Grade+6+Map

Grade 6 Science Curriculum Map

Grade Level: 6 Topic: Monroe-Forces In Space Kit December 1 start

Grade Level: 6 Topic: Changes in Matter I=introduce R =review M= mastery Grade Level: 6 Topic: Chemistry Book page 50 ||  ||   || I=introduce R =review M= mastery Grade Level: 6 Topic: Body Systems I=introduce R =review M= mastery Grade Level: 6 Topic: Cells Raisin Osmosis Lab || Chapter 1, Lessons 1-4, Pages A8-A30; A42 – A43; plus life processes A76 || Page A34-35 (Book) ||  || I=introduce R =review M= mastery Grade Level: 6 Topic: Heat and Matter I=introduce R =review M= mastery Grade Level: 6 Topic: Heredity Grade Level: 6 Topic: Heredity pt 2 Grade Level: 6 Topic: Heredity Pt 3 Grade Level: 6 Topic: Reproduction and Heredity Part 1 Grade Level: 6 Topic: Reproduction and Heredity (Part 2) Grade Level: 6 Topic: Reproduction and Heredity Pt 3
 * **NYS Standard ** || 4 The Physical Setting || **Time Frame/Duration: 3 weeks** ||
 * **Content Key Idea:** || Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. ||
 * **Performance Indicator:** || Distinguish between chemical and physical changes ||
 * **Vocabulary** || Physical change, freezing, melting, condensation, boiling, evaporation, tearing, crushing, mixtures, chemical changes, solvent, solute, dilute, concentrated, reactant, product, exothermic reaction, endothermic reaction, formula, chemical equation. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include: freezing, melting, condensation, boiling, evaporation, tearing, and crushing. **(3.2a)** || M ||  || B 12-13 ||   ||   ||
 * Mixtures are physical combinations of materials and can be separated by physical means. (**3.2b)** || M ||  || B 34-39 || Solution Quiz (Koolaid) ||   ||
 * During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include: burning of wood, cooking of an egg, rusting of iron, souring of milk. **(3.2c)** || R ||  || B 40 –47, B 50) ||   ||   ||
 * **NYS Standard ** || 4 The Physical Setting || **Time Frame/Duration: 3 weeks** ||
 * **Content Key Idea:** || Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. ||
 * **Performance Indicator:** || Develop mental models to explain common chemical reactions and changes in states of matter. Distinguish between chemical and physical changes ||
 * **Vocabulary** || Atoms, temperature, living, nonliving, periodic table, Law of Conversation of Mass, element, molecule, compound, chemical reaction, state of matter, proton, neutron, electron, chemical bond ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Substances are often placed in categories if they react in similar ways. Examples include: metals, nonmetals, and Noble gases**. (3.2d)** || I ||  || Page 37, 42, 43
 * Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equal the total mass of the products. (**3.2e)** || I ||  ||   ||   ||   ||
 * All matter is made up of atoms. Atoms are far too small to see with a light microscope. || M ||  ||   ||   ||   ||
 * Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion. **(3.2b)** || M ||  ||   ||   ||   ||
 * Atoms may join together in well-defined molecules or may be arranged in regular geometric pattern || I ||  ||   ||   ||   ||
 * Interactions among atoms and/or molecules result in chemical reactions. **(3.3d)** || M ||  ||   ||   ||   ||
 * The atoms of any one element are different from the atoms of other elements. **(3.3e)** || M ||  ||   ||   ||   ||
 * There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and non-living substances. Few elements are found in their pure form. **(3.3f)** || M ||  ||   ||   ||   ||
 * The Periodic Table is one useful model for classifying elements. The Periodic Table can be used to predict the properties of elements (metals, nonmetals, Noble Gases). **(3.3g)** || M ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration:** ||
 * **Content Key Idea:** || Living things are both similar to and different from each other and from nonliving things. Organisms maintain a dynamic equilibrium that sustains life. ||
 * **Performance Indicator:** || Explain function of the major human organ system and their interaction. Describe the importance of the major nutrients, vitamins, and mineral in maintaining health and promoting growth and explain a need for a constant import of energy for living organisms ||
 * **Vocabulary** || Interrelated, tissues, organs, organ system, digestive system, respiration, excretory, circulatory, nervous, muscular, endocrine, reproductive, respiratory. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Each system is composed of organs and tissues, which perform specific functions and interact with each other, e.g. digestion, gas exchange, excretion, circulation, locomotion, control coordination, reproduction, and protection from disease. (**1.2a**) || M ||  ||   ||   ||   ||
 * Tissues, organs and organ systems help to provide all cells with nutrients, oxygen and waste removal **(1.2b)** || M ||  ||   ||   ||   ||
 * The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells **(1.2c)** ||  ||   ||   ||   ||   ||
