1. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 1
August
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
Forms Of Energy Benchmark
[SC06-S5C3-02] Identify several ways in which energy may I can identify several ways in which energy may be stored. Matter and Energy (6th Energy For The Future Quizzes
be stored. Grade) - Lesson 3.1 pp. transforming energy Common Assessments
71-77 Mechanical Energy Labs
Energy worksheet
[SC06-S5C3-01] Identify various ways in which electrical I can identify different ways in which electricity is generated Matter and Energy (6th Global Warming
energy is generated using renewable and nonrenewable using renewable and nonrenewable resources. Grade) - Lesson 3.3 pp. AdaptiveCurriculum
resources (e.g., wind, dams, fossil fuels, nuclear reactions). 86-91 10 Different Types Of
Energy
[SC06-S5C3-03] Compare the following ways in which I can compare the ways in which energy may be changed renewable and nonrenewable Different Types Of Energy
energy may be transformed: • mechanical to electrical • from mechanical to electrical and electrical to thermal. resources check Types Of Energy
adaptivecurriculum website. Types of energy
electrical to thermal
[SC06-S1C1-01] Differentiate among a question, I can tell the difference among a question, hypothesis, and Matter and Energy (6th Carbon Cycle
Carbon:The Element Of
hypothesis, and prediction. prediction. Grade) - Chapter Surprise
Investigation pp. 84-85
[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a
that lead to the development of a hypothesis. (See hypothesis.
M06-S2C1-01)
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and
sketches, questions, and ideas using tools such as written ideas in written or computer logs.
and/or computer logs. (See W06-S3C2-01 and
W06-S3C3-01)
[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information to
with appropriate use of qualitative and quantitative communicate the results of an investigation.
information. (See W06-S3C2-01)
[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an
the investigation. (See W06-S3C6-02) investigation.
[SC06-S5C3-03] Compare the following ways in which I can compare the ways in which energy may be changed Hydrogen Fuel Energy
energy may be transformed: • mechanical to electrical • from mechanical to electrical and electrical to thermal. More Information About
Energy
electrical to thermal
[SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be Matter and Energy (6th Wind Energy
can be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Grade) - Lesson 4.1 pp.
Law Of Conservation Of
103-109 Energy
[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientific Matter and Energy (6th
transferring enrgy
scientific processes. processes. Grade) - Chapter
Investigation pp. 122-123 Safety rules
Conduction, Convection,
and Radiation
Isaac School District Page 1 of 11 2011/2012

2. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 1
August
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and Matter and Energy (6th hurricanes Benchmark
Scientific Investigation Quizzes
sketches, questions, and ideas using tools such as written ideas in written or computer logs. Grade) - Chapter Common Assessments
and/or computer logs. (See W06-S3C2-01 and Investigation pp. 122-123 Labs
W06-S3C3-01) Use the General Science
[SC06-S1C3-01] Analyze data obtained in a scientific I can analyze data to identify trends. link to cover S1C4-01
investigation to identify trends. (See M06-S2C1-03)
[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph, stem
representation for collected data: • line graph • double bar and leaf plot, or histogram would be the best way to show
graph • stem and leaf plot • histogram (See M06-S2C1-02) data.
[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information to
with appropriate use of qualitative and quantitative communicate the results of an investigation.
information. (See W06-S3C2-01)
[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an Global Warming
the investigation. (See W06-S3C6-02) investigation. Global Energy Budget
Atmosphere
[SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be storms
can be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Atmosphere General Inf
[SC06-S3C1-01] Evaluate the effects of the following natural I can evaluate the effects of a sandstorm, hurricane, Earth's Atmosphere (6th Greenhouse Effects
Weather Predictions
hazards: • sandstorm • hurricane • tornado • ultraviolet light • tornado, ultraviolet light, and lightning-caused fire. Grade) - Lesson 1.1 pp. Global Warming
lightning-caused fire 9-15 Explanation
[SC06-S6C1-01] Describe the properties and the I can describe the properties and the composition of the Storms
composition of the layers of the atmosphere. layers of the atmosphere.
