Long Term Plan
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Course:
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6th Grade Science
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Teacher:
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Miller, D.
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Overview of Course
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This science
course is based on the 6th grade science TEKS (Texas Essential Knowledge and
Skills) and MAP standards. Both of these sets of standards are
interdisciplinary, although 6th grade standards have a focus on physical
science. Given these standards, the course is a survey covering five main
fields: matter, energy, earth and space, and life. Each unit is named with
academic vocabulary(e.g., "Geology" rather than "Earth
Science.") In the course, students are consistently required to learn
and apply skills in order to process content in a manner authentic to
scientific study.
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Year at a Glance
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Unit Name
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Number of Days
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Unit 1: Scientific Method
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21
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Unit 2: Chemistry
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19
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Unit 3: Physics (Transformation of Energy) - Pre-Test and Intervention Only
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3
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Unit 4: Physics II (Force and Motion)
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20
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Unit 4.5: Simple
Machines
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13
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Unit 5: Geology
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24
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Unit 6: Astronomy
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18
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Unit 7: Biology I (Classification)
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21
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Unit 8: Biology II (Ecosystems)
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15
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| Flex Days |
15
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154 Instructional Days + 15 Flex days = 169 Total Days
(170 instructional days minus days for field trips, testing, school-wide events)
Unit 1 Overview
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Unit Name: Scientific
Method
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Unit Description:
The first unit of
the course takes KIPPsters through the scientific method in order to
introduce them to the important science skills they will need throughout
their time in 6th grade. Although partly a review of 5th grade and summer
school, the unit also sets up for success in the course with appropriately
rigorous skill-based objectives in questioning, inferring, experimental
design, interpreting data, and measuring sense.
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Unit Standards
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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; and
(B) practice appropriate use and
conservation of resources, including disposal, reuse, or recycling of
materials.
(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; and
(E) analyze data to formulate
reasonable explanations, communicate valid conclusions supported by the data,
and predict trends.
(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;
(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; and
(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.
(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; and
(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.
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Unit 2 Overview
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Unit Name: Chemistry
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Number of Days: 19
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Unit Description:
The chemistry
unit encompasses not only the basics of matter (elements, compounds,
mixtures, physical and chemical changes, etc.) but is also the main unit for
teaching quantitative measurement of matter. KIPPsters learn about mass,
volume and density in a chemistry context. Most lessons in this unit include
a hands-on activity or lab. KIPPsters will additionally spend time with the
periodic table and learn about matter's physical properties throughout the unit
rather than in a single lesson.
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Unit Standards
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(6.5) Matter
and energy. The student knows the differences between elements and compounds.
The student is expected to:
*(6.5A) know that an element is a pure
substance represented by chemical symbols;
*(6.5B) recognize that a limited
number of the many known elements comprise the largest portion of solid
Earth, living matter, oceans, and the atmosphere;
*(6.5C-SS) differentiate
between elements and compounds on the most basic level; and
*(6.5D) 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.
*(6.6A-SS) compare
metals, nonmetals, and metalloids using physical properties such as luster,
conductivity, or malleability;
*(6.6B-SS) calculate
density to identify an unknown substance; and
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Unit 3 Overview
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Unit Name: Physics I
(Transformation of Energy)
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Number of Days: 3
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Unit Description: This Unit will be Pre-Tested followed by Intervention as needed.
The first unit on
physical science has a focus on forms of energy and energy changing from one
form to another. The study of energy traditionally begins with understanding
two basic forms of energy: potential and kinetic. As KIPPsters begin
diagramming energy transformations in greater detail, they should also begin
to gain an understanding of the conservation of energy and continue to
inquire about it through the unit. In addition, thermal energy and light are
analyzed. Like in the chemistry unit, most lessons are inquiry based and
almost all of them have a hands-on component.
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Unit Standards
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*(6.9A) investigate methods of thermal
energy transfer, including conduction, convection, and radiation;
*(6.9B) 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; and
(6.9C-SS) demonstrate energy transformations
such as energy in a flashlight battery changes from chemical energy to
electrical energy to light energy.
*(6.7A) research and debate the advantages and disadvantages of using
coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal,
and solar resources; and
*(6.7B) design a logical plan to manage
energy resources in the home, school, or community.
*(6.8A-SS) compare and contrast
potential and kinetic energy
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Unit 4 Overview
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Unit Name: Physics II
(Force and Motion)
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Number of Days: 20
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Unit Description:
The second
physical science unit focuses on force and motion. KIPPsters begin by
investigating gravity, friction, and air resistance, after which the focus
switches to Newton's laws of motion. Although Newton's Laws are not mentioned
in the 6th grade science TEKS, the majority of this unit is taught in the
context of these laws while still staying true to the state standards. For
the conceptualization and visualization of force and motion, much of the unit
is focused on graphing and diagramming.
