6th Grade Science Maps revised

6th
6th Grade Science Curriculum Map
Introduction
This document contains all mandated Arizona state standards for 6th grade science. The standards have been organized into units and clusters. The
units represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similar
concepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progression
of the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document.

Organization
Approximate Time
Approximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. All
units and clusters must be taught prior to the third quarter benchmark assessments.

Essential Questions
Essential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should be
able to answer these on their own by the end of the cluster.

Big Ideas
Big Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carry
with them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacher
use) has been provided in italics.

Common Misconceptions
These are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them during
instruction.

Content and Skill/Process Standards
This document has been organized by content standards and skill or process standard. The content standards are those that represent knowledge
specific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientific
habits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to represent
possible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona state
standards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context for
teaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should be
connected to the other performance objectives in the cluster.

8/13/12 1 Isaac Elementary School District

6th

Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforced
or taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for
4th-8th grade.

Priority
With input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.
Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are those
with the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with the
codes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority for
this grade level are highlighted in blue and are expected to be mastered at this grade level.

Key Vocabulary
The key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words are
high utility words that can be used across content areas or contexts. Tier three words are content specific words.

Resources
The two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used for
the teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,
the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.

Unit/Cluster Project
The Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,
and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particular
cluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction and
practice should the teacher choose to implement them.

Assessment
The assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed using a common formative assessment.

Other
Performance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeper
level of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]
will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself.

6th
Unit: Environment
Cluster: Changes in Environments

Approximate Time: 12 days
Essential Questions Big Ideas
 Is there anything people can do about natural disasters?  Natural disasters must be planned for and reacted to according
to plan.

Yes, there are things people can do. Most importantly, people can
plan for them. This can be done in several ways including: disaster
plans, regional engineering, fire bans, etc.

 How can people improve their environmental quality of life?  Smog, Global Warming, and climate all effect humans’ quality
of life.

To improve their quality of life, people can carpool (reduce smog),
conserve energy (reduce smog), reduce, reuse, and recycle (control
global warming and climate), etc.

 What is pollution? Where and how does it occur? What can we  Pollution is anything in an environment that is poisonous or
do about it? harmful to that environment. It can occur anywhere but most
commonly occurs in the air and waters of Earth. We can do a
great deal about pollution. We can prevent it in many ways as
well as help restore environments by cleaning them after they
have been polluted.
 Students often believe that once an environment is polluted there is nothing that can be done to repair it.


6th
Priority Knowledge/Content Skill/Process Common Key Resources
Core/Cross Vocabulary Lab/Activity Web & Core
Curricular
E S3:C1:PO1 Evaluate the effects of the (2) sandstorm Earth’s Atmosphere
following natural hazards: (2) hurricane Lesson 1.1 pg. 9-15
 sandstorm (2) tornado
 hurricane (2) ultraviolet
 tornado light
(2) lightning-
 ultraviolet light caused fire
 lightning-caused fire (2) natural
hazard
E S3:C1:PO2 Describe how people plan S3:C2:PO1 Propose (2) natural
for, and respond to, the following natural viable methods of disaster
disasters: responding to an (2) drought
 drought identified need or (2) flood
 flooding problem. (2) tornado
 tornadoes
S3:C2:PO2 Compare
possible solutions to
best address an
identified need or
problem.

S2:C2:PO3 Apply the
following scientific
processes to other
problem solving and
decision making
situations:
 comparing
 communicating

E S4:C3:PO1 Describe how the following S3:C2:PO3 Design and (2) condition Earth’s atmosphere
environmental conditions affect the construct a solution to an (2) environmental Lesson 1.4 pg. 27-35
quality of life: identified need or (2) water quality
 water quality problem using simple (2) climate
 climate classroom materials (2) population
 population density density
S3:C2:PO4 Describe a (2) smog
 smog technological discovery (2) quality of life
that influences science


6th
Curricular
Cluster
Project:

Assessment:


6th
Unit: Energy
Cluster: What is energy?

 What would happen if the Sun stopped shining?  The sun is the source of all energy.

