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SCIENCE CURRICULUM

FRAMEWORK

SIXTH GRADE

2005-2006

Brownsville ISD Sixth Grade Science Curriculum Guide, 2005-2006

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Table of Contents……………………………………………………………………….…1 Mission Statement and Belief Statement …………………………………………….…2 Acknowledgement………………………………………………………………………....3 Introduction…………………………………………………………………………………4 Student Participation in TEKS-Based Inquiry and the BISD Science Fair…………..5 Scope & Sequence……………………………………………………………………….6 Curriculum Framework First Six Weeks……………………………………………………………………7-10 Second Six Weeks………………………………………………………………11-16 Third Six Weeks………………………………………………………………….17-21 Fourth Six Weeks………………………………………………………………..22-24 Fifth Six Weeks…………………………………………………………………..25-29 Sixth Six Weeks………………………………………………………………….30-35 Appendix Texas Essential Knowledge and Skills Fifth Grade Science Sixth Grade Science Seventh Grade Science Eighth Grade Science Integrated Physics and Chemistry Biology Sixth Grade Math Texas Assessment of Knowledge and Skills Objectives Fifth Grade Tenth Grade and Exit Level (10th and 11th Grade) National Science Education Standards Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources Texas Environmental Education Advisory Committee Contact Information Pre-AP and AP Science Scope and Sequence Grades 6-12 Required Exemplar Labs

T A B L E O F C O N T E N T S


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Brownsville Independent School District MISSION STATEMENT

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage is to produce responsible, well-rounded graduates

Who - have the ability to pursue a post-secondary education and/or career - possess a capability for independent learning and thinking with a

competitive edge in a multi-cultural, multi-lingual world by

- identifying and maximizing physical, financial, and human resources and

- Unifying community and school commitment to excellence in education and equal educational opportunity.

Brownsville Independent School District BELIEF STATEMENT

Excellence is our common goal. Parental responsibility is an integral factor in student success. Belief in self is fundamental to success. Everyone deserves respect as a human being. Perseverance and hard work are essential for success. Change creates opportunities for growth. Truthfulness is important for effective communication. Public schools are an extension of the community. Sensitivity is essential for understanding the needs of others. Great achievements follow high expectations. Cooperation is necessary to get things done. Active listening is essential for effective communication. Successful students are active participants in the learning process.


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Acknowledgment The Brownsville Independent School District gratefully acknowledges the contributions given by the Science teachers who participated in the development of this secondary Science curriculum framework. Science teachers from the following campuses assisted in the development of the framework:

Besteiro Middle School Cummings Middle School Faulk Middle School Lucio Middle School Oliveira Middle School Perkins Middle School Stell Middle School Stillman (Central) Middle School Vela Middle School BUSP Secondary Science Mentors Secondary Science Curriculum Specialist


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Introduction Texas Legislation requires that all Texas school districts develop, implement, and evaluate a comprehensive educational program aimed at student mastery of the Texas Essential Knowledge and Skills as defined in Chapter 112.

The purpose of this Secondary Science Curriculum Framework is to match learning experiences to the Texas Essential Knowledge and Skills and provide a sequence of objectives and lab activities that are also aligned, including the 40% lab requirement for all High School Science courses. Brownsville ISD also requires the 40% lab minimum curriculum requirement for all Middle School Science courses. In addition, this document includes sample activities and required “EXEMPLAR” labs to be taught in each course. EXEMPLAR labs are not intended to be the only labs taught in each course, but are provided to ensure consistency in high-quality instruction throughout the district. They should further serve to avoid overemphasis in one area while neglecting another, and thus, focus on student needs. Pre-AP accommodations are indicated throughout the document, either as additional TEKS added to the course to meet the needs of the Pre-AP course sequence, or emphasized TEKS that need to be taught with added depth to the Pre-AP student in order to prepare them for the AP or Dual Enrollment course. Adaptations for other special populations will be made as needed, but the basic curriculum is the same for all students. The textbook provided by the state is a resource for teaching the course, not the curriculum. Although the textbook “covers” all TEKS for the course, it does not necessarily provide instructional support for teaching the TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is highly recommended that teachers use a variety of additional resources from multiple sources in order to meet the TEKS requirements. Some of these resources may include, but are not limited to require Exemplar Labs, FOSS kits (which should be taught in their entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot Activities and Vistas provided through the Charles A. Dana Center Science Toolkit. This curriculum framework is primarily a working document that prescribes what is to be taught in a given subject or area of study. It gives both structure and direction to the educational program. As a formal document, it is an official statement of the curriculum and a teacher’s guide to instruction.


