GTPS Curriculum – Science - Grade 6

Suggest ed Blocks of Instruct ion

Grade 6 Science Objectives/CPI’s/Standards
5.4.6.A.1 Generate and analyze evidence (through simulations) that the Sun’s apparent motion across the sky changes over the course of a year. 5.4.6.A.2 Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit of Earth around the Sun. 5.4.6.A.3 Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. 5.4.8.A.2 Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earth’s surface to create models that explain these phenomena and seasons. 5.4.6.A.4 Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs. 5.4.8.A.1 Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena. 5.4.8.A.3 Predict how the gravitational force between two bodies would differ for bodies of different masses or bodies that are different distances apart. 5.4.8.A.4 Analyze data regarding the motion of comets, planets, and moons to find general patterns of orbital motion.

Topic: Astronomy Essential Questions/Enduring Understandings
Essential Questions What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these patterns? What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? What causes these patterns? Enduring Understandings Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun Observable, predictable patterns of movement in the Sun, Earth, Moon system occur because of gravitational interaction and energy from the Sun.

Learning Activities Materials/Assessment
Learning Activities: Hands on explorations Inquiry–based lessons Labs Reading Pearson’s text Materials: Pearson Chapter 1: Earth, Moon, and Sun o Complete all Sections (1-4) Chapter 2: Exploring Space o Section 1 & 3/comp lab activity Chapter 3: The Solar System o Sections 2-5 Chapter 4: Stars, Galaxies, and the Universe o Section 5 Web Site Resources: United Streaming Videos o “A Spin Around the Solar System” video series Assessments: Formative Teacher observation Quizzes Projects Summative Labs Tests

29 days

barrier islands.2 Evaluate the appropriateness of increasing the human population in a region (e.B2 Examine Earth’s surface features and identify those created on a scale of human life or on a geologic time scale.D.4. affecting the shape of the Earth’s surface regionally and globally.4.2 Present evidence to support arguments for the theory of plate motion.1 Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire. Learning Activities Materials/Assessment Learning Activities: Hands on explorations Inquiry–based lessons Labs Reading Pearson’s text Materials: Pearson Chapter 1: Plate Tectonics o Complete all Sections (1-5) Chapter 2: Earthquakes o Section 2. 5. 5.Grade 6 Suggested Blocks of Instructio n Grade 6 Science Objectives/CPI’s/Standards Topic: Inside Earth Essential Questions/Enduring Understandings Essential Questions How do geologic events occurring today provide insight Earth’s past? How do changes in one part of an Earth system affect other parts of the system? To what extent does the exchange of energy within the Earth drive geologic events on the surface? What is the role of the sun in energy transfer in the atmosphere and in the oceans? To what extent does the exchange of energy within the Earth drive geologic events on the surface? Enduring Understandings Earth’s components form systems? These systems continually interact at different rates of time.1 Generate a conclusion about energy transfer and circulation by observing a model of convection currents. Energy flow and movement of material from the Earth’s interior causes geologic events on the Earth’s surface. or metamorphic rocks and explain how one kind of rock could eventually become a different kind of rock. The energy from the sun is transferred throughout the oceans and atmosphere.4.3 Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering challenge.g.8.6. and floods.4 (earthquake safe building) Chapter 3: Volcanoes o Complete all sections Chapter 4: Minerals o Skip Chapter 5: Rocks o All Sections Media Resources: Video: Nova: The Day the Earth Shook Assessments: Formative Teacher observation Quizzes Projects Summative Labs Tests 32 days 5. such as volcanic eruptions.4.8.D. Pacific Northwest. ..6. 5.4. earthquakes. How do changes in one part of an Earth system affect other parts of the system? Energy flow and movement of material from the Earth’s interior causes geologic events on the Earth’s surface.4.6.6. 5.D.2 Distinguish physical properties of sedimentary.C. 5. Midwest United States) based on the region’s history of catastrophic events.D. 5.1 Model the interactions between the layers of Earth.E. 5. igneous.B.6.4.GTPS Curriculum – Science .4.8.

organs. Muscles.2. All organisms transfer matter and convert energy from one form to another. 5.3.5) Chapter 2: Food and Digestion (1-4) Chapter 3: Circulation (1. and is a source of the molecular building blocks from which needed materials are assembled.4) Chapter 4: Respiration and Excretion (1-3) Chapter 5: Fighting Disease (1-5) Chapter 6: The Nervous System (1-4) Chapter 7: The Endocrine & Reproduction Systems(2.B.2 Relate the structures of cells. and energy transferred/transformed in living systems? Enduring Understandings Systems of the human body are interrelated and regulate the body’s internal environment. and waste removal. and Skin (1. air.3. including stages of development and periods of maintenance.3.8. Essential Questions What do all living things have in common? How is matter transformed.8A1 All organisms are composed of cell(s). specialized cells perform specialized functions.3.1 Relate the energy and nutritional needs of organisms in a variety of life stages and situations. 5.3. In multicellular organisms.3.A. and organ systems are composed of cells and function to serve the needs of cells for food. 5. 91 days Learning Activities: Hands on explorations Inquiry–based lessons Labs Reading Pearson’s text Materials: Pearson Human Biology & Health Chapter 1: Bones. Living organisms have a variety of observable features that enable them to obtain food and reproduce.Grade 6 Suggested Blocks of Instruction Grade 6 Science Topic: Human Biology and Health Learning Activities Materials/Assessment Objectives/CPI’s/Standards Essential Questions/Enduring Understandings 5. Food is broken down to provide energy for the work that cells do.GTPS Curriculum – Science .6A2 Model and explain ways in which organelles work together to meet the cell’s needs. and systems to their functions in supporting life. organs.6.8.1 Model the interdependence of the human body’s major systems in regulating its internal environment.2. 5. tissues.4.3.3) Web Site Resources: Assessments: Formative Teacher observation Quizzes Projects Summative Labs Tests . Tissues.A.

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