All energy driven processes would eventually stop.
Curricular
E S4:C3:PO1 Explain that sunlight is the (2) energy Diversity of Living Things
major source of energy for most Lesson 2.2 pg. 51-57
ecosystems
[To build foundation, the types of (2) kinetic
energy should be explicitly taught.] (2) potential
(3) kinetic energy http://205.254.135.24/kids/
(3) potential energy.cfm?page=about_
energy forms_of_energy-basics
(3) Law of
Conservation of
Energy
Cluster
Project:

Assessment:


6th
Unit: Energy
Cluster: Energy can be transformed and transferred

 SRP and APS are the electric companies. If they generate the electricity in  Energy is transferred by conduction, convection, and
their plants far away from our homes and schools, how does the energy get radiation.
from one place to another? The energy is transferred through power lines and
cables.

 How is energy created?  Energy is neither created nor destroyed. It only
transforms and transfers.

 What’s up with those windmills on the way to California?  Energy is transformed through many processes.
Mechanical energy becomes electrical and electrical
becomes thermal.

On the way to California and in other places across
the United States, there are large fields full of
windmills. As the windmill’s blades turn, mechanical
energy is converted into electrical energy that is used
to power millions of homes in the states.


6th
Priority Knowledge/Content Skill/Process Common Key Vocabulary Resources
Core/Cross Lab/Activity Web & Core
Curricular
E S5:C3:PO2 Identify several ways in (3) potential energy Matter and Energy
which energy may be stored. Lesson 3.1 pg. 71-77
E S5:C3:PO1 Identify various ways in (2) generate Matter and Energy
which electrical energy is generated (2) various Lesson 3.3 pg. 86-91
using renewable and nonrenewable (2) renewable
resources (e.g., wind, dams, fossil (2) resource
fuels, nuclear reactions) (3) dam
(3) fossil fuel
(3) nuclear reaction
E S5:C3:PO3 Compare the following S1:C3:PO2 Form a logical (2) mechanical Matter and Energy
ways in which energy may be argument about a correlation (2) electrical Lesson 3.3 pg. 86-91
transformed: between variables or (2) thermal
 Mechanical to electrical sequence of events (e.g., (3) mechanical energy
 Electrical to thermal construct a cause-and-effect (3) electrical energy
chain that explains a (3) thermal energy
sequence of events)

S2:C2:PO3 Apply the
following scientific processes
to other problem solving and
decision making situations:
 Comparing
 Classifying
E S5:C3:PO4 Explain how thermal S1:C2:PO3 Apply the (2) transfer Matter and Energy
energy (heat energy) can be following scientific processes (3) conduction Lesson 4.1 pg. 103-
transferred by: to other problem solving or (3) convection 109
 Conduction decision making situations (2) radiation
 Convection  Observing (2) question
 Radiation  Questioning (2) prediction
 Measuring (2) hypothesis
 Generating
hypothesis

S1:C1:PO1 Differentiate
among a questions,
hypothesis and a prediction
Cluster
Project:

Assessment:

6th

Unit: Earth Science
Cluster: Structure and Composition

 How do the atmosphere, lithosphere and hydrosphere interact?  The atmosphere, lithosphere and hydrosphere work
together to create the biosphere.

These three layers form the biosphere; the area that can
 Other than to avoid clogs, why must we be very careful about what sustain life. Without any one of these three functioning
goes down our drains? correctly life would not be sustainable.

 Water is cycled through the environment.

Although we think of the water and other things that go
down our drains as waste, never to be seen or heard from
again, this is not the case. Water is constantly cycled and
recycled through the environment. Knowing this, we have
to be very careful what goes into the drain because it can
contaminate the water supply.