September
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
Benchmark
[SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be Earth's Atmosphere (6th Quizzes
can be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Grade) - Lesson 1.3 pp. Common Assessments
22-26 Labs
[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Earth's Atmosphere (6th Population Density
conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life. Grade) - Lesson 1.4 pp.
population density • smog 27-33
[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a Earth's Atmosphere (6th
Scientific Process
that lead to the development of a hypothesis. (See hypothesis. Grade) - Chapter
M06-S2C1-01) Investigation pp. 34-35
[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientific
scientific processes. processes.
School District Page 2 of 11 2011/2012

3. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 1
September
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and Exploring Benchmark
Quizzes
sketches, questions, and ideas using tools such as written ideas in written or computer logs. Oceans Common Assessments
and/or computer logs. (See W06-S3C2-01 and Structures Of Labs
W06-S3C3-01) The Oceans
[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an
the investigation. (See W06-S3C6-02) investigation.
[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Population
Changes
conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life.
population density • smog
[SC06-S5C3-04] Explain how thermal energy (heat energy) I can explain how thermal energy (heat energy) can be Earth's Atmosphere (6th Ocean Currents
can be transferred by: • conduction • convection • radiation transferred by conduction, convection, and radiation. Grade) - Lesson 2.1 pp. Characteristics Of Ocean
43-46
[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and location
climate: • ocean currents • elevation • location affect the climate.
October
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
Natural hazards Benchmark
[SC06-S3C1-01] Evaluate the effects of the following natural I can evaluate the effects of a sandstorm, hurricane, Earth's Atmosphere (6th Natural Disasters Quizzes
hazards: • sandstorm • hurricane • tornado • ultraviolet light • tornado, ultraviolet light, and lightning-caused fire. Grade) - Lesson 3.2 pp. Hurricanes: Future Weather Common Assessments
lightning-caused fire 87-91 Labs
[SC06-S3C1-02] Describe how people plan for, and respond I can describe how people plan for and respond to drought,
to, the following natural disasters: • drought • flooding • flooding, and tornadoes.
tornadoes.
Saying No To Addiction
[SC06-S3C2-02] Compare possible solutions to best address I can compare possible solutions to a need or problem. Earth's Atmosphere (6th
an identified need or problem. Grade) - Lesson 3.4 pp.
98-103
[SC06-S3C2-03] Design and construct a solution to an I can design and construct a solution to a need or problem Use the videos to identify need
identified need or problem using simple classroom materials. using simple materials. or problem.
Isaac School District Page 3 of 11 2011/2012

4. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 2
October
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
Benchmark
[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and location Earth's Atmosphere (6th Quizzes
climate: • ocean currents • elevation • location affect the climate. Grade) - Lesson 4.1 pp. Common Assessments
117-124 Labs
November
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
water cycle Benchmark
[SC06-S6C1-04] Analyze the interactions between the I can explain the water cycle. Earth's Waters (6th Grade) Water Smart Quizzes
Earth’s atmosphere and the Earth’s bodies of water (water - Lesson 1.1 pp. 9-14 Water Cycle II Common Assessments
cycle). Carbon Cycle Labs
Water Conservation
[SC06-S6C2-01] Explain how water is cycled in nature. I can explain how water is cycled in nature. Water Cycle (Sublimation)
[SC06-S6C1-02] Explain the composition, properties, and I can explain the composition, properties, and structure of Earth's Waters (6th Grade)
structure of the Earth’s lakes and rivers. the - Lesson 1.2 pp. 16-23
[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Earth's Waters (6th Grade)
conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life. - Lesson 2.2 pp. 50-57
population density • smog
[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, and Earth's Waters (6th Grade)
and prediction. prediction - Chapter Investigation pp.
58-59
[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a
that lead to the development of a hypothesis. (See hypothesis.
M06-S2C1-01)
[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientific
scientific processes. processes.