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Student Participation in TEKS-Based Inquiry and the BISD Science Fairs

Research, inquiry and invention are essential skills successful students must develop as they grow academically. Students must be able to discuss and evaluate social, technological and scientific issues evident today and trends influencing the future. A challenge for educators is to exploit the natural curiosity all students possess. Allowing time, opportunity and support during school hours for student-based inquiry permits learners to expose their misconceptions and pursue the “why” questions they have. Students should plan investigations and conduct research that can help them test their ideas, interpret differing points of view and justify consequent discoveries. Students are much more likely to internalize and remember concepts learned if they are actively involved with them, rather than passively observing them take place.

TEKS-based investigations enable students to effectively learn and use content-area concepts and skills. Through these types of direct investigations students are able to “maximize their ability to make sense of the world and to learn more about it.” (Science for All Americans) Therefore, it is a BISD requirement that all students participate in a research-based inquiry project at the sixth, eighth, and ninth grades. Participation at other grades or courses is highly recommended since successful research projects take two to four years. When students are engaged in research-based inquiry, they are involved in using a rich variety of primary and secondary source materials and the Science Process Skills as required by law in the Science TEKS.

A successful classroom science investigation may be developed into a research-based inquiry project and entered in the Science Fair. Students who choose to enter the fair will be able to create investigations from among fifteen different categories. The Science Fair will be held annually in the fall, allowing teachers and students to prepare for one science competition per year following the rules of the Intel International Science and Engineering Fair, (www.sciserv.org/isef). All students will have the opportunity to complete an original investigation. Individual campuses, teachers and students will be able to choose which projects to enter in the Science and Engineering Fair.


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*Required Lab as part of 40% TEKS Lab Requirement ** The 6th grade curriculum still needs 4 Exemplar labs that are not technology-based.

Six-Weeks and Unit Themes

Exemplar Lab(s)* and Unit

Concepts Concepts TEKS and Chapters

Processes TEKS

1st Six Weeks Systems Constancy & Change

Form & Function

(none) Earth Science: Safety, Process Skills, Solar System Science Project

6.13 a, b 6.5 a, b Chps:13,14,15 Chp:16 Chps:12,16

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B 2nd Six Weeks

Systems Constancy & Change

Form & Function Properties, Patterns

and Models

(none) Earth Science: Water, Earth’s Atmosphere, and Weather Science Project

6.14 b, c 6.8 a, b; 6.5b

Chps:12,13,14,15 Chp:8 Chp:12

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

3rd Six Weeks Systems

Constancy & Change Properties, Patterns

and Models

“How Fast Was That Truck Going Anyway?”Physical Science: Matter/Energy, Solids/ Liquids/Gas, Force /Motion

6.7 a, b 6.9a

6.6 a, b, c chps:1,2 chp;1,9 chps;3,11,16

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

4th Six Weeks Systems

Constancy & Change Form & Function

Properties, Patterns and Models

“Just Add Water” & “Keeping

Comfortable” Earth Science: Energy Resources, Earth Systems,

6.9 a, b, c 6.14 a; 6.6c

Chps:1,9 Chp:10 Chp:3

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

5th Six Weeks Systems

Constancy & Change Form & Function

“Probing An Aquatic Ecosystem”

Life/Environmental Sci: Bacteria, Plants, Animals, and Ecosystems

6.11 b 6.10 a, b, c 6.12 a, b, c

6.8 b, c Chps: 4,5,6 Chps:4,5,6,7,8 Chps:4,6,7,8 Chp: 8

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

6th Six Weeks Systems Constancy & Change

Form & Function

“Insulating Against the Cold”

Life Science: Cells and Cell Processes

6.12 a, b 6.10 a, b, c 6.11 a, b, c

Chps:4,6,7 Chps: 4,5,6,7,8 Chps: 4,5,6

1 A, B 2 A, B, C, D, E 3 A, B, C, D, E

4 A, B

SECONDARY SCIENCE SIXTH GRADE SCOPE AND SEQUENCE


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Science--Sixth Grade

Time Frame: 1st Six Weeks (page 1 of 5) Unit Concepts: Unit Themes: Notes: Earth Science: Weather Solar System

Constancy & Change Form & Function Properties, Patterns and Models Systems

Science projects are required for sixth grade.

Concept and Process TEKS (reinforced TEKS in parentheses) 6.14 c, 6.13 a, b, 6.5 a, 6.6 a

6.1 – 6.4 Pre-AP course add 8.13

Required Exemplar Lab (none) and

Suggested Instructional Activities Integrating Concepts & Processes

Suggested Resources (Use of additional & various

resources from multiple sources is necessary to meet the TEKS)

(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to:

(C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor, and identify the role of atmospheric movement in weather change.

(6.13) Science concepts. The student knows components of our solar system. The student is expected to:

(A) identify characteristics of objects in our solar system including the Sun, planets, meteorites, comets, asteroids, and moons; and

(B) describe types of equipment and transportation needed for space travel.