6th
Priority Knowledge/Content Skill/Process Common Key Vocabulary Resources
Core/Cross Lab/Activity Web & Core
Curricular
E S6:C1:PO1 Describe the properties (2) properties Earth’s Atmosphere
and the composition of the layers of (2) composition Lesson 1.1 pg. 9-15
the atmosphere (2) atmosphere
(3) atmosphere http://www.srh.noaa.gov/
(3) troposphere jetstream/atmos/layers.htm
(3) stratosphere
(3) mesosphere http://earthguide.ucsd.edu/
(3) thermosphere earthguide/diagrams/
(3) exosphere atmosphere/index.html
I S6:C2:PO2 Identify the distribution of (3) atmosphere http://science.pppst.com/
water within or among the following: (3) lithosphere spheres.html
 atmosphere (3) hydrosphere
 lithosphere (2) distribution
 hydrosphere
I S6:C1:PO2: Explain the composition, (2) structure
properties, and structure of the Earth’s
lakes and rivers
I S6:C1:PO3 Explain the composition, (3) ocean zone Earth’s Waters
properties, and structures of the (3) ocean layer Lesson 3.1 pg. 75-83
oceans’ zones and layers AND  Epipelagic/ Lesson 4.1 pg. 113-120
Sunlight layer
S4:C3:PO1 Explain that sunlight is the  Mesopelagic/ http://library.thinkquest.org/
E major source of energy for most Twilight layer J0112423/ocean_layers.htm
ecosystems  Bathypelagic/ http://www.seasky.org/
Midnight layer deep-sea/ocean-layers.html
 Abyssopelagic/
Abyss layer
 Hadalpelagic/
Trenches layer

E S6:C1:PO4 Analyze the interactions S2:C2:PO3 Apply the (3) water cycle Earth’s Waters
between the Earth’s atmosphere and following scientific Lesson 1.1 pg. 9-14
the Earth’s bodies of water (water processes to other
cycle) AND problem solving or Earth’s Waters
decision making Lesson 1.2 pg. 16-23
E S6:C2:PO1 Explain how water is situations
cycled in nature  Observing
 Questioning
 Predicting
 Inferring


6th
 Generating
hypothesis
 Identifying
variables
 Predicting
 Organizing
data
U S6:C1PO5 Describe ways scientists S2:C1:PO2 Describe (3) SCUBA http://www.mos.org/oceans/
explore the Earth’s atmosphere and how a major milestone (3) sonar scientist/index.html
bodies of water in science or (3) underwater robotics
technology has
revolutionized the
thinking of the time
(e.g., Cell Theory,
sonar, SCUBA,
underwater robotics)

U S2:C1:PO1 Identify how diverse S2:C2:PO1 Describe (3) Jacques Cousteau
people and/or cultures, past and how science is an
present, have made important ongoing process that
contributions to scientific innovations; changes in response to
Jacques Cousteau and Thor Heyerdahl new information and
discoveries

S2:C2:PO2 Describe
how scientific
knowledge is subject
to change as new
information and/or
technology challenges
prevailing theories
Cluster
Project:

Assessment:


6th
Unit: Earth Science
Cluster: Climate and Weather

 If I want to buy a new house and move to a new region of the  Weather is reflective of the immediate conditions while
country, should I consider the weather or the climate near the new climate indicates patterns or typical occurrences of weather
house? over extensive periods of time.

You should consider the climate. The climate is a pattern
and occurs over a long period of time while weather is just
temporary.

 Climate is determined by many factors.
 Why do different regions of the United State and/or World have Elevation, bodies of water, location and population all effect
different climates? climate so depending on each of these various regions will
have different climates.


6th
Curricular
E S6:C2:PO4 Analyze the following S2:C2:PO3 Apply the (2) ocean current Earth’s Atmosphere
factors that affect climate: following scientific (2) elevation Lesson 2.1 pg. 43-46
 ocean currents processes to other (2) location
 elevation problem solving or (2) climate Earth’s Atmosphere
 location decision making Lesson 4.1 pg. 117-124
situations:
 identifying
variables
 comparing
 inferring
E S6:C2:PO3 Analyze the effects that S2:C2:PO3 Apply the (2) body of http://webtools4u2use.wikispaces.com/
bodies of water have on the climate following scientific water file/view/Graphing_for_Fun.pdf
of a region processes to other (2) climate
problem solving or (2) interaction http://www.ixl.com/math/grade-
decision making 6/interpret-bar-graphs
situations:
 identifying http://www.internet4classrooms.com/
variables grade_level_help/embedded_inquiry
 comparing _data_table_sixth_6th_grade_science.
 inferring htm
I S6:C2:PO5 Analyze the impact of S1:C3:PO4 Interpret (2) local
large-scale weather systems on the simple tables and (2) national
local weather graphs produced by (2) international
others (2) weather
system
I S6:C2:PO6 Create a weather system
model that includes:
 the Sun
 the atmosphere
 bodies of water
I S4:C3:PO2 Describe how the (2) quality of life
following environmental conditions (2) water quality
affect the quality of life: (2) climate
 water quality (2) smog
 climate (2) environmental
 smog (2) conditions
Cluster
Project:


6th
Assessment:


6th
Unit: Life Science
Cluster: Structure and Function of Living Things

 What is one way in which organisms organized?  Organisms are organized into cells, tissues, organs and
organ systems.