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and
sketches, questions, and ideas using tools such as written ideas in written or computer logs.
and/or computer logs. (See W06-S3C2-01 and
W06-S3C3-01)
[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph, stem
representation for collected data: • line graph • double bar and leaf plot, or histogram would be the best way to show
graph • stem and leaf plot • histogram (See M06-S2C1-02) data.
[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information to
with appropriate use of qualitative and quantitative communicate the results of an investigation.
information. (See W06-S3C2-01)
Isaac School District Page 4 of 11 2011/2012

5. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 2
November
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an Earth's Waters (6th Grade) Benchmark
Quizzes
the investigation. (See W06-S3C6-02) investigation. - Chapter Investigation pp. Common Assessments
58-59 Labs
[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population
conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life.
population density • smog
[SC06-S3C1-02] Describe how people plan for, and respond to, I can describe how people plan for and respond to Earth's Waters (6th Grade)
the following natural disasters: • drought • flooding • tornadoes drought, flooding, and tornadoes. - Lesson 2.3 pp. 60-67
Smog
[SC06-S4C3-02] Describe how the following environmental I can describe how water quality, climate, population Water In Our Environment
conditions affect the quality of life: • water quality • climate • density, and smog affect the quality of life. Water:Types Of Water
population density • smog
[SC06-S6C1-03] Explain the composition, properties, and I can explain the composition, properties, and structures Earth's Waters (6th Grade)
structures of the oceans’ zones and layers. of the oceans’ zones and layers. - Lesson 3.1 pp. 75-83 Oceans
[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and location
climate: • ocean currents • elevation • location affect the climate.
December
Performance Objective Student Outcomes Core Resource Assessment
Benchmark
[SC06-S6C2-04] Analyze the following factors that affect I can analyze how ocean currents, elevation, and location Earth's Waters (6th Grade) Quizzes
climate: • ocean currents • elevation • location affect the climate. - Lesson 3.2 pp. 84-88 Greatest Discoveries
Common Assessments
Labs
[SC06-S2C1-01] Identify how diverse people and/or I can name important contributions people past and Earth's Waters (6th Grade) Marie Curie
cultures, past and present, have made important contributions present have made to science. - Chapter Review pp.
to scientific innovations (e.g., Jacques Cousteau [inventor, 102-104
marine explorer], supports Strand 4; William Beebe [scientist],
supports Strand 4; Thor Heyerdahl [anthropologist], supports
Strand 6).
GPS Technology
[SC06-S2C1-02] Describe how a major milestone in science or I can describe how a major milestone in science or
technology has revolutionized the thinking of the time (e.g., technology has completely changed the thinking of the
Cell Theory, sonar, SCUBA, underwater robotics). time.
[SC06-S6C1-03] Explain the composition, properties, and I can explain the composition, properties, and structures Earth's Waters (6th Grade)
Exploring Oceans
structures of the oceans’ zones and layers. of the oceans’ zones and layers. - Lesson 4.1 pp. 113-120 Structures Of The Oceans
Isaac School District Page 5 of 11 2011/2012

6. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 3
January
Performance Objective Student Outcomes Core Resource Assessment
scientific processes Benchmark
[SC06-S1C2-02] Design an investigation to test individual I can design an investigation to test individual variables Supplemental resource for Scientific Method Quizzes
variables using scientific processes. using scientific processes. science fair - These Common Assessments
standards will be used in Labs
preparing experiments for
the Science Fair
[SC06-S1C3-04] Interpret simple tables and graphs produced I can interpret tables and graphs done by others.
by others.
[SC06-S1C3-05] Analyze the results from previous and/or I can analyze the results from other investigations to
similar investigations to verify the results of the current make sure of the results of the investigation we are
investigation. doing.
[SC06-S1C4-01] Choose an appropriate graphic representation I can choose whether a line graph, double bar graph,
for collected data: • line graph • double bar graph • stem and stem and leaf plot, or histogram would be the best way to
leaf plot • histogram (See M06-S2C1-02) show data.
