Standard

Bloom’s Taxonomy

Supporting Skills and Examples

Assessment

Resources

ü      Recognize scientific knowledge as not merely a set of static facts, but is dynamic and affords the best current explanations.

ü      Identify important contributions to the advancement of science from people of differing cultures, genders, and ethnicity.

ü      Examples: George W. Carver-peanuts, Gregor Mendel-genetics, Sylvia Earle-oceanography, Darwin-evolution

Famous Scientists PowerPoint

Mole Day Lab

Google.com

Enchantedlearning.com

Wikipedia.org

Brain Pop

Destination machine

Wireless notebook and display screen

National Mole Day Website

Standard

Supporting Skills and Examples

Assessments

Resources

6.N.2.1.  Students are able to pose questions that can be explored through scientific investigations.

Application

Example: How does light affect plant growth?

ü      Conduct systematic scientific investigations.

·     Use appropriate supportive technologies.

·     Describe the limits of accuracy inherent in a particular measuring device or measurement procedure.

·     Manipulate one variable over time with many repeated trials to test a hypothesis.

·     Construct and interpret graphs from data to make predictions.

·     Use research methods to investigate practical and/or personal scientific problems and questions.

ü      Describe and demonstrate various safety factors associated with different types of scientific activity.

·        Use appropriate scientific equipment safely in all investigations.

·     Wear appropriate attire.

Lab reports

Lab practical quiz

Polyacrylamide lab

Film canister lab/alkaseltzer lab

Oak Lake DO lab

Diversity index lab

Metric lab

Quiz over microscope

Measurement quiz

Rube Goldberg apparatus

Writing assignment on a proper conclusion

Vocabulary quizes

Oak Lake Field Station

Oak Lake Resource Packets

Macro Invertebrate Key

Grassland/Prairie Reference books

“If You’re Not From the Prairie” story

Advanced

Sixth grade students performing at the advanced level:

·        pose a question and a hypothesis that can be explored through scientific exploration.

Proficient

Sixth grade students performing at the proficient level:

·        pose questions that can be explored through scientific investigations.

Basic

Sixth Grade students performing at the basic level:

·        given a prompt, pose one question that can be scientifically explored.

6.P.1.1. Students are able to identify the subatomic particles that make up atoms.

Knowledge

·        Electrons, protons, and neutrons

Atom poem/Rapp/Story

Build a model of an atom

Bohr’s model drawings

Proton/neutron/electron worksheets

Websites

Powers of Ten video website

Brain Pop

6.P.1.2.  Students are able to classify matter based on physical and chemical properties.

Application

Examples: mass, weight, volume, acidity, density, texture, color, melting point, boiling point

ü      Compare and contrast compounds and elements.

Examples: sugar, salt, water (as compounds); Au, Fe, Na (as element symbols)

ü        Use the Periodic Table as a tool to describe elements.

ü        Examples: symbols, metals/non-metals, groups/rows, families

“Soup or Solid” lab

“I’ve Been Slimed” lab

Boiling point/melting point/freezing point lab

Role modeling/charades of physical changes

Alien Periodic Table activity

Periodic Table Activity book

Brain Pop

6.P.1.3.  Students are able to describe phase changes in matter differentiating between the particle motion in solids, liquids, and gases.

Comprehension

+  Contruct and interpret graphs depicting gas laws.

+ Construct and interpret graphs depicting phase changes in matter.

Melting Ice Lab

Boyle’s/Charles Law graphs

Prentice Hall “Chemical Building Blocks”

6.P.2.1.  Students are able to describe how push/pull forces acting on an object produce motion.

Comprehension

Examples: illustration of see-saw, sailboat on water, kite

ü        Demonstrate how all forces have magnitude and direction.

ü        Newton’s Laws of Motion

Brain Pop

6.P.3.1.  Students are able to identify types of energy transformations.

Comprehension

Examples: mechanical to electrical, chemical to light, kinetic to potential (and vice versa)

ü        Explain basic principles of electricity and magnetism   including static, current, circuits, and magnetic fields.

ü        Investigate the properties of light (electromagnetic    spectrum).

ü        Illustrate sunlight to chemical (photosynthesis).

+  Describe methods of heat transfer

+  Describe characteristics of light and sound.

+  Relate waves to the transfer of energy.

Circuit board activity

Light and Sound Labs

Hot House Lab

Advanced

Sixth grade students performing at the advanced level:

·        draw models of simple atoms indicating appropriate positions of protons, electrons, and neutrons;

·        identify physical and chemical changes;

·        explain the role of temperature in phase changes of matter;

·        predict motion(s) of an object acted on by multiple push/pull forces;

·        given a scenario, identify energy transformation(s).

Proficient

Sixth grade students performing at the proficient level:

·        identify the subatomic particles that make up atoms;

·        classify matter based on physical and chemical properties;

·        describe phase changes in matter differentiating between the particle motion in solids, liquids, and gases;

·        describe how push/pull forces acting on an object produce motion;

·        identify types of energy transformations.

Basic

Sixth grade students performing at the basic level:

·        label the protons, neutrons, and electrons of an atom;

·        classify matter based on physical property;

·        given an illustration of particle motion, can identify solids, liquids, and gases;

·        given an illustration, identify push/pull forces;

·        give an example of one energy transformation.

Standard

Bloom’s Taxonomy Level

Supporting Skills and Examples

Assessment

Resources

6.L.1.1.  Students are able to illustrate the difference between plant and animal cells.

