|
Obj # |
District Objective (textbook section)/State # |
Suggested Activities (page numbers are from Science Interactions) |
|
|
6.1 |
Describe the principle of gravitation including the relationships between mass, force , distance and acceleration (4-2)/01.08.02 |
Have students manipulate gravitational variables using simulation software for Physics such as "Cartoon Guide to Physics," " Interactive Physics." |
|
|
6.2 |
Relate density to mass and volume. (4-2)/01.08.04 |
Give students a variety of experiences with density, such as: Have students feel the weight of cylinders of equal volume made from different materials (e.g., aluminum, iron) Have students calculate densities of pieces of wood, then cut the wood in half and re-calculate the (same) densities |
|
|
6.3 |
Give examples of heterogeneous and homogeneous mixtures. (4-1)/02.08.02 |
Students collect everyday items that represent homogeneous and heterogeneous mixtures. |
|
|
6.4 |
Compare and contrast saturated and unsaturated solutions. (5-2)/02.08.02 |
pg. 165 "Do sugar and salts dissolve in water in the same amounts?" Have students create saturated, unsaturated, and supersaturated solutions (e.g., sodium thiosulfate), and observe the behavior of the solution when a seed crystal is added. |
|
|
6.5 |
Describe the way sound travels through matter. (3-1)/03.08.03 |
pg. 87 "How does sound travel through matter?" |
|
|
6.6 |
Recognize that sounds are created by vibrations. (3-1)/03.08.03 |
pg. 89 "Can sound travel through string?" |
|
|
6.7 |
Describe physical changes relating to solids, liquids, and gases. (4-4)/3.08.02 |
Have students observe and describe boiling water, water evaporation, melting ice. |
|
|
6.8 |
Distinguish between physical and chemical changes. (4-3)/04.08.01 |
Have students observe reactions and classify them according to chemical or physical criteria. e.g., physical (tearing paper, breaking chalk, change of state); chemical (burning paper, acid-base reactions) |
|
|
6.9 |
Describe the properties of acid. (6-1)/04.08.01 |
Have students test acids and bases with litmus paper, react them with metals and carbonates, react with each other, and describe patterns of properties they observe. |
|
|
6.10 |
Name and compare some common acids and bases and their uses. (6-1 & 6-2)/04.08.01 |
Have students identify common acids and bases in household products (e.g., acids such as lemon juice, vinegar; bases such as soap, drain cleaner) |
|
|
6.11 |
Analyze a pH reading and tell what it means. (6-3)/04.08.01 |
Have students analyze the pH of various common acids and bases, and describe what this communicates about the concentrations of those solutions (i.e., lower pH is more acidic; higher pH is more basic; pH of 7 is neutral) |
|
|
6.12 |
Explain how salts form. (6-4)/04.08.01 |
Have students combine hydrochloric acid and sodium hydroxide, slowly evaporate the liquid that results, analyze the crystals that form (e.g., examine crystal shape with a hand lens, use flame tests for sodium) and compare that analysis to one done on non-iodized table salt. |
|
|
6.13 |
Identify how light travels. (2-1)/05.08.01 |
pg. 55 "How does light travel?" SS&C: "What is light and how do we explain it?" (NSTA) |
|
|
6.14 |
Distinguish between objects that create light and those that only reflect light. (2-1)/05.08.01 |
pg. 58 "What happens to light when it hits different objects?" pg. 62-63 Demonstration (mirror reflection) SS&C: "What is light and how do we explain it?" (NSTA) |
|
|
6.15 |
Compare and contrast opaque, translucent, and transparent materials. (2-1)/05.08.01 |
pg. 64 "Why does light refract?" SS&C: "What is light and how do we explain it?" (NSTA) |
|
|
6.16 |
Discuss the different types of reflection.(2-2)/05.08.01 |
pg. 60 "How does light reflect on smooth and bumpy surfaces?" SS&C: "What is light and how do we explain it?" (NSTA) |
|
|
6.17 |
Explain the difference between pigment color and light color. (2-3)/05.08.01 |
pg. 66 "What colors are in sunlight or light from a light bulb?" SS&C: "What is light and how do we explain it?" (NSTA) |
|
|
6.18 |
Describe the structures and functions of roots, stems, and leaves. (10-1)/06.08.05 |
plant dissection |
|
|
6.19 |
Compare and contrast vascular and non-vascular plants. (10-2)/06.08.05 |
pg. 318 "Which tissue is xylem?" |
|
|
6.20 |
Explain the role of stomata in gas exchange in plants. (10-4)/06.08.05 |
||
|
6.21 |
Compare photosynthesis and respiration. (10-4)/06.08.05 |
Grow bulb plants |