[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information to
with appropriate use of qualitative and quantitative communicate the results of an investigation.
information. (See W06-S3C2-01) Use the video to
communicate the results of Micronutrients: Vitamins
[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an
the investigation. (See W06-S3C6-02) investigation. an investigation.
[SC06-S2C2-03] Apply the following scientific processes to I can use scientific processes to solve problems or make
other problem solving or decision making situations: • decisions:
observing • questioning • communicating • comparing • • observing
measuring • classifying • predicting • organizing data • • questioning
inferring • generating hypotheses • identifying variables • communicating
• comparing
• measuring
• classifying • predicting
• organizing data Video can be used to explain
• inferring problem and solution.
• generating hypotheses
• identifying variables
[SC06-S2C1-02] Describe how a major milestone in science or I can describe how a major milestone in science or Cells and Heredity (6th
Oil From Algae?
technology has revolutionized the thinking of the time (e.g., technology has completely changed the thinking of the Grade) - Lesson1.1 pp.
Cell Theory, sonar, SCUBA, underwater robotics). time. 9-15
Isaac School District Page 6 of 11 2011/2012

7. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 3
February
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
Cells Benchmark
[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, Cells and Heredity (6th Quizzes
and prediction. and prediction Grade) - Chapter Common Assessments
Investigation pp. 16-17 Labs
[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a
that lead to the development of a hypothesis. (See hypothesis.
M06-S2C1-01)
[SC06-S1C2-04] Perform measurements using appropriate I can use balances (microscopes, probes, micrometers) to
scientific tools (e.g., balances, microscopes, probes, make measurements.
micrometers). (See M06-S4C4-02)
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and
sketches, questions, and ideas using tools such as written ideas in written or computer logs.
and/or computer logs. (See W06-S3C2-01 and
W06-S3C3-01)
[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph,
representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way to
Learning About
graph • stem and leaf plot • histogram (See M06-S2C1-02) show data. Photosynthesis
Organelles
[SC06-S4C1-02] Describe the basic structure of a cell, I can describe the basic structure of a cell, including the Cells and Heredity (6th photosynthesis
including: • cell wall • cell membrane • nucleus cell wall, cell membrane, and nucleus. Grade) - Lesson1.2 pp. Plants' Needs For
18-25 Photosynthesis
[SC06-S4C1-03] Describe the function of each of the I can describe the function of each of the following cell
following cell parts: • cell wall • cell membrane • nucleus parts:
[SC06-S4C1-05] Explain the hierarchy of cells, tissues, I can explain the hierarchy of cells, tissues, organs, and Cells and Heredity (6th Animal and Plant cells
organs, and systems. systems. Grade) - Lesson1.3 pp.
26-33
[SC06-S4C1-05] Explain the hierarchy of cells, tissues, I can explain the hierarchy of cells, tissues, organs, and Diversity of Living Things
organs, and systems. systems. (6th Grade) - Lesson 2.1 Phototropism
pp. 43-50 Tropisms
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Things
organisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 2.2
lungs • digestion – stomach, intestines • circulation – heart, pp. 51-57
veins, arteries, capillaries • locomotion – muscles, skeleton
Plants • transpiration – stomata, roots, xylem, phloem •
absorption – roots, xylem, phloem • response to stimulus
(phototropism, hydrotropism, geotropism) – roots, xylem,
phloem
Isaac School District Page 7 of 11 2011/2012

8. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 3
February
Performance Objective Student Outcomes Core Resource Links to Resources Assessment
[SC06-S4C3-01] Explain that sunlight is the major source of I can explain that sunlight is the major source of energy Diversity of Living Things Benchmark
Quizzes
energy for most ecosystems. (See Strand 5 Concept 3 and for most ecosystems. (6th Grade) - Lesson 2.2 Common Assessments
Strand 6 Concept 2) pp. 51-57 Labs
March
Performance Objective Student Outcomes Core Resource Assessment
red blood cells Benchmark
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Things Heart video(circulatory Quizzes
organisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 3.1 system) Common Assessments
lungs • digestion – stomach, intestines • circulation – heart, pp. 85-91 Labs
veins, arteries, capillaries • locomotion – muscles, skeleton Respiratory system
Plants • transpiration – stomata, roots, xylem, phloem • Digestive system
absorption – roots, xylem, phloem • response to stimulus
(phototropism, hydrotropism, geotropism) – roots, xylem,
phloem The Nervous System
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Things
organisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 4.1
lungs • digestion – stomach, intestines • circulation – heart, pp. 123-127
veins, arteries, capillaries • locomotion – muscles, skeleton
Plants • transpiration – stomata, roots, xylem, phloem •
absorption – roots, xylem, phloem • response to stimulus
(phototropism, hydrotropism, geotropism) – roots, xylem,
phloem
[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of living
organisms work together to perform a vital function: • organisms work together to perform a vital function:
respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, and
and excretory digestive and excretory.