 Do the systems within an organism interact? How do you know?  Systems in organisms work together to fulfill the basic
life functions.

Yes, the systems do interact. There are many examples
of this, including the circulatory and respiratory systems
working together to oxygenate the body, the skeletal
and muscular systems working together to create
structure and the muscular and nervous systems working
together to create movement.
 Students often believe that blood is blue. Blood is always red. Less oxygenated blood is a very dark red and can cause a bluish
or purple appearance when looking at veins through the skin but it is in fact, red.


6th
Curricular
E S4:C1:PO5 Explain the hierarchy of cells, (2) hierarchy http://www.slideshare.net/
tissues, organs and organ systems (2) cell Steven_iannuccilli/6th-
(2) tissue grade-chapter-3
(2) organ
(3) organ system
(2) organism
E S4:C1:PO6 Relate the following structures S1:C4:PO4 Create a W-S3:C3:PO1 (2) function Diversity of Living Things
of living organisms to their functions: list of instructions that (2) respiration Lesson 2.2 pg. 51-57
others can following (2) gills
Animals carrying out a (2) lungs Diversity of Living Things
 respiration- gills, lungs procedure (without the (2) digestion Lesson 3.1 pg. 85-91
 digestion- stomach, intestines use of personal (2) stomach
 circulation- heart, veins, arteries, pronouns) (2) intestines Diversity of Living Things
capillaries (2) circulation Lesson 4.1 pg. 123-127
S1:C3:PO6 Formulate (2) heart
 locomotion- muscles, skeleton new questions based (2) vein Diversity of Living Things
on the results of a (2) arteries Crazy Celery Lesson 5.1 pg. 157-163
Plants completed (2) capillaries
 transpiration- stomata, roots, xylem, investigation (2) locomotion Human Biology
phloem (2) muscle Lesson 1.2 pg. 14-21
 absorption- roots, xylem, phloem (2) skeleton
 response to stimulus (phototropism, (3) transpiration Human Biology
hydrotropism, geotropism)- roots, (2) absorption Lesson 2.1 pg. 37-44
xylem, phloem (3) stomata
(2) roots
(3) xylem
(3) phloem
(2) stimulus
(3) phototropism
(3) hydrotropism
(3) geotropism
I S4:C1:PO7 Describe how the various (2) vital
systems of living organisms work together (2) respiratory
to perform a vital function: (2) circulatory
 respiratory and circulatory (2) oxygenation
 muscular and skeletal (2) muscular
 digestive and excretory (2) skeletal
(2) digestive
(2) nutrients
(2) toxins
(2) absorb
(2) excretory


6th
Cluster
Project:

Assessment:


6th
Unit: Life Science
Cluster: The Cell

 Where do cells come from?  All cells come from other, living cells.

Cell Theory tells us that all cells come from other living
cells. It also tells us that the cell is the most basic building
block of life and that

 All currently or previously living things are made from
 Where are cells? cells.

Cells are everywhere! They are in all living things and in
non-living things that once were alive (i.e., a non-living
wood table that used to be a living tree).

 What is the difference between plant and animal cells?  Plant and animal cells have the same structure, with
the same functions with the exception of chloroplasts
and a cell wall that are both found in plant cells but not
animal cells.

Plant and animal cells are very similar however, plant
cells have additional organelles that animal cells do not.
Plan cells have a cell wall and chloroplasts; because of
these parts, the plant cell can perform photosynthesis
while the animal cell cannot.