|
|
6.22 |
Explain that a plant's functions may occur at different levels of organization through specialized tissues, organs, and systems ./06.08.02 |
Plant dissection: have students observe/describe the cells, tissues, and corresponding system (e.g., root, stem, leaf) of a plant and compare and contrast the structures, functions, and relationships that exist among these. |
|
|
6.23 |
Can accurately relate a behavior to the stimulus that prompted it.(9-3)/07.08.03 |
p. 300: "Earthworm Behavior" |
|
|
6.24 |
Identify behaviors as innate or learned. (9-3)/07.08.01 |
videos - primate behavior |
|
|
6.25 |
Explain, with minimal assistance, how various viruses, bacteria, fungi, and parasites may infect the human body and interfere with functions (7-2)/07.08.04 |
Video: Nova "Ebola" Black Light/Glo Germ tobacco mosaic virus experiments microorganism culturing |
|
|
6.26 |
Describe the levels of the system used to classify organisms. (7-2)/08.08.02 |
Map a convenience store and be able to explain the purposes of classification. |
|
|
6.27 |
Explain the characteristics that make up the five kingdoms of organisms. (7-2)/08.08.02 |
Map a convenience store and be able to explain the purposes of classification. Video: Classification of the Living World |
|
|
6.28 |
Identify the traits scientists use to classify organisms. (7-1)/08.08.02 |
Have students make dichotomous keys to classify organisms or objects. |
|
|
6.29 |
Classify organisms as being one-celled or many-celled. /08.08.02 |
Have students, compare, and contrast the numbers of cells (i.e., one or many) that comprise various organisms by microscopically examining those organisms (e.g., bacteria, protozoans) or their tissues (e.g., onion skin, muscle tissue). |
|
|
6.30 |
Describe the major characteristics/activities of monerans and protists. (8-2)/08.08.02 |
Create hay infusions to culture protists; have students use microscopes observe and describe structures and behaviors of protists. |
|
|
6.31 |
Describe the major characteristics/activities of fungi. (8-3)/08.08.02 |
Have students culture bread mold and describe it. Have students observe and describe molds, mosses, ferns, and mushrooms. |
|
|
6.32 |
Describe the major characteristics/activities of monerans and protists. (8-2)/08.08.02 |
Have students observe actual specimens, photographs, and video of animals and describe the characteristics all animals have in common. |
|
|
6.33 |
Describe a species as all organisms that can mate with each other and produce fertile offspring./08.08.06 |
||
|
6.34 |
Determine the characteristics of living things./09.08.01 |
Have students brainstorm suggestions about what attributes that something would have to have in order to be considered to be living. |
|
|
6.35 |
Classify different animals by some of their characteristics./09.08.01 |
Give students actual samples of living things and ask them to determine, in as much depth as possible, their taxonomy. Have students create and use dichotomous keys to |
|
|
6.36 |
Apply the characteristics of living things to determine if something is alive or not. /09.08.01 |
Given the characteristics of living things, have students determine if a lifelike object or system (e.g., raisins in Mountain Dew; crystal growth) is in fact a living thing. Have students use established criteria and observed or researched characteristics of some object or system to determine whether or not it is a living thing. |
|
|
6.37 |
Explain how adaptations allow animals to survive on Earth./09.08.03 |
Have students examine adaptations of dinosaurs (e.g., wings, large pointed teeth, fins, horns), identify the purpose of those adaptations (e.g., flying, killing and hunting, swimming, protection), and further identify modern mammals that have similar adaptations (e.g., bats, lions, whales, rhinoceri) Have students "design a bird" (i.e., match beaks, feet, legs, wings to habitat and behaviors) Have students make collages of animals and survival characteristics. |
|
6th Grade Earth and Space Science
|
6.38 |
Compare and contrast the properties of various soil samples (e.g., color, texture, capacity to retain water)/10.08.04 |
Give students real or simulated soil horizons (collect representative A, B, and C horizon samples, layer in test tubes and stopper), and have students describe the composition (organic material, rock material) and properties (porosity, permeability) of each layer. |
|
|
6.39 |