Isaac School District Page 8 of 11 2011/2012

9. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 4
April
Performance Objective Student Outcomes Core Resource Assessment
Benchmark
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Diversity of Living Things Quizzes
organisms to their functions: Animals • respiration – gills, plants and their functions. (6th Grade) - Lesson 5.1 Common Assessments
lungs • digestion – stomach, intestines • circulation – heart, pp. 157-163 Labs
veins, arteries, capillaries • locomotion – muscles, skeleton
Plants • transpiration – stomata, roots, xylem, phloem •
absorption – roots, xylem, phloem • response to stimulus
(phototropism, hydrotropism, geotropism) – roots, xylem,
phloem
[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of living
organisms work together to perform a vital function: • organisms work together to perform a vital function:
respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, and
and excretory digestive and excretory.
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Human Biology (6th
organisms to their functions: Animals • respiration – gills, plants and their functions. Grade) - Lesson 1.2 pp.
lungs • digestion – stomach, intestines • circulation – heart, 14-21
veins, arteries, capillaries • locomotion – muscles, skeleton
Plants • transpiration – stomata, roots, xylem, phloem •
absorption – roots, xylem, phloem • response to stimulus
(phototropism, hydrotropism, geotropism) – roots, xylem,
phloem
[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of living
organisms work together to perform a vital function: • organisms work together to perform a vital function:
respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, and
and excretory digestive and excretory.
[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, and Human Biology (6th The Sneeze: How Germs
and prediction. prediction Grade) - Chapter Are Spread
Investigation pp. 28-29
[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a
that lead to the development of a hypothesis. (See hypothesis.
M06-S2C1-01)
[SC06-S1C2-04] Perform measurements using appropriate I can use balances (microscopes, probes, micrometers) to
scientific tools (e.g., balances, microscopes, probes, make measurements.
micrometers). (See M06-S4C4-02)
Isaac School District Page 9 of 11 2011/2012

10. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 4
April
Performance Objective Student Outcomes Core Resource Assessment
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, Human Biology (6th Graphs Benchmark
Quizzes
sketches, questions, and ideas using tools such as written and ideas in written or computer logs. Grade) - Chapter Common Assessments
and/or computer logs. (See W06-S3C2-01 and Investigation pp. 28-29 Labs
W06-S3C3-01)
[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph,
representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way
graph • stem and leaf plot • histogram (See M06-S2C1-02) to show data.
May
Performance Objective Student Outcomes Core Resource Assessment
Systems Benchmark
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Human Biology (6th Quizzes
organisms to their functions: Animals • respiration – gills, plants and their functions. Grade) - Lesson 2.1 pp. Common Assessments
lungs • digestion – stomach, intestines • circulation – heart, 37-44 Labs
Life Cycle Of The Plant
veins, arteries, capillaries • locomotion – muscles, skeleton Use the videos to explain
Plants • transpiration – stomata, roots, xylem, phloem • photosynthesis. How Plants Grow
absorption – roots, xylem, phloem • response to stimulus
(phototropism, hydrotropism, geotropism) – roots, xylem,
phloem
[SC06-S4C1-07] Describe how the various systems of living I can describe and compare how systems of living
organisms work together to perform a vital function: • organisms work together to perform a vital function:
respiratory and circulatory • muscular and skeletal • digestive respiratory and circulatory, muscular and skeletal, and
and excretory digestive and excretory.