Activity: The student will demonstrate an understanding of the components of our solar system:

• Create a model of our solar system and identify the limitations of the model.

• Evaluate the impact of space research on society.

• Research astronauts and astronomers that have made important contributions to our understanding of the solar system.

Prentice Hall Science Explorer Grade 6: Chapters 14, 15, 16 2004-2005 Middle School Science & Engineering Fair Guidelines and Information booklet; FOSS: “Planetary Science” Snapshot Activities 6.13 a, b, 6.5 a, 6.6 a http://www.tenet.edu/ teks/snapshots/index. html?6th Vistas, “Properties, Patterns and Models: Houston, We’re Landing” http://www.tenet/ edu/teks/science/instruction/vistas/index.html?md TEXTEAMS Activities


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Science--Sixth Grade Time Frame: 1st Six Weeks (page 2 of 5) Concept and Process TEKS (reinforced TEKS in parentheses) 6.14 c, 6.13 a, b, 6.5 a, 6.6 a


Required Exemplar Lab (none) and




(6.5) The student knows that systems may combine with other systems to form a larger system. The student is expected to:

(A) identify and describe a system that results from the combination of two or more systems such as in the solar system.

(6.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(A) identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force.

Activity: The student will demonstrate an understanding that systems combine with other systems to form larger systems:

• Collect, analyze, and create graphs on weather information using weather instruments using safe lab techniques.

• Create or use a model of the solar system that incorporates the individual planet-moon systems.

• Create or use a model of the solar system that identifies of all the elements of the system.

• Describe the relationship between human body systems.

• Illustrate analogies between the human body system and the solar system.

Activity: The student will discover that an outside force will effect the position, direction of motion, and speed of an object:

• Plan and implement an investigation in how an outside force affects an object while following safe laboratory practices.


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Science--Sixth Grade Time Frame: 1st Six Weeks (page 3 of 5) Concept and Process TEKS (reinforced TEKS in parentheses) 6.14 c, 6.13 a, b, 6.5 a, 6.6 a


Required Exemplar Lab, (none) and




Science Processes:

6.1, 6.2, 6.3, 6.4

(40% Course Requirement minimum)

Ongoing / Integrated with concepts throughout unit.

Exemplar Lab: none

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations.


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Science--Sixth Grade Alignment and Correlations Charts

Time Frame: 1st Six Weeks (page 4 of 5)

TEKS/TAKS Correlations*

7th Gr. TEKS 5th Grade TAKS

Correlation Prior Knowledge

TEKS Subsequent

Knowledge TEKS Exit level TAKS

Correlation 6.14 c Objective 4 5.8 a, c 7.5 a, 7.8b, 7.13 a Objective 5 6.13 a, b Objective 4 5.5 a, b 7.6 b, 7.8 a Objective 5 6.5 a Objective 4 5.5 a, b 7.5 a Objective 2 6.6 a 7.6 a, b Objective 5 Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b

Objective 1 5.1 a, b 5.2 a, b, c, d, e 5.3 a, b, c, d, e 5.4 a, b

7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b

Objective 1

*Refer to Appendix for complete TEKS and TAKS objectives.

Pre-AP Course Curricular Requirements** Required Pre-AP Course TEKS Additions

8.13 b, c Resources:

8th Grade Textbook Snapshot Activities: http://www.tenet.edu/teks/snapshots/index.html?8th

**Also see Appendix for Pre-AP/AP Alignment Chart


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Science--SixthGrade Alignment and Correlations Charts (continued)

Time Frame: 1st Six Weeks (page 5 of 5)

TEKS/National Science Education Standards Correlations***

Math Correlations

TEKS National Science Education Standards Math Correlations

6.14 c 6.13 a, b 6.5 a 6.6 a

Earth and Space Science Standard D Earth and Space Science Standard D Earth and Space Science Standard D Physical Science Standard B

6.1a, 6.2, 6.3, 6.4, 6.7, 6.8, 6.11, 6.12, 6.13

Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a 6.3 b, c 6.3 d, e 6.4 a, b

Life Science Standard C Life Science Standard C Life Science Standard C Science as Inquiry Standard A Science in Personal and Social Perspectives Standard F Science as Inquiry Standard A Science and Technology Standard E Science as Inquiry Standard A History and Nature of Science Standard G Science as Inquiry Standard A Science as Inquiry Standard A History and Nature of Science Standard G Science as Inquiry Standard A Science and Technology Standard E

6.1, 6.3, 6.5, 6.10, 6.11, 6.12, 6.13

***Refer to Appendix for complete TEKS Objectives and National Science Education Standards


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Science--Sixth Grade Time Frame: 2nd Six Weeks (page 1 of 3) Unit Concepts: Unit Themes: Notes: Earth Science: Water Earth’s Atmosphere

Systems Constancy & Change Properties, Patterns and Models Form & Function

Science projects are required for sixth grade.