 * During respiration cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange). **(1.2d)** || R ||  ||   ||   ||   ||
 * The excretory system functions in the disposal of dissolved waste molecules. The elimination of liquid and gaseous waste and the removal of excess heat energy. **(1.2e)** || R ||  ||   ||   ||   ||
 * The circulatory system moves substances to and from cells, where they are needed or produced, where they are responding to changing demands. **(1.2f)** || M ||  ||   ||   ||   ||
 * Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems and coordinated by the nervous system. (**1.2g)** || M ||  ||   ||   ||   ||
 * The nervous and endocrine systems interact to control and coordinate the body’s response to change in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system. Hormones regulate many body fundtions **(1.2h)** || M ||  ||   ||   ||   ||
 * The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring **(1.2i)** || R ||  ||   ||   ||   ||
 * Disease breaks down the structure or functions of an organism. Some diseases are the results of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body **(1.2j)** || R ||  ||   ||   ||   ||
 * Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. **(5.2a)** || R ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 Living Environment || **Time Frame/Duration: 2 Months** ||
 * **Content Key Idea:** || Living things are both similar to and different from each other and from nonliving things ||
 * **Performance Indicator:** || Compare and Contrast the parts of plants, animals and one-celled organisms ||
 * **Vocabulary** || Cell, species, organism, celltheory, cell membrane, nuclear membrane, nucleus, chromosome, ribosome, endoplasmic reticulum, vacuole, mitochondria, chloroplasts, chlorophyll, compound microscope, osmosis, diffusion, organelle, life processes, permeable, semi permeable. ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size. **(1.1a)** || M || Microscope lab (elodea) || Book Unit A ||  ||   ||
 * The way in which cells function is similar in all living things. Cells grow and divide, produce more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the material that a cell or organism needs. **(1.1b)** || M || Egg Osmosis Lab
 * Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus. (**1.1c)** || M || Page A31 (Book) ||  ||   ||   ||
 * Some organisms are single cells; other, including humans, are multicellular || R || Draw and label plant, animal cells. ||  ||   ||   ||
 * **NYS Standard ** || 4 The Physical Setting || **Time Frame/Duration: 3 Weeks** ||
 * **Content Key Idea:** || Energy exists in many forms, and when these forms change energy is conserved. ||
 * **Performance Indicator:** || Observe and describe heating and cooling events. ||
 * **Vocabulary** || Heat, matter, conduction, radiation, convection, temperature, thermal energy, expand, contract, conductor, insulator ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature**. (4.2a)** || M ||  || B 8-25 || B 28-29 ||   ||
 * Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). || M ||  ||   ||   ||   ||
 * During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid **(4.2c)** || I ||  ||   ||   ||   ||
 * Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice. (4**.2d)** || M ||  ||   ||   ||   ||
 * Temperature affects the solubility of some substances in water **(4.2e)** || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: 2 Months** ||
 * **Content Key Idea:** || The continuity of life is sustained through reproduction and development. ||
 * **Performance Indicator:** || Explain the role of sperm and egg cells in sexual reproduction. ||
 * **Vocabulary** || Sperm, egg, meiosis, fertilization, zygote ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg. **(4.2a)** || I ||  ||   ||   ||   ||
 * In sexual reproduction, sperm and egg each carry ½ of the genetic information for the new individual. Therefore, the fertilization egg contains genetic information from each parent. **(4.2b)** || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: 2 months** ||
 * **Content Key Idea:** || The continuity of life is sustained through reproduction and development. ||
 * **Performance Indicator:** || Observe and describe cell division at the microscopic level and its macroscopic effects. ||
 * **Vocabulary** || Asexual reproduction, cancer, mutation ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * In multicellular organisms, cell division is responsible, growth, maintenance, and repair. In some one-celled organisms, cell division is a method of asexual reproduction. **(4.4a)** || M ||  ||   ||   ||   ||
 * In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the heredity information is identical in all the cells that result. **(4.4b)** || M ||  ||   ||   ||   ||
 * Another type of cell division accounts for the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this type of cell division contain ½ of the hereditary information. **(4.4c)** || I ||  ||   ||   ||   ||