Science Fair Information
[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, Human Biology (6th
and prediction. and prediction Grade) - Chapter General Science
Investigation pp. 56-57
[SC06-S1C1-02] Formulate questions based on observations I can ask questions about my observations that lead to a Use General Science
that lead to the development of a hypothesis. (See hypothesis. Link to teach:
M06-S2C1-01) Variables
[SC06-S1C2-04] Perform measurements using appropriate I can use balances (microscopes, probes, micrometers) to Graphs
scientific tools (e.g., balances, microscopes, probes, make measurements. Scientific Process
micrometers). (See M06-S4C4-02)
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and
sketches, questions, and ideas using tools such as written ideas in written or computer logs.
and/or computer logs. (See W06-S3C2-01 and
W06-S3C3-01)
Isaac School District Page 10 of 11 2011/2012

11. 6th Grade Science: Curriculum Map and Pacing Guide 2011/2012
Quarter 4
May
Performance Objective Student Outcomes Core Resource Assessment
[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph, Human Biology (6th Biology Lesson Plans Benchmark
3D Human Anatomy Quizzes
representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way to Grade) - Chapter Common Assessments
graph • stem and leaf plot • histogram (See M06-S2C1-02) show data. Investigation pp. 56-57 Labs
[SC06-S4C1-06] Relate the following structures of living I can analyze and compare the structures of animals and Human Biology (6th
organisms to their functions: Animals • respiration – gills, plants and their functions. Grade) - Lesson 3.1 pp.
Skeletal System
lungs • digestion – stomach, intestines • circulation – heart, 65-71
veins, arteries, capillaries • locomotion – muscles, skeleton The Biology Lesson Plans link Skin System
Plants • transpiration – stomata, roots, xylem, phloem • contain a lot of hands-on
absorption – roots, xylem, phloem • response to stimulus activities
Excretory System
(phototropism, hydrotropism, geotropism) – roots, xylem, Muscular and Skeletal
phloem Systems
Netfrog Dissecting
[SC06-S4C1-07] Describe how the various systems of living I can describe how systems of living organisms work Human Body Puzzle
organisms work together to perform a vital function: • together to perform a vital function: respiratory and Systems
respiratory and circulatory • muscular and skeletal • digestive circulatory, muscular and skeletal, and digestive and
and excretory excretory.
[SC06-S1C1-01] Differentiate among a question, hypothesis, I can tell the difference among a question, hypothesis, Human Biology (6th Science Fair Information
and prediction. and prediction Grade) - Chapter
Investigation pp. 72-73
Science-class.net
[SC06-S1C2-03] Conduct a controlled investigation using I can conduct a controlled investigation using scientific
scientific processes. processes. Science-Class. Net
[SC06-S1C2-05] Keep a record of observations, notes, I can record observations, notes, sketches, questions, and contains information
sketches, questions, and ideas using tools such as written ideas in written or computer logs. about scientific
and/or computer logs. (See W06-S3C2-01 and process.
W06-S3C3-01)
[SC06-S1C4-01] Choose an appropriate graphic I can choose whether a line graph, double bar graph,
representation for collected data: • line graph • double bar stem and leaf plot, or histogram would be the best way to
graph • stem and leaf plot • histogram (See M06-S2C1-02) show data.
[SC06-S1C4-03] Communicate the results of an investigation I can use qualitative and quantitative information to
with appropriate use of qualitative and quantitative communicate the results of an investigation.
Human Nutrition: Water
information. (See W06-S3C2-01)
[SC06-S1C4-05] Communicate the results and conclusion of I can communicate the results and conclusion of an Use the video to
the investigation. (See W06-S3C6-02) investigation. explain the importance
of water.
Isaac School District Page 11 of 11 2011/2012