Concept and Process TEKS (reinforced TEKS in parentheses)

6.14 b, c, 6.8 b, 6.5 b 6.1 – 6.4




resources from multiple sources is necessary to meet

the TEKS) (6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to:

(B) identify relationships between groundwater and surface water in a watershed; and

(C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor, and identify the role of atmospheric movement in weather change.

(6.8) The student knows that complex interactions occur between matter and energy. The student is expected to:

(B) explain and illustrate the interactions between matter and energy in the water cycle and in the decay of biomass such as in a compost bin.

Activity: The student will identify relationships between groundwater and surface water in a watershed such as:

• Create a model of a watershed and identify limitations.

• Use a model of a watershed in order to analyze and interpret information and construct reasonable explanations.

Activity: The student will identify patterns of atmospheric movement and the importance of the components of the atmosphere including oxygen, nitrogen and water vapor:

• Collect data on atmospheric conditions by observing and measuring. Use scientific tools while demonstrating safe field practices and making wise choices in the use of resources.

• Identify the patterns of atmospheric movement from information collected.

Prentice Hall Science Explorer Grade 6: Chapters 12, 13 Middle School Science & Engineering Fair Guidelines and Information booklet; FOSS: “Food and Nutrition” Snapshot Activities 6.5b, 6.14 b, c http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?6th TEXTEAMS Activities


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Science--Sixth Grade Time Frame: 2nd Six Weeks (page 2 of 3)


6.14 b, c, 6.8 b, 6.5 b 6.1 – 6.4





the TEKS) (6.5) The student knows that systems may combine with other systems to form a larger system. The student is expected to:

(B) describe how the properties of a system are different from the properties of its parts.

Science Processes:

6.1, 6.2, 6.3, 6.4


Ongoing / Integrated with concepts throughout unit

Exemplar Lab(s):

none for 4th six weeks

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations

.


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Time Frame: 2nd Six Weeks (page 3 of 3)




TEKS Subsequent


Correlation 6.14 b, c Objective 4 7.5 a,7.8 b Objective 5 6.8 b 6.5 b Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b


7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b

Objective 1

*Refer to Appendix for complete TEKS and TAKS objectives. Pre-AP Course Curricular Requirements**


TEKS/National Science Education Standards Correlations*** Math Correlations

TEKS

National Science Education Standards Math Correlations

6.14 b, c 6.8 b 6.5 b

Earth and Space Science Standard D Physical Science Standard B Earth and Space Science Standard D

6.la, 6.2, 6.3, 6.4, 6.8, 6.11, 6.12, 6.13



6.1, 6.3, 6.5, 6.10, 6.11, 6.12, 6.13



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Science--Sixth Grade Time Frame: 3rd Six Weeks (page 1 of 6) Unit Concepts: Unit Themes: Notes: Physical Science: Matter / Energy Solids / Liquids / Gasses Force / Motion

Properties, Patterns and Models Constancy & Change Systems


6.7 a, b, 6.8 a, 6.9 a, 6.6 a, b, c 6.1 – 6.4

Required Exemplar Lab, “How Fast Was That Truck Going

Anyway?” and Suggested Instructional Activities Integrating Concepts & Processes



(6.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(A) demonstrate that new substances can be made when two or more substances are chemically combined and compare the properties of the new substances to the original substances; and

(B) classify substances by their physical and chemical properties.

Activity: The student will demonstrate that new substances are chemically combined and compare the properties of the new substances to the original substances:

• Plan and implement investigations about chemical changes while using safe laboratory practices and making wise choices in the use of resources.

• Predict outcomes of chemical combinations.

• Analyze, interpret and communicate valid conclusions about the outcomes of chemical combinations.

Prentice Hall Science Explorer Grade 6: Chapters 1, 2, 3 FOSS: “Levers and Pulleys” Snapshot Activities 6.7 a, b, 6.8 a, 6.6b http://www.tenet.edu/ teks/snapshots/index. html?6th Vista, “Systems: Something New! Is It Different?” http://www.tenet. edu.teks/science/instruction/vistas/index.html?md


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Science--Sixth Grade Time Frame: 3rd Six Weeks (page 2 of 6) Concept and Process TEKS (reinforced TEKS in parentheses)

6.7 a, b, 6.8 a, 6.9 a, 6.6 a, b, c 6.1 – 6.4






(A) define matter and energy.

Activity: The student will classify substances by their physical and chemical properties:

• Research and communicate information on families of elements.

• Collect data by observing and measuring using scientific tools while using safe laboratory practices and making wise choices in the use of resources.

• Chart physical and chemical properties according to similarities.

Activity: The student will demonstrate an understanding that complex interactions occur between matter and energy:

• Construct reasonable explanations from direct and indirect evidence.