6th
Curricular
E S4:C1:PO5 [revisit] Explain the hierarchy (2) hierarchy Cells and Heredity
of cells, tissues, organs, and systems (2) organism Lesson 1.3 pg. 26-33

Diversity of Living Things
Lesson 2.1 pg. 43-50

http://tlc.ousd.k12.ca.us/
~acody/7cif7.html
U S2:C1:PO2 Describe how a major S2:C2:PO2 Describe (3) cell theory Cells and Heredity
milestone in science or technology has how scientific Lesson 1.1 pg. 9-15
revolutionized the thinking of the time knowledge is subject
(e.g., Cell Theory, sonar, SCUBA, to change as new http://www.teachertube.com
underwater robotics) information and/or /viewVideo.php?video_id=
technology challenges 10102
prevailing theories
E S4:C1:PO4 Differentiate between plant S1:C2:PO4 Perform W-S3:C2:PO1 (2) differentiate Cheek Cell Lab
and animal cells measurements using W-S3:C6:PO2 (3) plant cell (IV- method of cheek
appropriate scientific (3) animal cell scraping; DV-
tools (e.g., balances, (2) microscope number of collected
microscopes, probes, cells)
micrometers)

S1:C2:PO1
Demonstrate safe
behavior and
appropriate
procedures (e.g., use
and care of
technology, materials,
organisms) in all
science inquiry

S1:C1:PO2 Formulate
questions based on
observations that lead
to the development of
a hypothesis

S1:C1:PO3 Locate
research information,
not limited to a single
source, for use in the

6th
design of a controlled
investigation

S1:C2:PO2 Design an
investigation to test
individual variables
using scientific
processes

S1:C2:PO3 Conduct a
controlled
investigation using
scientific processes

S1:C4:PO1 Choose an
appropriate graphic
representation for
collected data:
 line graph
 double bar graph
 stem and leaf plot
 histogram

S1:C4:PO2 Display
data collected from a
controlled
investigation

S1:C4:PO3
Communicate the
results of an
investigation with
appropriate use of
qualitative and
quantitative
information

S1:C4:PO5
Communicate the
results and conclusion
of the investigation

S1:C3:PO5 Analyze
the results from
previous and/or
similar investigations

6th
to verify the results of
the current
investigation
E S4:C1:PO2 Describe the basic structure of S1:C2:PO4 Perform (3) organelle Cells and Heredity
a cell, including: measurements using (3) cell wall Lesson 1.2 pg. 18-25
 cell wall appropriate scientific (3) cell membrane
 cell membrane tools (e.g., balances, (2) nucleus
 nucleus microscopes, probes, (3) nucleus
micrometers)

S1:C2:PO5 Keep a
record of
observations, notes,
sketches, questions,
and ideas using tools
such as written and/or
computer logs
E S4:C1:PO3 Describe the function of each (3) cell wall Cells and Heredity
of the following cell parts: (2) structure Lesson 1.2 pg. 18-25
 cell wall (2) protection
 cell membrane (3) cell membrane
 nucleus (2) protection
(2) regulation
(3) nucleus

E S4:C1:PO1 Explain the importance of (2) organism
water to organisms
U S2:C1:PO1 Identify how diverse people S2:C1:PO4 Describe
an/or cultures, past and present, have the use of technology
made important contributions to scientific in science-related
innovations; William Beebe careers
Cluster
Project:

Assessment:


6th

Unit: Current Science
Cluster: Science in the Last Decade

 Why is it important for scientists to repeat or revisit studies?  Accurate logs and communication must be kept so that
studies can be revisited or repeated. This process keeps
information current and helps identify possible
misconceptions or mistakes.

It is important for scientists to revisit or repeat studies to
 Why do we call scientific theories not laws even when they are confirm or reject the findings as new information becomes
widely accepted? available. Revisiting things helps us to see mistakes and/or
learn more about what we already knew.

 Scientific knowledge must be revisited as we
continuously learn more.

We call them theories because as we have learned, our base
of knowledge is always evolving. To call them a law would
imply that we know all there is to know about that subject
and rarely is that true.


6th
Curricular
U S2:C1:PO3 Analyze the impact of a S1:C3:PO1 Analyze
major scientific development occurring data obtained in a
within the past decade scientific
investigation to
identify trends

S1:C3:PO3 Evaluate
the observations and
data reported by
others

Cluster
Project:

Assessment:


6th Grade Science Maps revised

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