Videos (Discovery Education):
Exploring Weather: The Atmosphere in Motion
Exploring Weather: Severe Weather
Rain or Shine: Understanding the Weather
Weather Smart: Forecasting and Weather Instruments
SCHOOL-BASED COMMON ASSESSMENT
Lesson 2
6-4.7 Explain how solar energy affects Earth’s atmosphere and surface (land and water).
6-4.8 Explain how convection affects
weather patterns and climate. 6-4.9 Explain the influence of global
winds and the jet stream on weather and climatic conditions.
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE pgs. 222, 368-369; 217, 398; 246-250
• Investigate p. 369 “What Improves The Collection Of Solar Energy?”
• Investigate p. 247 “How Does Earth’s Rotation Affect Wind?” Instructional Activities
FOSS Weather and Water, Investigation 4: Heat Transfer
FOSS Weather and Water, Investigation 5: Convection
FOSS Weather and Water, Investigation 8: Air Pressure and Wind (Part 2, Land and Sea Breezes ONLY)
Global Wind Patterns Activity (http://www.massmarineeducators.org/curriculum/pdf/Global_Wind_Patterns_Activity.pdf)
Instructional Videos (Discovery Education):
Earth Science: Weather and Climate Changing Heat Into Mechanical Energy: Convection Currents Convection
Air Pressure, Jet Streams’ Trade Winds and Weather Fronts
SCHOOL-BASED COMMON ASSESSMENT SCHOOL-BASED UNIT ASSESSMENT, EARTH’S ATMOSPHERE AND WEATHER
Grade 6 Science INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
SECOND NINE WEEKS (CONTINUED)
STRUCTURES, PROCESSES, AND RESPONSES OF PLANTS
Lesson 3
6-2.1 Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development).
6-2.2 Recognize the hierarchical
structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things—kingdom, phylum, class, order, family, genus, and species).
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE pgs. 9-13; 16, 23-30, 34-35
• Investigate p. 13 “How Do These Organisms Respond To Their Environment?”
• Explore p. 23 “What do you need to identify objects”
• Investigate p. 24 “Binomial Nomenclature”
Instructional Activities
The Martian and the Car (http://www.biologycorner.com/worksheets/martian.html)
Characteristics of Living Things (http://www.uen.org/Lessonplan/preview.cgi?LPid=1996)
S3 Science Module, 6-2.2, Lessons A-B Instructional Videos
The Basics of Biology: What is Life?
Classification of Living Things
The Basics of Biology: How Living Things are Classified
SCHOOL-BASED COMMON ASSESSMENT LESSON 4
6-2.3 Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot).
6-2.4 Summarize the basic functions of
the structures of a flowering plant for defense, survival, and reproduction.
Scientific Inquiry 6-1: The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
15 Days
McDougal SE/ATE pgs. 91-103; 104-105, 59-60, 93; 116
• Explore p. 91“What Is A Leaf”
• 3 Minute Warm-Up “Transparency 21”
• Explore p. 91“What Is A Leaf”
• Investigate p. 117 “What Parts Of A Flower Can You Identify?”
• South Carolina Essentials p. 561 “Defensive Structures Of Plants”
Instructional Activities
S3 Science Module, 6-2.3, Lessons A-D
S3 Science Module, 6-2.4, Lessons A-C
The Parts of a Flower (http://www.collaborativelearning.org/partsofaflower.pdf)
or (http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity1pop.htm)
The Anatomy of a Flower (http://www.crickweb.co.uk/ks2science.html#lcycles5b)
Instructional Videos
The Basics of Biology: The Kingdom of Plants
Plants That Make Spores: Mosses, Ferns, Liverworts, and Horsetails
Plants That Make Seeds: Gymnosperms and Angiosperms
Adapting to the World
SCHOOL-BASED COMMON ASSESSMENT
WINTER DISTRICT COMMON ASSESSMENT
Grade 6 SCIENCE INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
THIRD NINE WEEKS
Structures, Processes, and Responses of Plants, continued
Lesson 1
6-2.5 Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production).