Explain, citing observations of actual soil samples, that soil contains materials that are required for things that live in the soil./10.08.04 |
Compare and contrast plant growth in soils with strong and weak A horizons. |
|
|
6.40 |
Describe basic landforms such as mountains, plains and plateaus. (1-1)/10.08.02 |
||
|
6.41 |
Identify creep and slump as erosion caused by gravity. (15-1)/10.08.02 |
||
|
6.42 |
Describe rockslides and mudflows. (15-1)/10.08.02 |
||
|
6.43 |
Explain how streams carry sediment. (15-2)/10.08.02 |
pg. 473 "How do sediments move from one location to another?" |
|
|
6.44 |
Explain how streams and rivers shape the land. (15-2)/10.08.02 |
pg. 449 "What happens to rainwater that runs off?" GEMS: River Cutters |
|
|
6.45 |
Describe how a glacier shapes the land. (15-3)/10.08.02 |
Demonstrate regelation (the conversion of ice to water by pressure): hang two 1-kg masses from a wire draped over a block of ice; observe that the wire will pass throughthe ice, leaving the block in one piece, in the course of several class periods. Have students push a block of ice through a tray filled with sediment; students should notice the "bulldozer-like" way that the ice moves the sediments without respect to grain size, and can identify models of moraine features which form along the front and margins of the ice; if ice is left to melt, other models of glacial erosion features may be seen. Have students observe photographs and/or topographical map representations of glacial erosion features. |
|
|
6.46 |
Describe how wind erodes and deposits sediments. (15-4)/10.08.02 |
||
|
6.47 |
Identify landforms using a topographic map. (1-2)/10.08.02 |
||
|
6.48 |
Compare and contrast latitude and longitude. (1-2)/11.08.01 |
Use maps to locate points using latitude and longitude. |
|
|
6.49 |
Identify landforms using a topographic map. (1-2)/11.08.03 |
Use topographical maps, including those of Nevada, to determine land features |
|
|
6.50 |
Distinguish between erosion and deposition. (15-2)/12.08.01 |
GEMS: River Cutters |
|
|
6.51 |
Describe how water moves through the hydrologic cycle. (14-1)/13.08.03 |
||
|
6.52 |
Describe how and why streams form. (14-3)/13.08.03 |
||
|
6.53 |
Describe groundwater, aquifers, and water table. (14-3)/13.08.03 |
||
|
6.54 |
03.06.8. Explain how groundwater is obtained from a well. (14-3)/13.08.03 |
||
|
6.55 |
Demonstrate that the sun is the ultimate source for many Earth processes. 13.08.01 |
Have students use diagrams that the sun is the ultimate source of energy for photosynthesis and food webs |
|
|
6.56 |
Observe and describe some processes that are reversible and others that are practically irreversible. 13.08.05 |
Have students observe, describe, and classify changes as reversible (pH indicators, separation and recombination of heterogeneous mixtures) or nonreversible (burning paper, acid-carbonate reactions) |
|
6th Grade Environmental Science
|
6.57 |
Explain how organisms interact with the living and non-living components of their ecosystem./15.08.01 |
Bottle Biology ecocolumn. |
|
|
6.58 |
Explain, with minor errors, the role that selected organisms perform in their ecosystem./15.08.02 |
Bottle Biology ecocolumn, predator/prey column. |
|
|
6.59 |
Relate adaptations of organisms to the physical and biological characteristics of various biomes. (9-3)/15.08.04 |
Have students identify adaptations of organisms that live in various biomes. |
|
|
6.60 |
Observe and describe the identifying characteristics of renewable and non-renewable resources./16.08.01 |
Ask students to relate the reversible/ irreversible nature of chemical and physical changes to the recycling of paper and metal and the nonrenewable nature of the combustion of fossil fuels. Have students create recycled paper. |
|
|
6.61 |
Explain that water is limited in their abundance and/or accessible location./16.08.02 |
||
|
6.62 |
Distinguish between habitats and niches. (11-1)/17.08.02 |
Bottle Biology: Ecocolumn |
|
|
6.63 |
Describe the structure of an ecosystem. (11-1)/17.08.02 |
Bottle Biology: Ecocolumn |
|
|
6.64 |
Describe a food chain and its relationship to a food web. (11-2)/17.08.02 |
pgs. 354-355 "What do owls eat?" Have students build collages of foodwebs |
|
|
6.65 |
Interpret how organisms and species interact with each other and with the environment. (11-2)/17.08.02 |
pgs. 354-355 "What do owls eat?" Have students build collages of foodwebs |
|
|
6.66 |
Discuss how changes in an environment may be beneficial or harmful to th | ||