 * Cancers are the results of abnormal cell division. **(4.4d)** || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: 2 months** ||
 * **Content Key Idea:** || Organisms maintain a dynamic equilibrium that sustains life ||
 * **Performance Indicator:** || Compare the way variety of living specimens carry out basic life functions and maintain dynamic equilibrium. ||
 * **Vocabulary** || Life processes, structural adaptation, behavioral adaptations, adaptation, inherited behaviors ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Regulation of an organisms internal environment involves sensing the internal environment and changing, physiological activities to keep conditions within the range for survival. Regulation includes a variety of nervous and hormonal feedback systems. **(5.1f)** || M ||  ||   ||   ||   ||
 * The survival of an organism depends on its ability to sense and respond to its external environment. **(5.1g)** || M ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: 2-3 Weeks** ||
 * **Content Key Idea:** || Organisms inherit genetic information in a variety of ways that result in continuity of structure and functions between parents and offspring. The continuity of life is sustained through reproduction and development ||
 * **Performance Indicator:** || Describe sexual and asexual mechanisms for passing genetic materials from generation to generation. Observe and describe the varieties in reproductive patterns of organisms including asexual and sexual reproduction. ||
 * **Vocabulary** || Hereditary, genes, DNA, inherit traits, sexual reproduction, asexual, reproduction, mitosis, sex cells, meiosis, zygote, fertilization, cell division, traits, internal fertilization, external fertilization ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Hereditary information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells **(2.1a)** || I ||  || A 52-59, A70 ||   ||   ||
 * Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one or by many pairs of genes. A human cell contains thousands of different genes. **(2.1b)** || I ||  ||   ||   ||   ||
 * Each human cell contains a copy of all genes needed to produce a human being. (**2.1c)** || I ||  || A 40-41, A 46-48 ||   ||   ||
 * In asexual reproduction, all the genes come from a single parent. Sexually produced offspring are genetically identical to the parent (**2.1d)** || I ||  || A 44-45 ||   ||   ||
 * In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent || I ||  || A 46-50 ||   ||   ||
 * Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually. **(4.1a)** || I ||  || A 51 ||   ||   ||
 * There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual **(4.1b)** || I ||  ||   ||   ||   ||
 * Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced. **(4.1d)** || I ||  ||   ||   ||   ||
 * Fertilization and/or development in organisms may be internal or external **(4.1d)** || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 The Living Environment || **Time Frame/Duration: 1-2 Weeks** ||
 * **Content Key Idea:** || Organisms inherit genetic information in a variety of ways that result in continuity of structure and functions between parents and offsprings. ||
 * **Performance Indicator:** || Describe Mechanisms related to the inheritance of some physical traits in offspring. ||
 * **Vocabulary** || Recessive, dominant, purebred, hybrid, mutation, Punnett Square, inherit, heredity ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * In all organisms, genetic traits are passed on from generation to generation **(2.2a)** || M || Punnett Square || A 62-67 ||  ||   ||
 * Some genes are dominant and some recessive. Some traits are inherited by mechanisms other than dominance and recessiveness (**2.2b)** || I ||  ||   ||   ||   ||
 * The probability of traits being expressed can be determined by using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett Squares **(2.2c)** || I ||  ||   ||   ||   ||
 * The process of sexual reproduction and mutation have given rise to a variety of traits within a species. **(3.1a)** || I ||  ||   ||   ||   ||
 * **NYS Standard ** || 4 Living Environment || **Time Frame/Duration: 2 days** ||
 * **Content Key Idea:** || The continuity of life is sustained through reproduction and development. ||
 * **Performance Indicator:** || Observe and describe developmental patterns in selected plants and animals ||
 * **Vocabulary** || Fetus, embryo, mitosis, tissues, organs, organ systems, zygote, meiosis ||
 * **Major Understandings** || **I/R/M** || **Suggested Activities** || **Resources** || **Assessments** || **Teacher Notes** ||
 * Multicellular organisms exhibit complex changes in development, which begin after fertilization. The fertilized egg undergoes numerous cellular divisions that will result in a multicellular organism, with each cell having identical genetic information. **(4.3a)** || M ||  ||   ||   ||   ||
 * In humans, the fertilized egg grows into tissue which develops into organs and organ systems before birth. **(4.3b)** || M ||  ||   ||   ||   ||


 * Lake Shore Central School District Science Curriculum Maps K-8**