6-2.6 Differentiate between the
processes of sexual and asexual reproduction of flowering plants.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
8 Days
McDougal SE/ATE pgs. 105-106, 115; 54-55
• South Carolina Essentials p. 562 “Reproduction Of Flowering Plants”
Instructional Activities
The Life Cycle of Flowering Plants http://www.crickweb.co.uk/ks2science.html
Plant Life Cycle http://www.ngfl-cymru.org.uk/vtc/plant_life_cycles/eng/Introduct/mains.htm
Plant Life Cycles http://www.teachercreatedmaterials.com/curriculum_files/free/activities/march2012/Plant_Life_Cycles.pdf
Plant Propagation Project http://sciencenetlinks.com/media/filer/2011/12/12/plantprop_actsheet.pdf
S3 Science Module, 6-2.6, Lesson A Instructional Videos
Biology: The Science of Life: The World of Plants (8:54 to 13:57
Biology: The Science of Life: Making New Life: The Basics of Reproduction Asexual and Sexual Reproduction(1:14 to 2:35)
SCHOOL-BASED COMMON ASSESSMENT Lesson 2
6-2.7 Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration).
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE pgs. 57-59; 94-96
• Investigate p. 58 “Where Does The Material For Plant Growth Come
From?”
• Appendix p. R60-R61 “Photosynthesis and Cellular Respiration”
• Explore p. 37 “Stored Energy”
Instructional Activities
Injecting Inquiry Into Photosynthesis http://biochemistry.ucsf.edu/programs/sep/pdfs/NSTA_photosynthesis.pdf
Investigating Photosynthesis: Discovering What Plants Need for Photosynthesis http://serc.carleton.edu/sp/mnstep/activities/35653.html
Evidence of Photosynthesis http://www.science-class.net/Lessons/Photosynthesis_Cell_Resp/evidence_of_photosynthesis.pdf
Photosynthesis http://www.science-class.net/Lessons/Photosynthesis_Cell_Resp/photosynthesis_elodea.pdf
Lights & Plants http://www.science-class.net/Lessons/Photosynthesis_Cell_Resp/plants_and_light.pdf
Respiration in Yeast http://www.science-class.net/Lessons/Photosynthesis_Cell_Resp/respiration%20in%20yeast.pdf
Photosynthesis and Cellular Respiration Graphic Organizer http://www.science-class.net/Graphic_Organizers/GO_photo_resp.pdf
Photosynthesis and Cellular Respiration Foldable https://docs.google.com/present/view?id=dhb4ksmz_801dqx6z7cm
Transpiration Lab Activity http://gcuonline.georgian.edu/wootton/transpiration.htm
Leaf Transpiration http://scene.asu.edu/habitat/activities/leaf_transpiration.html
Instructional Videos The World of Plants: Photosynthesis (Discovery Education)
SCHOOL-BASED COMMON ASSESSMENT Lesson 3
Grade 6 SCIENCE INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED
PACING RESOURCES
THIRD NINE WEEKS (CONTINUED)
6-2.8 Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism).
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
8 Days
McDougal SE/ATE
• South Carolina Essentials p. 563 “Plant Responses”
• NOTE: Utilize Support Document for essentials with this indicator.