Graphs, Charts and Tables Activities, “Musical chairs” http://www.tenet.edu/ teks/science/instruction/ tutorial.html TEXTEAMS Activities “How Fast Was That Truck Going Anyway?” Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. ©2001. Activity 7, p. 57-67.


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6.7 a, b, 6.8 a, 6.9 a, 6.6 a, b, c 6.1 – 6.4





(6.9) The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to:

(A) identify energy transformations occurring during the production of energy for human use such as electrical energy to heat energy or heat energy to electrical energy.

(6.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(B) classify substances by their physical and chemical properties.

SUGGESTED LAB:

“MYSTERY SPILL” - Students observe and perform tests on six white powders. They observe and record any interactions. They determine the identity of an unknown substance by testing it in the same manner.

Adapted from a CHEM2 Program a SEPUP resource


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6.7 a, b, 6.8 a, 6.9 a, 6.6 a, b, c 6.1 – 6.4






(A) identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force;

(B) demonstrate that changes in motion can be measured and graphically represented; and

(C) Identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity.

Science Processes:

6.1, 6.2, 6.3, 6.4



Activity: The student will demonstrate understanding that motion can be measured and graphically represented”:

• Measure speed by using motion detectors and graphing calculators while following safe laboratory practices.

Exemplar Lab: “How Fast Was That Truck Going Anyway?”—understand speed, velocity, acceleration and know how to calculate them, use motion sensor to measure distance an object travels and calculate its speed. SUGGESTED Exemplar LAB: “Can You Walk The Walk?”-Students will collect time, distance, and displacement data for a person walking. The concepts to be explored in this activity include linear relationships, constant speed, and data.

Adapted from a DWD Investigation


Copy of Exemplar Lab, “How Fast Was That Truck Going Anyway?” located in Appendix.


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Time Frame: 3rd Six Weeks (page 5 of 6)




TEKS Subsequent


Correlation 6.7 a, b, 5.7 a, b, d 7.6 c, 7.7 b, c Objective 4 6.8 a 6.9 a 7.14 c Objective 5 6.6 a, b, c Objective 3 5.12 d 7.6 a, b Objective 5 Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b

Objective 1

5.1 a, b 5.2 a, b, c, d, e 5.3 a, b, c, d, e 5.4 a, b

7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b

Objective 1



(for students who will be enrolled in IPC during 8th grade) None for 6th six weeks **Also see Appendix for Pre-AP/AP Alignment Chart


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Science--Sixth Grade Alignment and Correlations Charts (continued)

Time Frame: 3rd Six Weeks (page 6 of 6)

TEKS/National Science Education Standards Correlations***

Math Correlations

TEKS National Science Education Standards Math Correlations

6.7 a, b 6.8 a 6.9 a 6.6 a, b 6.6 c

Physical Science Standard B Physical Science Standard B Physical Science Standard B Physical Science Standard B Physical Science Standard B Earth and Space Science Standard D Science in Personal and Social Perspectives Standard F

6.1a, 6.2, 6.3, 6.4, 6.7, 6.8, 6.11, 6.12, 6.13



6.1, 6.3, 6.5, 6.10, 6.11, 6.12, 6.13



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Science--Sixth Grade Time Frame: 4th Six Weeks (page 1 of 5) Unit Concepts: Unit Themes: Notes: Earth Science: Energy Resources Earth Systems

Constancy & Change Form & Function Systems Properties, Patterns and Models


6.9 a, b, c, 6.14 a, 6.6 c 6.1 – 6.4

Required Exemplar Labs, “Just Add Water” &

“Keeping Comfortable” and




the TEKS)

(6.9) The student knows that obtaining, transforming, and distributing energy affects the environment. The student is expected to:

(A) identify energy transformations occurring during the production of energy for human use such as electrical energy to heat energy or heat energy to electrical energy;

(B) compare methods used

for transforming energy in devices such as water heaters, cooling systems, or hydroelectric and wind power plants; and

(C) research and describe

energy types from their source to their use and determine if the type is renewable, non-renewable, or inexhaustible.

Activity: The student will illustrate the effects of obtaining, transforming, and distributing energy on the environment:

• Evaluate promotional campaigns of hybrid cars or solar powered devices.

• Evaluate the impact of alternative energy sources on the environment.

• Research alternative energy source inventions and the people responsible for them.

Prentice Hall Science Explorer Grade 6: Chapters 9. 10, 11 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities 6.9 a, b, c, 6.14 a, 6.6 c: http://www.tenet.edu/ teks/science/teks/ snapshots/index. html?6th Vistas: “Robert’s Dilemma”: http://www.tenet.edu/ teks/science/instruction/ vistas/index.html?md


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Science--Sixth Grade Time Frame: 4th Six Weeks (page 2 of 5)


6.9 a, b, c, 6.14 a, 6.6 c 6.1 – 6.4






the TEKS)

(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to:

(A) summarize the rock cycle.