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Unit Standards
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*(6.8A-SS) compare
and contrast potential and kinetic energy;
*(6.8B) identify and describe the
changes in position, direction, and speed of an object when acted upon by
unbalanced forces;
*(6.8C-SS) calculate
average speed using distance and time measurements;
*(6.8D-SS) measure
and graph changes in motion; and
*6.8E) investigate how inclined planes
and pulleys can be used to change the amount of force to move
an object.
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Unit 4.5 Overview
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Unit Name: Simple
Machines
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Number of Days: 13
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Unit Description:
Due to the length
of the Physics II unit, the topics of simple machines is separated into a 13-day
mini-unit focused on conducting labs with the different machines. The main
goal of the unit is for KIPPsters to understand the use of each simple
machine and internalize the principles behind how they work. Each lab begins
with a short explanation of the simple machine and either gives instructions
on how to test them or asks KIPPsters to construct their own using simple
materials.
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Unit Standards
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6.8e Investigate how inclined planes and pulleys
can be used to change the amount of force to move an object.
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Unit 5 Overview
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Unit Name: Geology
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Number of Days: 24
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Unit Description:
Geology is a 5-week unit covering processes that shape the
earth. KIPPsters will learn to become geologists with a focus on learning the
skill of modeling and continuing to practice the skill of inferring. For
example, KIPPsters will model the rock cycle with crayons and create models
of the layers of the earth. Also, they will practice their skills of
inference in rock stations or outside the school in a field study. In
addition, the unit covers important knowledge of concepts such as weathering
and erosion, plate tectonics, and natural phenomena such as earthquakes and
volcanoes.
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Unit Standards
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*(6.6C) test the physical properties of
minerals, including hardness, color, luster, and streak.
*(6.10A) build a model to illustrate
the structural layers of Earth, including the inner core, outer core, mantle,
crust, asthenosphere, and lithosphere;
*(6.10B) classify rocks as
metamorphic, igneous, or sedimentary by the processes of their formation;
*(6.10C) identify the major tectonic
plates, including Eurasian, African, Indo-Australian, Pacific, North
American, and South American; and
*(6.10D) describe how plate tectonics causes
major geological events such as ocean basins, earthquakes, volcanic
eruptions, and mountain building.
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Unit 6 Overview
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Unit Name: Astronomy
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Number of Days: 18
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Unit Description:
The unit on
astronomy follows the geology unit and “zooms out” past the scope of the
surface of the earth. KIPPsters will use concepts already learned in geology
about cycles and the predictability of the natural world, as well as contrast
what they have learned about the earth’s surface to the surface of other
planets in our solar system. Beginning with the movement of the earth, KIPPsters
will then zoom out to the moon, the entire solar system, and finally to
stars. KIPPsters complete several small projects along the way, such as a
scaled map of the solar system and a timeline of the history of space travel.
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Unit Standards
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*(6.11A) describe the physical
properties, locations, and movements of the Sun, planets, Galilean moons,
meteors, asteroids, and comets;
*(6.11B-SS) understand
that gravity is the force that governs the motion of our solar system; and
*(6.11C) describe the history and
future of space exploration, including the types of equipment and
transportation needed for space travel.
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Unit 7 Overview
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Unit Name: Biology I
(Classification)
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Number of Days: 21
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Unit Description:
The first unit on
biology focuses on knowledge and skills related to the increasing complexity
of organisms and how biologists classify organisms. KIPPSters begin by
learning the nature of cells and end by learning about human body systems. In
addition, they become experts at classifying organisms based on their
characteristics, whether that be prokaryotic/eukaryotic,
unicellular/multicellular, autotrophic/heterotrophic, or a variety of other
anatomical, physiological, or behavioral characteristics.
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Unit Standards
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*(6.12A) understand
that all organisms are composed of one or more cells;
*(6.12B) recognize that the presence
of a nucleus determines whether a cell is prokaryotic or eukaryotic;
*(6.12C) recognize that the broadest
taxonomic classification of living organisms is divided into currently
recognized Domains;
*(6.12D-SS) 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;
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Unit 8 Overview
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Unit Name: Biology II (Ecology)
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Number of Days: 15
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Unit Description:
While the first
biology unit zooms in on specific organisms, down to cells, the next biology
unit zooms out to investigate how organisms interact with each other. KIPPsters
begin the unit by breaking down ecosystems into their levels of organization,
then continue to become experts on organism's interactions with each other.
At the end of the unit, they learn how organisms are adapted to survive in
their complex and often harsh environments.
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Unit Standards
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(6.12E) describe
biotic and abiotic parts of an ecosystem in which organisms interact; and
*(6.12F) diagram the levels of organization within an
ecosystem, including organism, population, community, and ecosystem.
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