Instructional Activities
Phototropism: Do Plant Prefer the Blues? http://www.carolina.com/text/pdf/WFP/physiology/photodoplantsprefertheblues.pdf
Phototropism http://apps.caes.uga.edu/sbof/main/lessonPlan/phototropism.pdf
Plant Tropisms http://www.sas.upenn.edu/~ltlick/Pedagogy.pdf
S3 Science Module, 6-2.8, Lesson A
Instructional Videos
Plants-In-Motion http://plantsinmotion.bio.indiana.edu/plantmotion/starthere.html
SCHOOL-BASED COMMON ASSESSMENT Lesson 4
6-2.9 Explain how disease-causing fungi can affect plants.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
3 Days
McDougal SE/ATE pgs. 76-77 Instructional Activities
S3 Science Module, 6-2.9, Lesson A
Fungal Diseases of Plants with Major Impact on Humans http://www.sbs.utexas.edu/mbierner/BIO305E/Lectures,%20etc/Fungi%20II.pdf
Instructional Videos (Discovery Education)
Biology: The Science of Life: The World of Fungi Helpful Fungi
SCHOOL-BASED COMMON ASSESSMENT STRUCTURES, PROCESSES, AND RESPONSES OF PLANTS UNIT ASSESSMENT
STRUCTURES, PROCESSES, AND RESPONSES OF ANIMALS
LESSON 1
6-3.1 Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals)
6-3.2 Summarize the basic functions of
the structures of animals that allow them to defend themselves, to move, and to obtain resources.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
15 DAYS
McDougal SE/ATE pgs. 129-133, 136, 163-168; 131-146, 148-155,
164-165, 170-171, 181-183
• Explore The Big Idea p. 161 “How Is A Bird Like A Frog”
• Explore The Big Idea p. 161 “What Animal Lives Near You”
• Reteach (ATE) p. 168
• Investigate p. 130 “What Types Of Invertebrate Live Near You?”
• Chapter Investigation pgs. 140-141“Worm Behavior”
• Explore p. 170 “What Good Are Legs Instructional Activities
The Shape of Life (“The Animals”, “Activities and Resources”) http://www.pbs.org/kcet/shapeoflife/animals/index.html
Phylum Comparison Challenge http://www.pbs.org/kcet/shapeoflife/resources/activity5.pdf
Animal Kingdom Survey Lab http://www.biologycorner.com/worksheets/animal_kingdom.html
S3 Science Module, 6-3.1, Lessons A-C
S3 Science Module, 6-3.2, Lessons A-B
Classy Invertebrates http://sciencespot.net/Media/inverteclassactivity.pdf http://sciencespot.net/Media/InvertClass_CardMat_09.pdf
Classy Vertebrates http://sciencespot.net/Media/verteclassactivity.pdf http://sciencespot.net/Media/VertClassCardMat_09.pdf http://sciencespot.net/Media/VerteClass_Cards09.pdf
Instructional Videos
The Basics of Biology: The Kingdom of Animals: From Simple to Complicated
Classification of Living Things
Biology: The Science of Life: The World of Living Things
Animals Without Backbones: The Invertebrate Story
Animals with Backbones: The Vertebrate Story: Fish and Amphibians
Animals With Backbones: The Vertebrate Story: Reptiles and Birds
Animals with Backbones: The Vertebrate Story: The Mammal Story
SCHOOL-BASED COMMON ASSESSMENT
SPRING DISTRICT COMMON ASSESSMENT
Grade 6 SCIENCE INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED PACING
RESOURCES
FOURTH NINE WEEKS
Structures, Processes, and Responses of Animals, Continued
Lesson 2 6-3.3 Compare the response that a
warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
3 Days
McDougal SE/ATE pgs. 176-177; 180-181; 189
• Teacher Demo (ATE) p.181
Instructional Activities
Characteristics and Functions of Observable Body Parts https://www.msu.edu/user/sellmerr/inquiry_investigation_2.htm
Blubber Glove Activity http://www.massmarineeducators.org/curriculum/pdf/Blubber_Glove_Activity.pdf
S3 Science Module, 6-3.3, Lesson A
Instructional Videos
Magic School Bus: Cold Feet
SCHOOL-BASED COMMON ASSESSMENT Lesson 3
6-3.4 Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering).
6-3.5 Illustrate animal behavioral
responses (including hibernation, migration, defense, and courtship) to environmental stimuli.
6-3.6 Summarize how the internal
stimuli (including hunger, thirst, and sleep) of animals ensure their survival.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
6 Days
NOTE: Utilize Support Document for essentials with indicator 6-3.4 and 6-3.6
6-3.5: McDougal SE/ATE pgs. 3; 70
Instructional Activities
S3 Science Module, 6-3.4, Lesson A
S3 Science Module, 6-3.5, Lesson A
S3 Science Module, 6-3.6, Lesson A Instructional Videos
In Control: Our Brain and Nervous System Animal Instincts
Animal Intelligence
Biomes: Adapting to Deserts and Other Ecosystems
Concepts in Nature: Adapting to Changes in Nature
Science of the Sea: Dolphins, Rays, and Other Adaptations
Animals on Defense
SCHOOL-BASED COMMON ASSESSMENT
Lesson 4
6-3.7 Compare learned to inherited behaviors in animals.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
2 Days
McDougal SE/ATE pgs. 68; • NOTE: Utilize Support Document for essentials with this indicator
(learned vs. inherited).
