# 6th Grade Science

#### 6th Grade Units (Based upon Next Generation Science Standards):

ALT = Academic Learning Target; AST = Supporting Targets

Week 1

• Enrollment & class changes settle during the first week or two
• Me to a Tee (Icebreaker activity; getting to know each other)
• Create Safety Map/Signage, Take Safety Quiz
• Send Home Documents For Parent Signatures (Safety Contract/Edmodo)
• Classroom Expectations (Rules/Consequences/Rewards/Reparations)
• Classroom Bingo
• Decoupage Interactive Science Notebook
###### ALT 1 – Scientific Inquiry: I can design and conduct a scientific investigation with controlled variables that answers a scientific question with data.
• AST 1.1 – I can independently develop a question and hypothesis/prediction based on scientific principles and observations, with support.
• AST 1.2 – I can design an experiment and clearly communicate my procedure.
• AST 1.3 – I can collect and present relevant data in an organized way and create graphs when appropriate, with support.
• AST 1.4 – I can analyze data and/or observations and give evidence-based explanations. I can communicate my results.
###### ALT 2 – Engineering Design: I can design, construct, test and evaluate a simple solution to a defined problem using appropriate tools and materials.
• AST 2.1 – I can design multiple solutions for a defined problem. I can discuss advantages or disadvantages to each design.
• AST 2.2 – I can construct a prototype of my solution for a defined problem.
• AST 2.3 – I can test a solution to a defined problem. I can collect and evaluate data with support.
• Save Fred
• MacGyver’s Electro-Magnet
• Build a Flashlight
• AST 2.4 – I can evaluate the effectiveness of the proposed solution to the defined problem. Based on the results I can identify and explain possible design improvements.

###### ALT 3 – Types and Transformations of Energy: I can explain how different types of energy interact and how energy is transformed from one form to another.
• AST 3.1 – Scientific Inquiry: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. (MS-PS3-4)

• AST 3.2 – Engineering: I can apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (MS-PS3-3)
• Design an insulated box or cup. Design a solar cooker.
• AST 3.3 – Informational Text: I can read and use informational texts about energy to answer relevant questions.
• AST 3.4 – I can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (MS-PS3-1)
• AST 3.5 – I can develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (MS-PS3-2)
• AST 3.6 – I can construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (MS-PS3-5)
• AST 3.7 – I can compare and contrast the characteristic properties of forms of energy.
###### ALT 4 – Electricity and Magnetism: I can explain the relationships between electricity and magnetism.
• AST 4.1 – Scientific Inquiry: I can conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. (MS-PS2-5)

• Electricity & Magnetism Packet
• AST 4.2 – Engineering: I can apply scientific principles to design, construct, and test a concept that demonstrates the relationship of electricity and magnetism.

• MacGyver’s Electro-Magnet
• AST 4.3 – Informational Text: I can read and use informational texts about electricity and magnetism to answer relevant questions.
• AST 4.4 – I can ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (MS-PS2-3)
• AST 4.5 – I can model series and parallel circuits.
• Human Circuit Model
• Circuit Builder Game
• Series & Parallel Circuit Building Exercises
• Actors on the Set of Lost
• Escape Room (solving puzzles in the dark with the flashlight that they made)
###### ALT 5 – Ecosystems: I can explain how individual organisms and populations interact and how changes in populations are related to resources and the environment.
• AST 5.1 – Scientific Inquiry: I can analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (MS-LS2-1)
• AST 5.2 – Engineering: I can evaluate competing design solutions for maintaining biodiversity and ecosystem services. (MS-LS2-5)
• AST 5.3 – Informational Text: I can read and use informational texts about energy flow in ecosystems to answer relevant questions.
• AST 5.4 – I can construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (MS-LS2-4)
• AST 5.5 – I can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (MS-LS2-3)
• AST 5.6 – I can construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (MS-LS2-2)
• AST 5.7 – I can use an argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. (MS-LS1-4)
###### ALT 6 – Cells & Body Systems: I can explain the structure, function and relationship between cells, organ systems and living things.
• Other lessons tied to ALT 6
• Circulatory system walk-about
• AST 6.1 – Scientific Inquiry: I can conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (MS-LS1-1)

• AST 6.2 – Engineering: I can build a device that either protects a part of the body (i.e. helmet) or replicates the function of a part of the body (i.e. robotic arm).

• Build a Lung
• AST 6.3 – Informational Text: I can read and use informational texts about cells and body systems to answer relevant questions.
• AST 6.4 – I can develop and use a model to describe the function of a cell as a whole and the ways parts of cells contribute to the function. (MS-LS1-2)
• AST 6.5 – I can make claims supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1-3)
• AST 6.6 – I can gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (MS-LS1-8)