Activity: The student will demonstrate an understanding of the conditions for the rock cycle:

• Analyze and interpret information about rocks from indirect and direct evidence.

• Construct a chart to organize types of rocks.

• Research the impact of the use of rocks on society.

Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html TEXTEAMS Activities “Just Add Water” Prentice Hall Science Explorer Probeware Lab Manual, p. 46-47. “Keeping Comfortable” Prentice Hall Science Explorer Probeware Lab Manual, p. 49-51.


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6.9 a, b, c, 6.14 a, 6.6 c 6.1 – 6.4






the TEKS)


(A) identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity.

Science Processes:

6.1, 6.2, 6.3, 6.4



Activity: The student will construct understanding that the features of the Earth’s surface is effected by the forces of uplifting, movement of water, and volcanic activity:

• Construct a model of a volcano while following safe laboratory practices.

• Plan and implement an investigation into the movement of water.

• Observe and measure data on erosion.

• Evaluate the impact of weirs, dams and levees on the environment.

Science Project: (continued)

• Prepare report and exhibit.

Exemplar Lab(s):

“Just Add Water”—investigate the amount of thermal energy transfer from hot to cold water.

“Keeping Comfortable”---investigate how well different materials stop heat transfer.


Copies of Exemplar Labs, “Just Add Water”, and “Keeping Comfortable” located in Appendix.


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Time Frame: 4th Six Weeks (page 4 of 5)




TEKS Subsequent


Correlation 6.9 a, b, c Objective 3 5.8 a 7.8 a, b, 7.14 c Objective 5 6.14 a Objective 4 5.12 a, b 7.7 a Objectives 4, 5 6.6 c Objective 4 5.6 a, b, c, 5. 12 a 7,6 a, b Objective 5 Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b


7.1 a, b 7.2 a, b, c, d, e 7.3 a, b 7.3 c, d, e 7.4 a, b

Objective 1



(for students who will be enrolled in IPC during 8th grade) None for 3rd six weeks **Also see Appendix for Pre-AP/AP Alignment Chart


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TEKS


6.9 a, b, c 6.14 a 6.6 c

Physical Science Standard B Earth and Space Science Standard D Physical Science Standard B Earth and Space Science Standard D Science in Personal and Social Perspectives Standard F

6.1a, 6.3, 6.4, 6.7, 6.8, 6.11, 6.12



6.1, 6.3, 6.5, 6.10, 6.11, 6.12, 6.13



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Science--Sixth Grade Time Frame: 5th Six Weeks (page 1 of 6) Unit Concepts: Unit Themes: Notes: Life Science Environmental Science: Bacteria Plants Animals Ecosystems

Systems Constancy & Change Form & Function


6.11 b, 6.10 a, b, c, 6.12 a, b, c, 6.8 b, c 6.1 – 6.4

Pre-AP course add 8.10 B

Required Exemplar Lab, “Probing An Aquatic Ecosystem”

and Suggested Instructional Activities Integrating Concepts & Processes



the TEKS)

(6.11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(B) identify cells as structures containing genetic material.

Prentice Hall Science Explorer Grade 6: Chapters 6, 7, 8 ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities: 6.12C, 6.8 B, C http://www.tenet.edu/ teks/science/teks/ snapshots/index.html?6th Graphs, Charts and Tables Activities, http://www.tenet.edu/ teks/science/instruction/ tutorial.html


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6.11 b, 6.10 a, b, c, 6.12 a, b, c, 6.8 b, c 6.1 – 6.4






the TEKS)

(6.10) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) differentiate between structure and function;

(B) determine that all organisms are composed of cells that carry on functions to sustain life; and

(C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations.

Activity: The student will determine the interconnectedness of structure and function at different levels of organization including organs, organ systems, organisms and population:

• Create a model of an animal for a specific environment and identify limitations.

• Create a chart that compares and contrasts the digestive and respiratory systems of an earthworm, a human and a fish.

Vistas: “Constancy & Change: The Code” http://www.tenet.edu/ teks/science/instruction/ vistas/index.html?md TEXTEAMS Activities “Probing an Aquatic Ecosystem” Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. ©2001. Activity 16, p. 144-153.

2


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6.11 b, 6.10 a, b, c, 6.12 a, b, c, 6.8 b, c 6.1 – 6.4






the TEKS)

(6.12) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(A) identify responses in organisms to internal stimuli such as hunger or thirst;

(B) identify responses in organisms to external stimuli such as the presence or absence of heat or light; and

(C) identify components of an ecosystem to which organisms may respond.