Instructional Activities
Pets: Oh Behave http://sciencenetlinks.com/lessons/pets-oh-behave/
Animal Instincts http://www.discoveryeducation.com/teachers/free-lesson-plans/animal-instincts.cfm
S3 Science Module, 6-3.7, Lesson A
Instructional Videos
Animal Instincts Animal Intelligence
SCHOOL-BASED COMMON ASSESSMENT
School-Based Unit Assessment: Structure, Processes, and Responses of Animals
Conservation of Energy, Part 2: Simple Machines
Grade 6 SCIENCE INSTRUCTIONAL PACING GUIDE
(DAYS BASED ON 90 MINUTE BLOCK)
RICHLAND COUNTY SCHOOL DISTRICT ONE © CANNOT BE REPRODUCED WITHOUT PERMISSION CURRICULUM AND INSTRUCTION JUNE 2012
DATES TAUGHT
INDICATORS SUGGESTED PACING
RESOURCES
FOURTH NINE WEEKS (CONTINUED)
Lesson 4
6-5.6 Recognize that energy is the ability to do work (force exerted over a distance).
6-5.7 Explain how the design of simple
machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work.
6-5.8 Illustrate ways that simple
machines exist in common tools and in complex machines.
Scientific Inquiry 6-1 The student will demonstrate an
understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.
10 Days
McDougal SE/ATE pgs. 411-412, 414-415; 426-430; 427-431, 436-441
• Explore p. 411 “How Do You Work?”
• Investigate p. 414 “Work”
• Investigate p. 429 “What Is The Mechanical Advantage Of A Pulley System?”
• FOSS Levers & Pulleys Kit
• Investigate p. 429 “Pulleys”
• FOSS Levers & Pulleys Kit
Instructional Activities
FOSS Levers & Pulleys Kit, Investigation 1: Levers
FOSS Levers & Pulleys Kit, Investigation 2, Part 3, Real-World Levers
FOSS Levers & Pulleys Kit, Investigation 2, Part 4: Lever Pictures
FOSS Levers & Pulleys Kit, Investigation 3, Part 1: One-Pulley Systems
FOSS Levers & Pulleys Kit, Investigation 3, Part 2: Two-Pulley Systems
Simple and Complex Machines http://aspire.cosmic-ray.org/labs/machine/
Inclined Plane http://illuminations.nctm.org/LessonDetail.aspx?id=L278
Inclined Plane http://www.ge.com/press/scienceworkshop/docs/pdf/Inclined_Plane_with_Standards.pdf
S3 Science Module, 6-5.6, Lesson A
S3 Science Module, 6-5.7, Lessons A-C
S3 Science Module, 6-5.8, Lesson A Instructional Videos
Work, Energy and the Simple Machine: Work and Energy (Segment 1: Work Defined; Segment 2: Energy Defined)
Getting to Know Energy (Segment 2: “What Is Energy?” Segment 3 “Work)
Work, Energy, and the Simple Machine: Inclined Plane, Wedge, Screw) Work, Energy, and the Simple Machine: Lever, Wheel and Axle, Pulley
Work, Energy, and the Simple Machine: Compound Machines SCHOOL-BASED COMMON ASSESSMENT
PASS REVIEW – CONSERVATION OF ENERGY, PART I (5 DAYS)
PASS REVIEW – EARTH’S ATMOSPHERE AND WEATHER (5 DAYS)
PASS REVIEW – STRUCTURE, PROCESSES, AND RESPONSES OF ANIMALS (5 DAYS)
PASS REVIEW – STRUCTURE, PROCESSES, AND RESPONSES OF PLANTS (5 DAYS)