Comprehension

·        Plant cells have chloroplasts and cell walls.

ü           Identify basic cell organelles and their functions.

ü           Recognize cells as the building blocks of living things.

·        Observe cells with a compound microscope

Cell booklet

Cell vocab foldable

Illustrate cells as seen under the microscope

Identify cell structures under the microscope

Cells Alive website

Brain Pop

6.L.1.2.  Students are able to explain the importance and scientific use of a classification system.

Comprehension

·        Management of diversity for organization and categorization

• Uniform scientific communication

Example: identification and classification of newly- discovered organisms

ü      Kingdom, phylum, class, order, family, genus, species

ü      Kingdom classification system (monera, protista, plantae, fungi, animalia)

Classifying Button Lab

Classifying Project  in groups

Dichotomous Key Bean Lab

Classification websites

Dichotomous Key websites

Enchanted Learning.com

Standard

Bloom’s Taxonomy Level

Supporting Skills and Examples

Assessments

Resources

ü      Investigate the lineage of organisms to predict traits and features.

Examples: family genealogy, Mendel’s pea plants, Punnett Squares

ü      Describe the difference between a hybrid and a purebred trait.

Punnet Square activity

Standard

Bloom’s Taxonomy Level

Supporting Skills and Examples

Assessments

Resources

ü      Model cycles in ecosystems.

Ex:  water, carbon dioxide/oxygen

ü      Describe the relationship between characteristics of biomes and the organisms that live there.

ü      Describe how organisms adapt to biotic and abiotic factors in a biome.

+  Describe the roles of producers, decomposers,   consumers in a system.

+ Analyze energy transfer within a food web.

Tap Water Tour Lab

Advanced

Sixth grade students performing at the advanced level:

·        Explain the reasons for the differences between plant and animal cells;

·        Design a classification system.

Proficient

Sixth grade students performing at the proficient level:

·        Illustrated the difference between plant and animal cells;

·        Explain the importance and scientific use of a classification system.

Basic

Sixth grade students performing at the proficient level:

·        Name two similarities and differences between plant and animal cells;

·        List the five kingdoms.

Standard

Bloom’s Taxonomy Level

Supporting Skills and Examples

Assessment

Resources

6.E.1.1.  Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth interact.

Comprehension

• Impact of humans and natural events

ü      Composition of spheres

6.E.1.2.  Students are able to examine the role of water on the Earth.

Comprehension

·        Surface

Examples: waves, glaciers, rivers

·        Underground

Example: aquifers

·        Atmosphere

      Examples: precipitation, humidity

Water Cycle Poster

6.E.1.3.  Students are able to explain processes involved in the formation of the Earth’s structure.

Comprehension

Examples: plate tectonics, volcanoes, earthquakes

ü      Interpret topographic and digital imagery or remotely sensed data to identify surface features.

Examples: local, global, regional

ü      Explain the formation of different rock types and their characteristics.

ü      Use geospatial technologies to investigate natural phenomena.

ü      Examples: GPS, GIS, remote sensing

Standard

Bloom’s Taxonomy Level

Supporting Skills and Examples

Assessments

Resources

6.E.2.1.  Students are able to identify the organization and relative scale of the solar system.

Knowledge

·        Sun, Moon, Earth, other planets and their moons, meteors, asteroids, and comets

ü      Origins and age of the universe

ü      Explain the association of time measurement with celestial motions.

Examples: time zones, leap years, international dateline

Planet Project:

-  Brochure

- Scale model of solar system

- Presentation

Websites on planets and solar system

Advanced

Sixth grade students performing at the advanced level:

·        analyze the role of water as it interacts with the Earth’s spheres;

·        explain the role of plate tectonics in shaping the earth;

·        compare and contrast terrestrial and gaseous planets.

Proficient

Sixth grade students performing at the proficient level:

·        describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth interact;

·        examine the role of water on the Earth;

·        explain processes involved in the formation of the Earth’s structure;

·        identify the organization and relative scale of the solar system.

Basic

Sixth grade students performing at the basic level:

·        identify the spheres of Earth;

·        list two effects of  water on Earth;

·        identify processes of weathering and erosion in the formation of earth’s structures;

·        list the planets in order from the Sun outward.

Standard

Bloom’s Taxonomy Level

Supporting Skills

 and Examples

Assessments

Resources

6.S.1.1.  Students are able to describe how science and technology have helped society to solve problems.

Comprehension

Examples: GPS, GIS, remote sensing, prevention and treatment of diseases, vaccinations, water treatment, prosthetics

Standard

Bloom’s Taxonomy Level

 Supporting Skills

 and Examples

Assessments

Resources

6.S.2.1.  Students are able, given a scenario, to identify the problem(s) of human activity on the local, regional, or global environment.

Knowledge

Examples: urban expansion, water treatment

+ Investigate an environmental issue by identifying a problem, look for the cause, study the effects, and look for a solution.

Fruitvale Activity

Tap Water Tour

Oak Lake or Wetland Unit

Wetland Trunk from ADWD.

Advanced

Sixth grade students performing at the advanced level:

·        list pros and cons of technological solutions to problems.

Proficient

Sixth grade students performing at the proficient level:

·        describe how science and technology have helped society to solve problems;

·        given a scenario, identify the problem(s) of human activity on the local, regional, or global environment.

Basic

Sixth grade students performing at the basic level:

·        recognize a problem.