(B) explain and illustrate the interactions between matter and energy in the water cycle and in the decay of biomass such as in a compost bin; and

(C) describe energy flow in

living systems including food chains and food webs.

Activity: The student will determine the influence an ecosystem has on the organisms that live in:

• Plan and implement an ecosystem in a bottle and collect data through the use of scientific tools.

• Collect, analyze and interpret data from an ecosystem.

Activity: The student will demonstrate an understanding of the interactions between matter and energy in the water cycle and in the decay of biomass:

• Implement and collect data on a composting system.

• Practice using a scientific method while using safe laboratory procedures.

• Make wise choices in recycling materials.


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6.11 b, 6.10 a, b, c, 6.12 a, b, c, 6.8 b, c 6.1 – 6.4






the TEKS)

Science Processes:

6.1, 6.2, 6.3, 6.4



Activity: The student will demonstrate an understanding of how energy flows through living systems:

• Interpret and analyze energy flow through food chains and food webs.

• Communicate valid conclusions concerning a food web or food chain if it is modified.

• Construct an energy pyramid. Science Project (required for 6th grade)

• Create a plan for an experiment.

• Complete ISEF required paperwork before beginning experimentation; consult with project sponsors.

• Challenge and test hypothesis

through experimentation (data collection) and analysis.

• Evaluate the results of experiment

and reach conclusions based on data.

Exemplar Lab(s): “Probing an Aquatic Ecosystem”—understand the meaning of pH and the effects of changes in pH and temperature on ecosystems.

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations Copies of Exemplar Labs, “Probing an Aquatic Ecosystem” located in Appendix


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TEKS Subsequent


Correlation 6.11 b Objective 2 6.10 a, b, c 7.12 b, 7.9 a Objectives 2, 3 6.12 a, b, c 7.12 b Objective 3 6.8 b, c 5.6 a, b, c 7.8 b, 7.12 b Objective 3 Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b


7.1 a, b 7.2 a, b, c, d, e 7.3 a, b, c, d, e 7.4 a, b

Objective 1



(for students who will be enrolled in IPC during 8th grade) 8.10 B Resources:

8th Grade Textbook Snapshot Activities: http://www.tenet.edu/teks/snapshots/index.html?8th



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TEKS


6.11 b 6.10 a, b, c 6.12 a, b, c 6.8 b 6.8 c

Life Science Standard C Life Science Standard C Life Science Standard C Physical Science Standard B Life Science Standard B

6.1a, 6.2, 6.3, 6.8, 6.11, 6.12, 6.13



6.1, 6.3, 6.5, 6.10, 6.11, 6.12, 6.13



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Science--Sixth Grade Time Frame: 6th Six Weeks (page 1 of 4) Unit Concepts: Unit Themes: Notes: Life Science: Cells Cell Processes

Systems Constancy & Change Form & Function


6.12 a, b, 6.10 a, b, c, 6.11 a, b, c

6.1 – 6.4

Required Exemplar Lab, “Insulating Against the Cold”




the TEKS)

(6.12) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to:

(B) identify responses in organisms to internal stimuli such as hunger or thirst;

(C) identify responses in organisms to external stimuli such as the presence or absence of heat or light.

Activity: The student will determine the importance of responses to internal and external stimuli:

• Plan and implement an investigation into the responses of isopods to internal and external stimuli while using safe laboratory practices and making wise choices in the use and conservation of resources.

Prentice Hall Science Explorer Grade 6: Chapters 4, 5 FOSS: “Variables” ISEF Science Fair: http://www. sciserve.org/isef/ teachers/index.asp Snapshot Activities: 6.11 A, B, C, 6.12 A, B, 6.10 A, B, C http://www.tenet.edu/ teks/science/teks/ snapshots/index.html?6th Graphs, Charts and Tables Activities http://www.tenet.edu/ teks/science/instruction/ tutorial.html


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6.12 a, b, 6.10 a, b, c, 6.11 a, b, c

6.1 – 6.4





the TEKS)

(6.10) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) differentiate between structure and function;

(B) determine that all organisms are composed of cells that carry on functions to sustain life; and

(C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations.

Activity: The student will demonstrate an understanding of the cell theory:

• Use microslide viewers or microscopes to view plant and animal cells to create a chart that compares and contrasts the organelles.

• Analyze and interpret data collected from observing egg yolk in high salt content to construct reasonable explanations and communicate valid conclusions.

TEXTEAMS Activities “Insulating Against the Cold” Explorations: Activities for Middle Grades Science with the CBL2 and the TI-73. Texas Instruments. ©2001. Activity 21, p. 199-205.


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Concept and Process TEKS

(reinforced TEKS in parentheses) 6.12 a, b, 6.10 a, b, c,

6.11 a, b, c 6.1 – 6.4



Suggested Resources (Use of additional & various resources from multiple sources is necessary to

meet the TEKS)

(6.11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify some changes in traits that can occur over several generations through natural occurrence and selective breeding;

(B) identify cells as structures containing genetic material; and

(C) interpret the role of genes in inheritance.

Science Processes:

6.1, 6.2, 6.3, 6.4



Activity: The student will predict that the genetic material of organisms will change the traits of species through generations:

• Create a model of a cell identifying where genetic material is found.

Suggested Exemplar Lab- Modeling Mendel’s Pea Experiment- This activity allows students to discover for themselves what Mendel uncovered in his famous pea experiments. Science Project: (required at 6th grade)

• Choose a limited subject, ask a question.

• identify or originate/define a problem to study.

• Review published materials related to problem or question.

• Evaluate possible solutions and make hypothesis.

Exemplar Lab(s):“Insulating Against the Cold”—test the insulating efficiency of different samples of fabric; understand the properties which make a fabric a better insulator, develop and understanding of how animals are adapted to their environment.

Adapted from an Access Excellence Activities Exchange Lab -http://www.accessexcellence.com

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations Copy of Exemplar Lab, “Insulating Against the Cold” located in Appendix


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TEKS Subsequent


Correlation 6.12 a, b 7.11 a, b Objective 3 6.10 a, b, c Objectives 2, 3 6.11 a, b, c Objective 2 5.9 a, b, c 7.10 a, b, c Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a, b, c, d, e 6.4 a, b


7.1 a, b 7.2 a, b, c, d, e 7.3 a, b, c, d, e 7.4 a, b

Objective 1



(for students who will be enrolled in IPC during 8th grade) None for the 1st six weeks **Also see Appendix for Pre-AP/AP Alignment Chart


TEKS


6.12 a, b 6.10 a, b, c, d, e 6.11 a, b, c Processes: 6.1 a, b 6.2 a, b, c, d, e 6.3 a 6.3 b, c 6.3 d, e 6.4 a, b


6.2, 6.3, 6.8, 6.12 6.1, 6.3, 6.5, 6.10, 6.11, 6.12, 6.13



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APPENDIX

Texas Essential Knowledge and Skills Fifth Grade Science Sixth Grade Science Seventh Grade Science Eighth Grade Science Integrated Physics and Chemistry Biology Sixth Grade Math Texas Assessment of Knowledge and Skills Objectives Fifth Grade Tenth Grade and Exit Level (10th and 11th Grade) National Science Education Standards Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources Texas Environmental Education Advisory Committee Contact Information Pre-AP and AP Science Scope and Sequence Grades 6-12 Required Exemplar Labs (with teacher notes) “Insulating Against the Cold” “Probing an Aquatic Ecosystem” “Just Add Water” “Keeping Comfortable” “How Fast Was That Truck Going Anyway?”


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Sixth Grade Exemplar Labs

Number TEKS Exemplar Lab Source 1. None (please recommend) 2. None (please recommend) 3. 6.6 A, B

3rd six weeks

“How Fast Was That Truck Going Anyway?”

Explorations: Activities for Middle Grades Science with the CBL2 and

the TI-73. Texas Instruments. © 2001. Activity 7, p. 57-67.

4. 6.9B 4th six weeks

“Just Add Water” Prentice Hall Science Explorer Probeware Lab Manual, p. 46-47

5. 6.9B 4th six weeks

“Keeping Comfortable” Prentice Hall Science Explorer Probeware Lab Manual, p. 49-51

6. 6.12C

5th six weeks

“Probing an Aquatic Ecosystem”

Explorations: Activities for Middle Grades Science with the CBL2 and


7. 6.11A

6th six weeks

“Insulating Against the Cold” Explorations: Activities for Middle Grades Science with the CBL2 and


Note: Although directions may be given for the TI-73 graphing calculator, the activity will work using the TI-83 model with minor modifications. These labs are provided in “cookbook” format. They may be modified by the teacher to be inquiry formatted as appropriate. It is the responsibility of the campus to provide the probeware, calculators, and other equipment required for by the labs for all students. This may require campus departments to plan ahead and share resources, and may require departments to make wise decisions when purchasing instructional supplies and equipment.


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National Science Education Content

Standards For Grades 5-8

Content Standard

A: Science As Inquiry

Abilities to do scientific inquiry Understandings about scientific inquiry

B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy

C: Life Science Structure and function in living systems Reproduction and heredity Regulation and Behavior Populations and ecosystems Diversity and adaptations of organisms

D: Earth and Space Science

Structure of the earth system Earth’s history Earth in the solar system

E: Science and Technology

Abilities of technological design Understandings about science and technology

F: Science in Personal and Social Perspectives

Personal health Populations, resources, and environments Natural hazards Risks and benefits Science and technology in society

G: History and Nature of Science

Science as a human endeavor Nature of science History of science

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